3d shape - Primary Mathematics



Properties of 3D shapes

|Year Target |Group Target |Key Resources / Models and|Outcomes |

| | |Images | |

|Yr 1 | |Must | |2 D shapes |Understand use in a practical context: shape, solid, hollow, edge, face, straight, curved, point, corner |

| | | |Name solid shapes such as cube, |Feely bag | |

| | | |cone and sphere. |Crayons/pencils/paper/ |Recognise and name the following shapes: |

| | | | |Sand | |

| | | | | |Cube, Cuboid, Sphere, Cylinder, Cone |

| | | | |Plasticine / Biscuit Dough| |

| | | | |and shape cutters |Identify shapes in the classroom: for example, |

| | | | |Geo boards |-find a cuboid (box) |

| | | | |Objects with different |-find a cylinder (baked beans tin). |

| | | | |shaped faces | |

| | | | |Digital camera |Sort 3-D shapes in different ways according to properties like: |

| | | | |Shapes Songs. For example |-whether they have any corners; |

| | | | |Dave Godfrey “Number Fun” |-whether all their edges are straight; |

| | | | |songs. |-whether they are solid or hollow. |

| | | | |Shape fan | |

| | | | |3d shape properties |Using a collection of solid shapes, choose an example, and describe it. For example: |

| | | | |Shape and space activities|-This shape has six faces, and each face is a rectangle. |

| | | | |booklet |-This shape has five faces – four are triangles and one is square. |

| | | | | |-This cube has 12 edges… |

| | | | |Shape tools | |

| | | | | |Recognise a solid shape placed in hands behind back and be able to name it by feeling. |

| | | | |ICT files | |

| | | | | |Make 3-D shapes using constructions kits, straws, clay, plasticine, everyday materials etc. |

| | | | |Problem solving materials | |

| | | | | |Begin to relate 3-D shapes to pictures of them e.g. match solids to pictures of them, use bricks to build models from pictures. |

| | | | |Number lines | |

| | | | |Odd one out |Describe the model or pattern and say which shapes have been used to make it. For example: |

| | | | |5rectangles |-The top of this tree is a sphere and its trunk is a cylinder. |

| | | | | |-This house is made from a cube and its roof is a pyramid… |

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| | | | | |Look at this collection of objects or shapes. Shut your eyes while I pick one up and hide it. Open your eyes. Tell me which object|

| | | | | |or shape I have hidden. |

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| | | | | |Sort and classify shapes using Venn and Carroll diagrams, e.g. all the 3-D solids with a rectangular face |

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| | | | | |1b-1a |

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|Understanding 3d shape|Should | | | |

|Shape and space | |Use everyday language to describe | | |

|activities booklet | |the features of 3-D shapes. | | |

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|Shape tools | | | | |

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|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

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|Foundation to year 1 | | | | |

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|Year 1 | | | | |

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|Information | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

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| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | |Use mathematical vocabulary to | | |

| | |describe 3-D shapes; sort shapes | | |

| | |and describe some of their | | |

| | |features. | | |

|Yr 2 | |Must | |3-D shapes |Recognise and name the following shapes: |

| | | |Use everyday language to describe |Pictures of 3-D shapes | |

| | | |the features of 3-D shapes. |Labels of shape names/key |Cube, Cuboid, Sphere, Cylinder, Cone, Pyramid |

| | | | |vocabulary | |

| | | | |Every day objects e.g. |Describe some of the features of 3D shapes including the shapes of faces, the number of faces, edges and corners. |

| | | | |boxes, balls, tins etc. | |

| | | | |Yes/No cards |Using a set of solid shapes, choose an example to match properties described by others, e.g. Show me the shapes that have: at |

| | | | |Construction kits |least one rectangular face, one curved face, eight corners, |

| | | | |Straws, clay, Plasticine, | |

| | | | |multilink |Answer ‘Yes’ or ‘No’ questions about a hidden shape in order to identify it |

| | | | |Hoops for sorting |Describe the shape or solid in the cloth bag as you feel it. What might it be? Why? How do you know this shape is a …? How do you |

