Visualising 3D Shapes from Drawings Lesson Description Purpose

To relate 3-D solids to drawings of them; describe, visualise and make the shapes.

Description This activity is a simple way of turning visualising 3D shapes from drawings into a fun, practical learning experience for all involved. In this activity children will have the opportunity to both review and acknowledge their prior learning about 3D shapes and their properties before visualising and creating 3D shapes from drawings. The children will be using modelling clay and drinking straws to recreate the 3D shapes that they can see in the drawings. egin by explaining to the children that their challenge is to visualise 3D shapes from drawings and to be able to do this they will need to remind themselves about 3D shape names and their properties. !ive the children a container of 3D shapes and a set of cards with the shape names and ask them to match the correct shape and card. The children will need to do this activity as part of a group and will need to discuss how they know which ones match and their properties. "#ither select or allow the children to select their groups.$ This task needs to be fast-paced as it is a %uick review of the children&s learning and a way of engaging them immediately with the content of the lesson. It is important to allow the children the opportunity to explain their choices with their reasoning, possibly one child with one shape from each group. 'ext show the children drawings of 3 different 3D shapes and have one of the shapes to model to the children in your hand. (sk the children which drawing is the shape I am holding e.g. on the board having a drawing of a s%uare-based pyramid, triangular prism and triangular-based pyramid and be holding a s%uarebased pyramid. !ive the children the opportunity to visualise each drawing in their head and then discuss their thoughts with their reasons with a learning partner. Discuss the children&s choice and ask them to explain why it couldn&t possibly be any of the other shapes on the board. (t this stage children should be using mathematical vocabulary to discuss the properties e.g. vertices, edges and faces. )how the children an example of a 3D shape you have created using modelling clay and drinking straws* explain that they will need to do the same using the drawings you have provided. Individually or in pairs the children create their chosen shapes, discussing what they are doing with their partners. (t this stage you can ask the children how they would make sure their shapes are accurate e.g. use a ruler to ensure the sides are e%ual lengths if necessary. +inally, ask the children to come together as a class. )elect a child to hide their shape behind a whiteboard and describe its properties to another child* this child then has to guess the name of the shape. This can be repeated a number of times. It is important to hide the shape carefully each time so no clues are given away.

)abrina ,right -../ 0uffley )chool 1ear 3

Visualising 3D Shapes Lesson Plan Preparation (25minutes) Most of the preparation for this session can be done either b or parent"carer #olunteers$ )ort 3D shapes into a container for each group. 0reate 3D shape name cards "0ould be written on sticky-notes$ +ind three 3D drawings to model to children with. 0reate your own 3D shape using modelling clay and straws. our LS!

%esources )election of 3D shapes in a container for each group. 3D shape name cards. 2odelling clay Drinking straws )cissors 3ulers oard40ard to put models on to ease moving 5ictures of 3D shapes for modelling to children but also for main activity. ")ee below$ ,hiteboards for hiding shapes.

Learning &b'ecti#e"(ntention )!L* ",e are learning to$ visualise and create 3D shapes from drawings.

Success criteria )(L+ ",hat I&m looking for$ 1ou can picture the shape in your head. Talk through what you can see with a learning partner.

)abrina ,right -../ 0uffley )chool 1ear 3

(ntroduction egin by explaining to the children that their challenge is to visualise 3D shapes from drawings and to be able to do this they will need to remind themselves about 3D shape names and their properties. !ive the children a container of 3D shapes and a set of cards with the shape names and ask them to match the correct shape and card. The children will need to do this activity as part of a group and will need to discuss how they know which ones match and their properties. "#ither select or allow the children to select their groups.$ This task needs to be fast-paced. It is important to allow the children the opportunity to explain their choices with their reasoning, possibly one child with one shape from each group. 'ext show the children drawings of 3 different 3D shapes and have one of the shapes to model to the children in your hand. (sk the children which drawing is the shape I am holding e.g. on the board having a drawing of a s%uare-based pyramid, triangular prism and triangular-based pyramid and be holding a s%uarebased pyramid. !ive the children the opportunity to visualise each drawing in their head and then discuss their thoughts with their reasons with a learning partner. Discuss the children&s choice and ask them to explain why it couldn&t possibly be any of the other shapes on the board. (t this stage children should be using mathematical vocabulary to discuss the properties e.g. vertices, edges and faces. Main !cti#it )how the children an example of a 3D shape you have created using modelling clay and drinking straws* explain that they will need to do the same using the drawings you have provided. Individually or in pairs the children create their chosen shapes, discussing what they are doing with their partners. Differentiation This activity works as well with pairs or independently, and the practical opportunity provides perhaps more engagement for those who tend to be more passive during the usual class taught lesson. 6ower ability7 2ore basic shapes4pictures to be used. (dult support 2ixed ability pairing.

8igher ability7 ,ider range of shapes e.g. prisms and polyhedrons. 'o pictures of shapes but descriptions of properties instead and the child has to visualise and create the shape from this.

Plenar )abrina ,right -../ 0uffley )chool 1ear 3

+inally, ask the children to come together as a class. )elect a child to hide their shape behind a whiteboard and describe its properties to another child* this child then has to guess the name of the shape. This can be repeated a number of times. It is important to hide the shape carefully each time so no clues are given away. *op *ip )ome children will benefit from having an adult working with them. It is not the adult&s responsibility to do anything with the group other than support the child when re%uired4asked for. I certainly would do this activity when I had classroom support and if not I would ask for parent4carer volunteers who are 03 checked. If you ask them to come in a little before the lesson starts and afterwards you could ask them to set up and help clear away the resources...always really helpful9 Don&t draw the 3D shapes for modelling to the children or for the main activity there is so much on the internet you can use instead. 3emember you don&t have to use the straws at all e.g. with a sphere but they do help if you&re aiming for e%ual sides. 2ake sure your modelling clay is sticky enough to hold the shape4straws together, if it dries out the shape will crumble9 #ncourage the children to cut the drinking straws down to a manageable si:e although big looks great the straws wobble and fall. +inally not too much modelling clay to hold the straws together as it can be heavy and the straws cannot withstand the weight

,ebsite with 3D shape drawings7 http744www.bbc.co.uk4schools4ks-bitesi:e4maths4revision;bites4shapes<.shtml

)abrina ,right -../ 0uffley )chool 1ear 3