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OUTCOME
A student:
MA1-14MG: sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms
Teaching Points | In Stage 1, students begin to explore three-dimensional objects in greater detail. They continue to describe the objects using their own language and are introduced to some formal language. Developing and retaining mental images of objects is an important skill for these students. Manipulation of a variety of real three-dimensional objects and two-dimensional shapes in the classroom, the playground and outside the school is crucial to the development of appropriate levels of language and representation. |
A cube is a special prism in which all faces are squares. In Stage 1, students do not need to be made aware of this classification. |
| Language | Students should be able to communicate using the following language: object, shape, two-dimensional shape (2D shape), three-dimensional object (3D object), cone, cube, cylinder, sphere, prism, surface, flat surface, curved surface, face, edge, vertex (vertices). The term ‘vertex’ (plural: vertices) refers to the point where three or more faces of a three-dimensional object meet (or where two straight sides of a two-dimensional shape meet). In geometry, the term ‘edge’ refers to the interval (straight line) formed where two faces of a three-dimensional object meet. |
Describe the features of three-dimensional objects (ACMMG043) | use the terms ‘flat surface’, ‘curved surface’, ‘face’, ‘edge’ and ‘vertex’ appropriately when describing three-dimensional objects |
| – describe the number of flat surfaces, curved surfaces, faces, edges and vertices of three-dimensional objects using materials, pictures and actions, eg ‘A cylinder has two flat surfaces, one curved surface, no faces, no edges and no vertices’, ‘This prism has 5 faces, 9 edges and 6 vertices’ (Communicating) | |
distinguish between objects, which are ‘three-dimensional’ (3D), and shapes, which are ‘two-dimensional’ (2D), and describe the differences informally, eg ‘This is a two-dimensional shape because it is flat’ | |
| – relate the terms ‘two-dimensional’ and ‘three-dimensional’ to their use in everyday situations, eg a photograph is two-dimensional and a sculpture is three-dimensional (Communicating, Reasoning) | |
recognise that flat surfaces of three-dimensional objects are two-dimensional shapes and name the shapes of these surfaces | |
sort three-dimensional objects according to particular attributes, eg the shape of the surfaces | |
| – explain the attribute or multiple attributes used when sorting three-dimensional objects (Communicating, Reasoning) | |
represent three-dimensional objects, including landmarks, by making simple models or by drawing or painting | |
| – choose a variety of materials to represent three-dimensional objects, including digital technologies (Communicating) | |
| – explain or demonstrate how a simple model was made (Communicating, Reasoning) |
Here we will add learning experiences as they are developed