| | | | | |know this shape isn't a …? |

| | | | |ICT files |Imagine a cube. Four faces are yellow; the rest are blue. How many faces are blue? |

| | | | | |Describe this shape/solid to a friend. Can they guess what it is? |

| | | | |Problem solving materials | |

| | | | | |Use their knowledge of shape names and properties, for example to predict which 3-D shapes will roll and which will slide when |

| | | | |Line of symmetry |placed on a slope |

| | | | |Spot the shapes | |

| | | | |Making shapes |Sort 3-D shapes in different ways according to their properties of their faces such as whether they: |

| | | | |Creating shapes |have six faces; have a triangular face, a rectangular face …. |

| | | | |Number lines | |

| | | | |Odd one out |They recognise and name shapes in different positions and orientations, including in pictures, |

| | | | |Jack and the beanstalk | |

| | | | |Coloured shape |Make and describe shape patterns using solid shapes. |

| | | | |Triangles and pentagons | |

| | | | |Bucket and spade |Relate solid shapes to pictures of them. |

| | | | |6triangles | |

| | | | | |Match familiar solids to their pictures and use a construction kit to make a model of a 3-D solid that I know |

| | | | | |Build models out of 3-D shapes and record the shapes used. For example: |

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| | | | | |My model was made with 7 cuboids, 10 cubes, |

| | | | | |6 cylinders and 1 cone. |

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| | | | | |Make a skeleton shape from a construction kit or straws, and count the number of edges or corners. |

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| | | | | |Relate 3-D shapes to pictures of them. |

| | | | | |For example: |

| | | | | |match familiar solids to their pictures; use cubes to make ‘single-layered’ solids from pictures. |

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| | | | | |2c-2b |

|Understanding 3d shape|Should |Use mathematical vocabulary to | | |

|Shape and space | |describe 3-D shapes; sort shapes | | |

|activities booklet | |and describe some of their | | |

| | |features. | | |

|Shape tools | | | | |

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|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

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|year 2 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| | | | | |

| |Could | | | |

| | |Classify and describe 3D shapes and| | |

| | |understand the terms vertex and | | |

| | |prism. | | |

|Year Target |Group Target |Key Resources / Models and|Outcomes |

| | |Images | |

|Yr 3 | |Must |Use mathematical vocabulary to | |Recognise and name the following shapes: |

| | | |describe 3D shapes; sort shapes and|3-D shapes | |

| | | |describe some of their features. |Pictures of 3-D shapes |Cube, Cuboid (Rectangular Prism), Sphere, Cylinder, Cone, Pyramid, Triangular Prism |

| | | | |Labels of shape names/key | |

| | | | |vocabulary |Read and use the terms ‘vertex’ and ‘vertices’ |

| | | | |Every day objects e.g. |Recognise 3-D shapes and make collections, for example, of shapes that are prisms. |

| | | | |boxes, balls, tins etc. |Know that a prism has the same cross-section along its length, and that its two end-faces are identical. |

| | | | |Yes/No cards |Name and describe solids, using the correct language: 'A triangular prism has two identical triangular faces at opposite |

| | | | |Construction kits/polydron|ends and the other three faces are rectangles'; 'A hemisphere is a sphere cut in half. It has one flat face and a curved |

| | | | |Straws, pipe cleaners, |surface.' |

| | | | |clay, Plasticine |Sort 3-D shapes using criteria such as the number of vertices, edges or faces . They find the number of edges of assorted |

| | | | |Hoops for sorting |prisms to investigate the general statement : The number of edges of a prism is always a multiple of 3. |

