YEAR 3 MATHS FOCUS
MEASUREMENT AND GEOMETRY
3D Space
Learning Experiences
3D Space
THREE-DIMENSIONAL SPACE
OUTCOME
A student:
MA2-14MG: makes, compares, sketches and names three-dimensional objects, including prisms, pyramids, cylinders, cones and spheres, and describes their features
| TEACHING POINTS | The formal names for particular prisms and pyramids are not introduced in Stage 2. Prisms and pyramids are to be treated as classes for the grouping of all prisms and all pyramids. Names for particular prisms and pyramids are introduced in Stage 3. |
LANGUAGE | Students should be able to communicate using the following language: object, two-dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, cylinder, prism, pyramid, sphere, surface, flat surface, curved surface, face, edge, vertex (vertices), net. |
| In geometry, the term ‘face’ refers to a flat surface with only straight edges, as in prisms and pyramids, eg a cube has six faces. Curved surfaces, such as those found in cylinders, cones and spheres, are not classified as ‘faces’. Similarly, flat surfaces with curved boundaries, such as the circular surfaces of cylinders and cones, are not ‘faces’. | |
| The term ‘shape’ refers to a two-dimensional figure. The term ‘object’ refers to a three-dimensional figure. |
EXPECTATIONS OF ATTAINMENT
Make models of three-dimensional objects and describe key features (ACMMG063) | identify and name three-dimensional objects as prisms (including cubes), pyramids, cylinders, cones and spheres {Literacy} |
| – recognise and describe the use of three-dimensional objects in a variety of contexts, eg buildings, packaging {Communicating, Literacy Critical and creative thinking} | |
| describe and compare curved surfaces and flat surfaces of cylinders, cones and spheres, and faces, edges and vertices of prisms (including cubes) and pyramids {Literacy} | |
| – describe similarities and differences between prisms (including cubes), pyramids, cylinders, cones and spheres {Communicating, Literacy Critical and creative thinking} | |
| use a variety of materials to make models of prisms (including cubes), pyramids, cylinders, cones and spheres, given a three-dimensional object, picture or photograph to view | |
| deconstruct everyday packages that are prisms (including cubes) to create nets, eg cut up tissue boxes | |
| – recognise that a net requires each face to be connected to at least one other face {Reasoning, Critical and creative thinking} | |
– investigate, make and identify the variety of nets that can be used to create a particular prism, such as the variety of nets that can be used to make a cube, e.g.  {Communicating, Problem Solving, Reasoning, Literacy} | |
| – distinguish between (flat) nets, which are ‘two-dimensional’, and objects created from nets, which are ‘three-dimensional’ {Communicating, Reasoning, Literacy} |
Learning Experiences
to be added