Priya and Ted are still enjoying themselves at the fairground. This time they are exploring the funhouse looking for 2D shapes.
More resources for Autumn Block 3 Step 3.
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Discussion points for teachers
1. Help Ted and Priya to put the 3D shapes in the correct holes. They will need to think about the 2D shapes that they can see.
Discuss which 2D shapes the holes are. Discuss how 2D shapes can be seen on the surfaces of 3D shapes. Discuss which 3D shapes have a circular face. Discuss which 3D shapes have a square face. Discuss which 3D shapes have a triangular face.
circular hole – sphere, cylinder, cone; square hole – cube, cuboid, square-based pyramid; triangular hole – triangular-based pyramid/tetrahedron
2. Shadow game. Priya and Ted think a cylinder and a cube have been used to make this shadow. Are they correct?
Discuss which two 2D shapes they can see in the shadow. Discuss which 3D shapes have faces that are circular or rectangular. This question is open-ended for the children to explore.
Priya and Ted are partially correct. The circular shadow could have been made by a cylinder, but it could also have been made by a sphere or a cone. The rectangular shadow could only be made by a cuboid.
3. Matching game. Help Priya to match the everyday things to the 2D shapes.
Discuss which 2D shapes can be seen in the templates. Discuss which 3D shapes the book, sweet and tin of tuna are. Discuss which 3D shape matches which template.
circular template – tin of tuna, rectangular template – book, square template – sweet
4. Stepping stones game. Help Ted to get across the room by only stepping on shapes where he can see a circle.
Discuss which 3D shapes have a circular face. Discuss which stepping stones have a 3D shape on them which has a circular face.
Ted can only step on the cylinder and cone stepping stones.
National Curriculum Objectives
Mathematics Year 1: (1G1a) Recognise and name common 2-D shapes [for example, rectangles (including squares), circles and triangles]
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