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| | | | | |Sort 3-D shapes in different ways according to properties such as: |

| | | | |ICT files |-Whether or not they are prisms |

| | | | |Names and properties of 2D|-The number of faces, edges, vertices |

| | | | |and 3D shapes | |

| | | | |Shape sort |To draw a picture of a cube, would you use straight or curved lines? What about a cylinder? |

| | | | |3d shape facts |Select from this set a shape that has: |

| | | | |Quadrilateral-triangle |no right angles; |

| | | | |Venn diagram sorter |all sides equal; |

| | | | | |five vertices. |

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| | | | |Problem solving materials |Relate 3D shapes to pictures of them, for example match |

| | | | | |familiar 3-D shapes to pictures of them |

| | | | |Create new shapes |Use cubes to build double-layered solids from pictures. |

| | | | |Sorting shapes | |

| | | | |Describing position | |

| | | | |Rows of coins |Recognise that two or more shapes can be put together in different ways to make new shapes. For example, find different |

| | | | |Odds and evens |shapes that can be made by fitting four cubes together face to face. |

| | | | |Straw squares | |

| | | | |Circle sums | |

| | | | | |I dip a triangular prism in paint and make a print of each face. What shapes will I print? |

| | | | | |use appropriate mathematical vocabulary to describe the features of common 2-D and 3-D shapes including semicircles, |

| | | | | |hemispheres and prisms |

| | | | | |2a-3c |

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|Understanding 3d shape|Should | | | |

|Shape and space | | | | |

|activities booklet | |Classify and describe 3D shapes and| | |

| | |understand the terms vertex and | | |

|Shape tools | |prism. | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 3 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | |Classify and describe 3D shapes and| | |

| | |visualise 3D shapes from 2D | | |

| | |drawings (including being able to | | |

| | |identify simple nets of solid | | |

| | |shapes). | | |

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|Yr 4 | |Must | |3-D shapes |Recognise, name and describe the following shapes: |

| | | |Classify and describe 3D shapes and|Pictures of 3-D shapes | |

| | | |understand the terms vertex and |Labels of shape names/key |cube, cuboid (rectangular prism), sphere, cylinder, cone, pyramid, prism, triangular prism, hemi-sphere, tetrahedron, |

| | | |prism. |vocabulary |polyhedron |

| | | | |Every day objects e.g. | |

| | | | |boxes, balls, tins etc. |Know that a prism has the same cross section along its length and that the two end faces are identical |

| | | | |Construction kits/polydron|Identify simple nets of 3D shapes e.g. unfolded packets which are cubes or cuboids. |

| | | | |Straws, pipe cleaners, |Draw in lines where you would fold this shape to make a cube. |

| | | | |clay, Plasticine, |Use a ruler to measure where they would go. |

| | | | |multi-link | |

| | | | |Hoops for sorting |I am thinking of a 3-D shape. It has a square base. It has four other faces, which are triangles. What is the name of the 3-D |

| | | | | |shape? |

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| | | | |ICT files |Know that in a polyhedron: |

| | | | |Names and properties of 2D|Each face is a flat surface and a polygon |

| | | | |and 3D shapes |An edge is the straight line where two faces meet |

| | | | |Properties of 3D shapes |A vertex is the point where two or more faces meet |

| | | | |3D shape properties | |

| | | | |Shape quiz |Visualise 3D shapes from 2D drawings, e.g. work out how many cubes will be needed to make a given picture. |

| | | | |3d shape facts |identify the shapes of faces of common 3-D shapes, and count the number of faces, edges and vertices (corners) of cubes, |

| | | | |Carroll diagrams for |cuboids, pyramids and prisms. |

| | | | |sorting shapes |From their experience of handling 3-D shapes and describing their properties, they visualise mental images of the shapes. |

| | | | |Quadrilateral-triangle |They can name a 3-D shape which has been secretly hidden in a drawstring bag. They look at drawings of 3-D shapes and relate |

| | | | |Venn diagram sorter |them to real shapes. |

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| | | | |Problem solving materials |Name three different 3-D shapes that can have at least one square face. |

| | | | |Reflecting shapes |Here is a cereal packet. Describe what you think its net might look like. |

| | | | |Rows of coins | |

| | | | |Odds and evens |Anna makes a cube using straws. First she joins four straws to make a square. Then she joins more straws to make a cube. |

| | | | |Straw squares |Altogether, how many straws has she used? |

| | | | |Circle sums | |

| | | | |Tangram |There are three shapes in a row. What order are they in and what colour are they? Clues: The cube is in the middle.; The pink |

| | | | |3 by 3 grid |shape is not on the right. ; The red shape is next to the pyramid; The cone is not blue. |

