Exploring 3D Shapes

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Duration:

45 minutes

Students:

26 Year 4 students

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Curriculum Alignment:

Australian Curriculum v9 – Mathematics
Content Description:

• ACMMG086: Classify and describe two-dimensional shapes and three-dimensional objects in terms of their features
• ACMMG073: Identify angles as measures of turn and compare angle sizes in everyday situations (supporting angle understanding in shape features)

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WALT (We Are Learning To):

• Identify various 3D shapes by their features (faces, edges, vertices).
• Categorise 3D shapes based on these features.
• Use explicit reasoning and worked examples to confidently recognise and describe 3D shapes.

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Success Criteria:

• I can name common 3D shapes (cube, cuboid, cylinder, cone, sphere, pyramid).
• I can describe the number of edges, vertices, and faces of these shapes.
• I can sort shapes into groups based on shared features.
• I can explain my reasoning using correct mathematical vocabulary.

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Differentiation Strategies:

• Support for diverse learners:

  • Provide physical 3D models to touch and explore.
  • Use visual aids with clear labels for faces, edges, and vertices.
  • Pair students for peer support during activities.
  • Use simple language and check understanding frequently.

• Extension for advanced learners:

  • Challenge students to find or draw real-world examples of shapes and describe their features.
  • Introduce less common 3D shapes like triangular prisms or octahedrons and explore their properties.
  • Encourage students to create their own 3D shape models from craft materials and explain features.

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Lesson Overview

Time	Activity	Details	Resources
0–5 mins	Introduction & Recap	Whole-class discussion: What are 3D shapes? Quick recall of shapes already known.	Visual flashcards of 3D shapes
5–15 mins	Explicit Teaching with Worked Examples	Teacher models:

• Identify faces, edges, vertices for cube, cylinder, cone, sphere, cuboid, pyramid.
• Use a physical 3D model or diagram for each example.
• Demonstrate categorising shapes by similar features (e.g., all have flat faces vs. curved surfaces). | 3D shape models, projector or whiteboard diagrams, labelled posters | | 15–30 mins| Collaborative Hands-on Activity | Students rotate around stations with 3D shape models and sorting cards.
• At each station, identify shape features.
• Assign shapes to category groups (e.g., shapes with curved surfaces, shapes with vertices).
• Record findings on a worksheet. | Sets of 3D shape models, sorting cards, feature recording worksheet | | 30–40 mins| Class Discussion & Reasoning | Groups share: Which features helped you decide categories?
• Discuss challenges and interesting observations.
• Use correct vocabulary ('face', 'edge', 'vertex') in explanations. | Whiteboard for summarising student reasoning, vocabulary chart | | 40–45 mins| Assessment & Extension | Quick quiz: Draw a 3D shape and label features correctly.
• Extension task: Sketch a 3D shape not in lesson and list features. | Paper, pencils, extension task template |

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Detailed Lesson Activities

1. Introduction & Recap (5 minutes)

• Begin with a fun question: “Can you name some 3D shapes you know?”
• Show flashcards or physical examples: cube, cuboid, cylinder, cone, sphere, pyramid.
• Ask students to describe one feature they remember about any shape.

2. Explicit Teaching with Worked Examples (10 minutes)

• Use a model of a cube: “This shape has 6 flat square faces, 12 edges and 8 vertices.” Display clearly labelled diagram.
• Repeat for a cylinder: “This shape has 2 flat circular faces and 1 curved face, with 2 edges, and no vertices.”
• Demonstrate categorising: “Shapes like cube and cuboid have only flat faces and sharp edges (vertices). Shapes like sphere have no edges or vertices.”
• Encourage students to ask questions, repeating vocabulary.

3. Collaborative Hands-on Activity (15 minutes)

• Organise students into pairs or small groups.
• Provide 3D models and sorting cards with feature descriptors (e.g., ‘has curved surface’, ‘has vertices’).
• Students handle shapes, identify and note features, then place the shape card under the correct category heading on a table or board.
• Circulate to give guidance and check understanding.

4. Class Discussion & Reasoning (10 minutes)

• Groups report their sorting results.
• Teacher prompts: “Why did you put this shape here? Which features helped?”
• Write key vocabulary and feature counts on the board and emphasise correct terms.

5. Assessment & Extension (5 minutes)

• Quick sketching quiz: Students draw a shape (choose from discussed shapes), label number of faces, edges, vertices.
• Extension challenge for advanced learners: Draw or create a new 3D shape and list its features.
• Collect worksheets and quizzes as formative assessment.

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Resources Needed:

• Physical 3D shape models (cube, cuboid, cylinder, cone, sphere, pyramid)
• Flashcards/diagrams of shapes with labelled features
• Sorting cards with categorical features
• Student worksheets for recording features and observations
• Whiteboard or projector for displaying worked examples
• Paper and pencils for sketching task

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Teacher Tips:

• Use energetic, engaging language and encourage movement during the stations.
• Reinforce correct mathematical terms consistently.
• Allow students to explore shapes tactilely — this aids conceptual understanding.
• Connect to real-world contexts (e.g., “A can of food is a cylinder”) for relevance.

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This lesson plan fully aligns with the Year 4 Australian Curriculum requirements for classifying and describing 3D shapes by their features, using explicit teaching and worked examples, and encouraging collaborative hands-on engagement that suits the needs of diverse learners while providing rich opportunities for extension.