1. Revise and deepen understanding of properties of 3-D shapes
Objectives
Day 1
Identify, visualise and describe properties of 3-D shapes Sort 3-D shapes according to their properties.
Day 2
Visualise 3-D shapes from 2-D drawings Describe properties of prisms and pyramids.
Before teaching, be aware that:
On Day 1 children will need mini-whiteboards and pens. You will need a 3-D shapes/models of 3-D shapes.
On Day 2 you will need internet access.
Year 5

2. Revise and deepen understanding of properties of 3-D shapes
Starters
Day 1
Find lines of symmetry (simmering skills)
Day 2
Bonds to 100 (simmering skills)
Choose starters that suit your class by dragging and dropping the relevant slide or slides below to the start of the teaching for each day.
Year 5

3. Revise and deepen understanding of properties of 3-D shapes
Starter
Find lines of symmetry
Simmering skills – to use this starter, drag this slide to the start of Day 1
Use squared paper to aid accurate sketching. Challenge pairs of children to draw as many shapes as they can in three minutes with only one line of symmetry. They swap with another pair to compare. Share some interesting shapes with the class.
Repeat, this time challenging children to draw as many shapes as they can in three minutes, with at least two lines of symmetry.
Year 5

4. Revise and deepen understanding of properties of 3-D shapes
Starter
Bonds to 100
Simmering skills – to use this starter, drag this slide to the start of Day 2
Draw 3 × 4 grid on the board and write a 2-digit number in each cell. Children copy the grid but write the number that goes with each 2-digit number to make a total of 100. How quickly can they do this?
Year 5

5. Revise and deepen understanding of properties of 3-D shapes
Objectives
Day 1
Identify, visualise and describe properties of 3-D shapes Sort 3-D shapes according to their properties.
Year 5

6. Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
Look at the cube and cuboid. What is the same about these two shapes and what is different?
e.g.
What is the same?
Both have the same number of faces, vertices and edges.
Both have all flat faces.
Both have 3 pairs of parallel faces.
What is different?
The cuboid has some non-square rectangular faces, it is irregular.
The cube has all squares faces, it is regular.
Arrange children in a circle so that they can all see a collection of 3-D shapes.
Year 5

7. Let’s sort the shapes according to your criteria…
Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
How could we sort all of these shapes into two sets, so that every shape appears in one set, and one set only, i.e. there is no overlap?
Why can’t we use ‘has triangular faces’ and 'has square faces’ as the two labels for sorting?
Carroll diagrams use two headings that are the opposite of one another (mutually exclusive), e.g. ‘has at least one triangular face’ and ‘has no triangular faces’; ‘is a prism’ and ‘is not a prism’; ’is regular’ and ‘is irregular’, ‘has at least one pair of parallel faces’ and ‘has no pairs of parallel faces’.
Remember that the faces are made from 2-D shapes (two dimensions) and the solids are called 3-D shapes (three dimensions).
Sort the shapes according to criteria the children give, even if they are incorrect, to allow discussion of errors or misconceptions.
Once you have sorted the shapes, discuss how each group could be sorted again into two different sets.
Draw a Carroll diagram on the IWB headed with the children’s sorting criteria. Ask children to write the names of the shapes you have been using in the correct places in the diagram. Repeat with other criteria.
The following slides have some examples.
Let’s sort the shapes according to your criteria…
Year 5

8. Has at least one triangular face Has no triangular faces
Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
Has at least one triangular face
Has no triangular faces
Year 5

9. Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
Is a prism
Is not a prism
Year 5

10. Is regular Is irregular
Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
Is regular
Is irregular
Year 5

11. Has at least one pair of parallel faces Has no pairs of parallel faces
Day 1: Identify, visualise and describe properties of 3-D shapes; Sort 3-D shapes according to their properties.
Has at least one pair of parallel faces
Has no pairs of parallel faces
Children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Describe and sort 3-D shapes according to a range of properties.
ARE: Describe 3-D shapes and rest of the group to guess shapes from descriptions.
GD: Sort the shapes into two or three overlapping sets.
Year 5

12. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Sort 3-D shapes according to number of faces.
WT: With support – give children a selection of 3D shapes.
GD: Children attempt the challenge.
Challenge
Year 5

13. Revise and deepen understanding of properties of 3-D shapes
Objectives
Day 2
Visualise 3-D shapes from 2-D drawings Describe properties of prisms and pyramids.
Year 5

14. How many of these 3-D shapes can you name?
Day 2: Visualise 3-D shapes from 2-D drawings: Describe properties of prisms and pyramids.
How many of these 3-D shapes can you name?
square-based pyramid
cuboid
triangular-
based pyramid
(tetrahedron)
cone
octahedron
hemisphere
sphere
triangular prism
cube
Year 5

15. So a cylinder is not a prism!
Day 2: Visualise 3-D shapes from 2-D drawings: Describe properties of prisms and pyramids.
There are lots of types of pyramid, with different 2-D shapes on their bases.
There are lots of types of prisms, with different 2-D shapes at each ‘end’.
Let’s watch some animations of triangular, pentagonal and octagonal prisms. Look also at the animation of each prism net ‘folding up’ into the 3-D shape.
So a cylinder is not a prism!
The two faces on either end are the same type of polygon (they have straight sides).
These faces are joined by rectangles (which could include squares).
The animations are at
What do prisms have in common?
What type of prism is a cuboid?
Is a cube a prism?
Year 5

16. What do pyramids have in common?
Day 2: Visualise 3-D shapes from 2-D drawings; Describe properties of prisms and pyramids.
Now let’s watch some animations of triangular, pentagonal and octagonal-based pyramids. Look also at the animation of each pyramid net ‘folding up’ into the 3-D shape.
They have a polygon as one face, and triangles as the other faces.
What do pyramids have in common?
The animations are at
Today would be a great day to use a problem-solving investigation – Pharaoh’s Rest– as the group activity, which you can find in this unit’s IN-DEPTH INVESTIGATION box on Hamilton’s website.
Alternatively, children can now go on to do differentiated GROUP ACTIVITIES. You can find Hamilton’s group activities in this unit’s TEACHING AND GROUP ACTIVITIES download.
WT: Explore the properties of pyramids.
ARE/GD: Explore the properties of prisms.
Year 5

17. The Practice Sheet on this slide is suitable for most children.
Differentiated PRACTICE WORKSHEETS are available on Hamilton’s website in this unit’s PROCEDURAL FLUENCY box.
WT/ARE/GD: Sort 3-D shapes according to number of edges.
WT: With support – give children a selection of 3D shapes.
GD: Children attempt the challenge.
Challenge
Year 5

18. Revise and deepen understanding of properties of 3-D shapes
Well Done! You’ve completed this unit.
Objectives
Day 1
Identify, visualise and describe properties of 3-D shapes Sort 3-D shapes according to their properties.
Day 2
Visualise 3-D shapes from 2-D drawings Describe properties of prisms and pyramids.
You can now use the Mastery: Reasoning and Problem-Solving questions to assess children’s success across this unit. Go to the next slide.
Year 5

19. Problem solving and reasoning questions
Always true, sometimes true or false?
• A cube is a type of cuboid
• Pyramids have 5 faces
• Prisms have a cross-section that is always the same, so a cylinder is a prism
• Cubes and cuboids have the same number of vertices
How many edges has a…
(a) Cuboid?
(b) Square-based pyramid?
(c) Cylinder?
(d) Triangular prism?
Year 5