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| | | | | |Look at a picture of a model made from interlocking cubes and predict the least number of cubes needed to build it. They then |

| | | | | |build the shape to check whether they are correct. |

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| | | | | |Use their knowledge of the faces of 3-D shapes to begin to construct their own net of a cuboid |

| | | | | |construct the net of an open cube using a set-square and ruler to draw the five squares |

| | | | | |construct the net of an open cuboid. |

| | | | | | |

| | | | | |construct a model using cubes, take a digital photograph of it, then challenge others to recreate it. |

| | | | | |3c-3b |

| |Should | | | |

|Understanding 3d shape| |Describe 3D shapes and visualise | | |

|Shape and space | |from 2D drawings (including being | | |

|activities booklet | |able to identify simple nets of | | |

| | |solid shapes). | | |

|Shape tools | | | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 4 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | |Classify and describe 3D shapes and| | |

| | |visualise from 2D drawings | | |

| | |(including being able to identify | | |

| | |the nets of an open cube). | | |

|Year Target |Group Target |Key Resources / Models and|Outcomes |

| | |Images | |

|Yr 5 | |Must | |3-D shapes |Recognise, name and describe the following shapes: |

| | | |Describe 3-D shapes and visualise |Pictures of 3-D shapes | |

| | | |from 2-D drawings (including being |Labels of shape names/key |cube, cuboid (rectangular prism), sphere, cylinder, cone, pyramid, prism, triangular prism, hemi-sphere, tetrahedron, |

| | | |able to identify simple nets of |vocabulary |octahedron, polyhedron |

| | | |solid shapes). |Every day objects e.g. | |

| | | | |boxes, balls, tins etc. |I am thinking of a 3-D shape. It has a square base. It has four other faces which are triangles. What is the name of the 3-D |

| | | | |Construction kits/polydron|shape? |

| | | | |Straws, pipe cleaners, |Look at these diagrams. Which of them are nets of a square-based pyramid? Explain how you know. |

| | | | |clay, Plasticine, | |

| | | | |multi-link |Is this a net for an open cube? Explain why not. |

| | | | |Hoops for sorting | |

| | | | | |visualise and describe 3-D shapes according to a range of properties including: |

| | | | | |the shapes of faces, |

| | | | |ICT files |the number of faces, edges and vertices, |

| | | | | |and whether the number of edges meeting at each vertex is the same (as in a cube) or different (as in a square-based |

| | | | |Shape quiz |pyramid). |

| | | | |3D shape properties |solve problems involving 3-D shapes, for example finding all of the possible nets for an open cube or sorting a set of 3-D |

| | | | |Carroll diagrams for |shapes using an ICT 'binary tree' program |

| | | | |sorting shapes | |

| | | | |Quadrilateral-triangle | |

| | | | |Venn diagram sorter | |

| | | | | |Work out the least number of unit cubes needed to turn this shape into a cuboid. |

| | | | |Problem solving materials | |

| | | | | | |

| | | | | |extend their knowledge of the properties of 3-D and 2-D shapes, including the tetrahedron and octahedron |

| | | | |Polyhedra chain |identify shapes that have pairs of parallel or perpendicular sides or edges. |

| | | | |Planet Zargon |explore how many different shapes they can make from five squares touching edge to edge. They understand that if rotations and|

| | | | |Cube face colour; |reflections of the shapes are not counted as different there are 12 shapes to be found. They investigate which of these shapes|

| | | | |Five squares |can be folded up to make an open cube |

| | | | | |investigate the number of different shapes that can be made by placing four cubes face to face. |

| | | | | |They draw accurate nets for a range of 3-D shapes, including the nets of prisms |

