# Unit 6. Five daily lessons. Year 3 Autumn term. Unit Objectives Year 3. Resources needed to teach this unit: Shape and space Reasoning about shapes

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1 Unit 6 Shape and space Reasoning about shapes Five daily lessons Year 3 Autumn term Classify and describe 3-D and 2-D shapes, referring to reflective symmetry, faces, sides/edges, vertices, angles. (pages 80 83) Read and begin to write the vocabulary of position. (pages 86 87) Use spaces on square grids. (pages 88 89) Identify right angles in 2-D shapes and in the environment. Investigate general statements about shapes. (pages 62 65)?? Use mathematical names for common 3-D and 2-D shapes.?? Sort shapes and describe some of their features, e.g. number of sides, corners, edges, faces. Make and describe shapes, patterns or pictures using solid shapes and templates.?? Use mathematical vocabulary to describe position.?? Investigate general statements about shapes Unit Objectives Year 3 Year 2 Year 4?? Measure/calculate perimeter of rectangles and simple shapes (cm).?? Describe and visualise 3-D and 2-D shapes, inc. tetrahedron, heptagon.?? Recognise equilateral and isosceles triangles.?? Classify shapes (right angles, regularity, symmetry).?? Recognise position on square grids with numbered lines.?? Investigate general statements about shapes Resources needed to teach this unit: Large piece of card 2-D shapes 3-D shapes Scissors Glue Small cubes Treasure Island map Small whiteboards and pens Chalk/large paper 2 hoops A4/A5 paper Resource Sheet 6.1 Activity Sheet 6.1 Resource Sheet 6.2 Activity Sheet 6.2 Resource Sheet 6.3 Activity Sheet 6.3 Resource Sheet 6.4 Activity Sheet 6.4 Activity Sheet 6.5 Interactive Teaching programs Year 1, 2, 3 ITP - Polygon

2 Planning Day One Unit 6 Shape and space Term: Autumn Year Group: 3 sheet Oral and Mental Main Teaching Plenary Objectives and Vocabulary Describe 2-D shapes, referring to faces, sides/edges and vertices. Shape 2-D edges/sides corners/vertices names of 2-D shapes RESOURCES: Large piece of card Assorted 2-D shapes Teaching Activities Objectives and Vocabulary Teaching Activities Teaching Activities/ Focus Questions Hold a large piece of card in front Classify and describe 3-D and 2- Tell the children that we are now of you. D shapes, referring to reflective going to use this information to Tell the children that you have symmetry, faces, sides/edges, sort our shapes. Draw sections hidden some shapes behind this vertices, angles. on the board and label them 1 card. line of symmetry; 2 lines of They are going to guess what the symmetry and so on. shape is as you reveal small parts Q. Which shapes can we sort into of it peeping above the card. the 1 line of symmetry group? Hold a circle behind the card and Repeat this for all the shapes. slowly move it up to show a tiny Add a new section 0 lines of section. symmetry. Q. Which shapes could it possibly be? Q. What shape could go in here? (circle or semi-circle) Q. Would it be a regular polygon Q. How do you know this? or one that we could make up? Tell the children you are going to shape Ask volunteers to draw in shapes bring the shape back down, turn 2-D they think have no line of it around and show them another 2-dimensional symmetry. section. faces It is also useful to ask children edges/sides what shape it is definitely not. vertices/vertex Repeat this encouraging children angles to guess the shape with a sound reflective symmetry explanation. (e.g. I know it s a names of 2-D shapes circle because there are no corners ) Repeat this game using all 2-D shapes that the children know. Ensure that each time they guess they give a mathematical reason for it. To extend the children, begin to use 2-D shapes that they may not yet know the names of (but may be able to describe the By the end of the lesson the properties). children should be able to: RESOURCES: Assorted 2-D shapes Year 1, 2, 3 ITP Polygon Resource Sheet 6.1 Resource Sheet 6.2 Activity sheet 6.1 Scissors Glue Hold up a square for the children to see or put one on the board using the ITP. Q. What is this shape called? Q. How many sides/edges does it have? Q. How many corners (vertices) does it have? Record this on the white board. Bring up or hold up a rectangle. Q. Repeat the above questions. Record this on the whiteboard. Q. The descriptions of these two shapes seem the same, so how are they different? Children should spot that a square has four equal sides and a rectangle has two lots of two equal sides. Record the amended descriptions, emphasising that it is important that we know everything about the description of the shape or we could become confused. Q. We have looked at two shapes with four sides/edges and four vertices/corners. Do we know of any shape with three sides/edges and three vertices/corners? Show the children a triangle (or all three types of triangle if possible). Talk about the properties of it encourage the children to use the correct mathematical vocabulary. Repeat this for shapes with five and six sides. Extend this also to shapes with eight sides if necessary. Tell the children that as well as using edges and vertices to describe and classify shapes, we can also use reflective symmetry. Ensure the children understand the meaning of symmetry and its link to reflection and mirrors. Show the children a cut-out of Resource Sheet 6.1. This could be enlarged to A3 for ease of viewing. Ask them to name the shape. Demonstrate how to fold the triangle so that the edges and vertices match exactly. Open the triangle out and draw down the fold. Explain that this is the line of symmetry for a triangle. Reinforce this by using a mirror to reflect one side and then the other. Tell the children that some shapes have more than one line of symmetry and this is how we can describe or classify them Show a cut-out of Resource Sheet 6.2. Name the shape. Demonstrate folding to find the line of symmetry as before. Draw the line. Hold the shape up. Q. Can they spot any other way to fold the square so that the two sides are the same? Fold the shape again for the other two lines of symmetry and count them together. Explain activity. Activity Give each child a copy of Activity Sheet 6.1. Ask them to cut out each shape and fold it to find each line of symmetry. They can then draw the line/s of symmetry on the shape. When they stick the shape down they can write beside it the number of lines of symmetry. Identify edges and vertices of 2-D shapes. Find and identify lines of symmetry in 2-D shapes. Use these to describe and classify shapes.

7 Resource Sheet 6.1 Year 3 Autumn Term

8 Resource Sheet 6.2 Year 3 Autumn Term

9 Activity Sheet 6.1 Year 3 Autumn Term

10 Activity Sheet 6.2 Year 3 Autumn Term Shape Number of faces Number of edges Number of vertices

11 Activity Sheet 6.3 Autumn Term Year A B C D

12 Activity Sheet 6.4 Autumn Term Year A B C D

13 Activity Sheet 6.5 Autumn Term Year A B C D

14 Resource Sheet 6.3 Autumn Term Year 3

15 Resource Sheet 6.4 Autumn Term Year 3

16

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