Exploring 3D Shapes

Overview

• Duration: 50 minutes
• Class Size: 14 students (adaptable for 2 students for personalised focus)
• Age Group: Year 3 (7-8 years old)
• Topic: Properties of 3D shapes
• Curriculum Reference: National Curriculum for England – Mathematics – Geometry: properties of shapes (KS2 – Year 3)
• Learning Objectives:
  • Identify and describe the properties of common 3D shapes, including the number of edges, vertices, and faces.
  • Compare and classify 3D shapes based on their properties.
  • Recognise 3D shapes within everyday objects.

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National Curriculum Links

• Mathematics – Geometry: properties of shapes (Year 3)
  Pupils should be taught to:
  • Draw 2-D shapes and make 3-D shapes using modelling materials.
  • Recognise 3-D shapes in different orientations and describe them.
  • Identify the number of edges, vertices and faces on a range of 3-D shapes.

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Learning Outcomes

By the end of the lesson, students will be able to:

• Name common 3D shapes (cube, cuboid, sphere, cone, cylinder, pyramid).
• Describe shapes by counting faces, edges, and vertices, using correct mathematical vocabulary.
• Recognise and categorise real-world objects according to their 3D shapes.
• Confidently explain their reasoning when classifying and describing shapes.

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Resources Needed

• Assorted real-life 3D objects (dice, tissue box, ball, cone-shaped party hat, empty cans, small pyramids)
• Paper, pencils, rulers
• Modelling materials (plasticine or playdough, cocktail sticks)
• Worksheets for recording observations
• Whiteboard or flipchart for demonstration
• Interactive 3D shape software/model (if technology available)

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Lesson Structure

1. Introduction (5 minutes)

• Engage students with a quick interactive discussion:
  • “Can you name some 3D shapes you have seen before?”
  • Show real objects or pictures and ask the students to identify shapes.
• Introduce key vocabulary: edges, vertices, faces. Write these on the board with definitions and examples.
• State the lesson objectives clearly.

2. Exploration and Explanation (15 minutes)

• Distribute a set of real 3D objects to pairs or individual students.
• Task: Explore each object and discuss:
  • How many faces does it have?
  • How many edges and vertices?
• Use modelling materials for students to build one chosen 3D shape of their choice to reinforce structural understanding.
• Teacher models counting on the whiteboard using a cube as example. Emphasise the vocabulary.
• Encourage students to record these properties on their worksheet.

3. Activity – Sorting and Classifying (15 minutes)

• Provide students with a mixed collection of objects or shapes (including some less common ones like a hexagonal prism); alternatively, present shape cards.
• Challenge: Work individually or in pairs to sort the shapes into groups based on:
  • Number of faces, edges, or vertices.
  • Shape type (polyhedron vs curved surfaces).
• Students justify their sorting choices verbally or in writing.
• Prompt critical thinking with guided questions:
  • “Why did you group these shapes together?”
  • “What makes these shapes similar or different?”

4. Real-World Context (5 minutes)

• Briefly discuss where these shapes appear in the real world (buildings, toys, packaging).
• Ask: “Can you spot these shapes at home or outside school?”
• This discussion deepens understanding and vocabulary connection to everyday life.

5. Assessment and Review (10 minutes)

• Quick quiz or oral Q&A session:
  • Show pictures or actual objects and ask students to name, count edges/vertices/faces.
  • Pose challenges such as “Which shape has…?” or “How many vertices does a pyramid have?”
• Collect worksheets for formative assessment.
• Provide positive feedback and highlight any misconceptions.

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Differentiation

• For lower ability: Provide shape nets or templates to assist counting; allow use of physical shapes at all times.
• For higher ability: Include less common shapes such as prisms and pyramids with various base shapes for extended classification. Challenge them to compare and contrast these.
• Use questioning to deepen conceptual thinking.

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Extension/Home Learning

• Ask students to find and photograph 3 different 3D shapes at home or in the environment, describing their properties using the vocabulary learnt.
• Create a mini-presentation or poster on one shape of choice describing its properties and real-life usage.

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Reflection for Teachers

• Were students confident using the vocabulary of faces, edges, vertices?
• Did the hands-on activities support understanding effectively?
• How well did the students justify their classifications?
• Consider integrating digital 3D modelling tools or VR environments in future lessons to further enhance spatial reasoning.

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This detailed plan aligns tightly with the National Curriculum for England and promotes active, engaging, practical learning, encouraging students to grasp the foundational properties of 3D shapes in an immersive way.