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| | | | | |3a-4c |

| | | | | | |

| |Should | | | |

|Understanding 3d shape| | | | |

|Shape and space | |Classify and describe 3-D shapes | | |

|activities booklet | |and visualise from 2-D drawings | | |

| | |(including being able to identify | | |

|Shape tools | |the nets of an open cube). | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 5 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could | | | |

| | | | | |

| | |Classify, describe and identify the| | |

| | |nets of 3-D shapes (including | | |

| | |closed cubes). | | |

|Yr 6 | |Must | |3-D shapes |Recognise, name and describe the following shapes: |

| | | |Classify and describe 3D shapes and|Pictures of 3-D shapes |cube, cuboid (rectangular prism), sphere, cylinder, cone, pyramid, prism, triangular prism, hemi-sphere, tetrahedron, |

| | | |visualise from 2D drawings |Labels of shape names/key |octahedron, dodecahedron, polyhedron. |

| | | |(including being able to identify |vocabulary | |

| | | |the nets of an open cube). |Construction kits/polydron|Describe the properties of 3-D shapes, such as parallel or perpendicular, faces or edges e.g. Look at this cube. How many |

| | | | |Straws, pipe cleaners, |edges are parallel to this one? How many edges are perpendicular to this one? |

| | | | |clay, Plasticine, | |

| | | | |multi-link |make and draw shapes and apply their knowledge of the properties; for example, they use art straws to create 'skeleton' |

| | | | |Hoops for sorting |shapes |

| | | | |Unit plans: | |

| | | | |Autumn unit 8 |Name and describe the properties of a dodecahedron |

| | | | |Autumn unit 10 | |

| | | | |Spring unit 8 |Identify the nets of 3D shapes |

| | | | |Summer unit 3 | |

| | | | |Summer unit 7 |Imagine a triangular prism. How many faces does it have? Are any of the faces parallel to each other? |

| | | | |Summer unit 11 |How many pairs of parallel edges has a square-based pyramid? How many perpendicular edges? |

| | | | |Springboard |Look at these 3-D shapes (e.g. a cuboid, tetrahedron, square-based pyramid and octahedron). Show me a face that is parallel |

| | | | |Lesson 11 |to this one. Which face is perpendicular to this one? |

| | | | |Lesson 14 |What can you tell me about the faces of a cuboid? Why are so many packing boxes made in the shape of a cuboid? |

| | | | |Lesson 17 |Use your ruler and protractor. Draw the net of a regular tetrahedron with edges of 6 cm. |

| | | | |Lesson 28 |describe the shape generated by cutting through a tetrahedron or a triangular right prism in a plane parallel to a base. |

| | | | | |classify 3-D shapes using criteria such as 'has at least one pair of parallel faces'. |

| | | | |ICT files |investigate the number of edges, faces and vertices in polyhedra, record these in a table and explore the relationship: the |

| | | | |Rotations and coordinates |number of vertices plus the number of faces equals the number of edges. |

| | | | |Quadrilateral rummy |Here are four diagrams. |

| | | | |Problem solving materials |On each one put a tick ([pic]) if it is a net of a cube. |

| | | | | | |

| | | | |Polyhedra chain; |Put a cross ([pic]) if it is not. |

| | | | |Triangles; Symmetry ; | |

| | | | |Planet Zargon;; Cube face |Add a square to complete the net to make a closed cube. |

| | | | |colour; Tangram; 3 by 3 | |

| | | | |grid; Cube nets |Visualise 3-D shapes from 2-D drawings e.g. find and justify the least number of cubes needed to complete a given shape. |

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| | | | | |Count the number of faces and edges. Recognise properties such as: |

| | | | | |all pyramids have an even number of edges; |

| | | | | |the number of straight edges in a prism is a multiple of 3; |

| | | | | |the number of faces of a pyramid is one more than the number of edges of the base; |

| | | | | |the number of faces of a prism is two more than the number of edges of an end face… |

| | | | | | |

| | | | | |4b-4a |

|Understanding 3d shape|Should | | | |

|Shape and space | | | | |

|activities booklet | |Classify, describe and identify the| | |

| | |nets of 3D shapes (including closed| | |

|Shape tools | |cubes). | | |

| | | | | |

|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

| | | | | |

|year 6 | | | | |

| | | | | |

|Information | | | | |

| | | | | |

|- teaching mental | | | | |

|calculation strategies| | | | |

| | | | | |

| | | | | |

|- teaching written | | | | |

|strategies | | | | |

| | | | | |

|- exemplification of | | | | |

|standards | | | | |

| |Could |Use 2-D representations and oral | | |

| | |descriptions to visualise 3-D | | |

| | |shapes and deduce some of their | | |

| | |properties. | | |

|Yr 6 | |Must | |3-D shapes |A cube has shaded triangles on three of its faces. |

| | | |Classify and describe 3D shapes and|Pictures of 3-D shapes | |

| | | |visualise from 2D drawings |Labels of shape names/key |Here is the net of the cube. |

| | | |(including being able to identify |vocabulary |Draw in the two missing shaded triangles. |

| | | |the nets of an open cube). |Every day objects e.g. | |

| | | | |boxes, balls, tins etc. | |

| | | | |Construction kits/polydron| |

| | | | |Straws, pipe cleaners, | |

| | | | |clay, Plasticine, | |

| | | | |multi-link | |

| | | | |Hoops for sorting |Imagine you have two identical cubes. Place them together, matching face to face. Name and describe the new solid. How many |

| | | | |Unit plans: |faces, edges, vertices…? |

| | | | |Autumn unit 8 | |

| | | | |Autumn unit 10 |Imagine cutting off a corner of a cube. Describe the new face created. Describe the new solid. How many faces, edges, |

| | | | |Spring unit 8 |vertices...? |

| | | | |Summer unit 3 | |

| | | | |Summer unit 7 | |

| | | | |Summer unit 11 |Sit back to back with a partner. Look at the picture of the model. Don’t show it to your partner. Tell your partner how to |

| | | | |Springboard |build the model. |

| | | | |Lesson 11 | |

| | | | |Lesson 14 |Join in a ‘guess the shape’ activity. |

| | | | |Lesson 17 |A solid made from centimetre cubes is placed in a bag. |

| | | | |Lesson 28 |a. Take turns to describe one element of the shape by feeling it. Others try to make the same shape. |

| | | | | |Take turns to describe the shape while others try to guess what it is. |

| | | | |ICT files |Guess a hidden solid shape by asking questions about it to which only yes/no answers can be given. |

| | | | |Rotations and coordinates |On a six-sided dice, the faces are numbered from 1 to 6, and opposite faces should add up to 7. Draw a net for a cube. |

| | | | |Quadrilateral rummy |Choose a face and write 5 on it. Now write numbers on the other faces so that when the cube is folded up, opposite faces add|

| | | | |Problem solving materials |up to 7. |

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| | | | |Polyhedra chain; | |

| | | | |Triangles; Symmetry ; |Find all possible solids that can be made from four cubes. Record the solids using isometric paper. |

| | | | |Planet Zargon;; Cube face | |

| | | | |colour; Tangram; 3 by 3 | |

| | | | |grid; Cube nets |Investigate the number of different ways that a 2 by 2 by 2 cube can be split into two pieces: |

| | | | | |a. of the same shape and size; |

| | | | | |b. of different shapes and sizes. |

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| | | | | |5c-5b |

| Understanding 3d |Should | | | |

|shape | | | | |

|Shape and space | |Classify, describe and identify the| | |

|activities booklet | |nets of 3D shapes (including closed| | |

| | |cubes). | | |

|Shape tools | | | | |

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|Further examples of | | | | |

|pitch and | | | | |

|expectations: | | | | |

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|year 6 into year 7 | | | | |

| |Could | | | |

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| | |Use 2-D representations and oral | | |

| | |descriptions to visualise 3-D | | |

| | |shapes and deduce some of their | | |

| | |properties. | | |

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