Use pictures of local places that have interesting examples of geometric shapes. Provide the students with opportunities to dis-embed three-dimensional shapes from a picture.Consider which means of actions and expression will best enable your students to demonstrate their mathematical understanding. The display should include the mathematical name, a picture, and a list of properties. a small poster, video, speech, diagram) illustrating their shape. Ask the students to create a display (e.g.What else could you tell us that will mean we end up with your shape? If there are several possible shapes that meet the description, ask: This might start with identifying several shapes, and then eliminating different shapes as further descriptions are given. As each property is described, the remaining students should work together to identify the shape being described. Give each pair of students a chance to describe their shape, one property at a time. Display all the shapes out on the tabletop or floor. After a suitable time gather the students.Consider organising students pairs to encourage tuakana-teina (reciprocal learning).Ĭan you describe to someone else what your shape looks like without using the name of the shape?Ĭome up with some properties for them to look for. Put the students in pairs and ask them to choose one of the remaining shapes.How many rectangles wrap around the triangles? Why are there 3 rectangles? What is the name of this three-dimensional shape?Įncourage students to use the structure (organisation) of the shape to count the faces systematically, rather than randomly. Choose another solid from the set, such as a triangular prism.Illustrate the meaning of faces, edges, and vertices with a simple solid like the cube.Edge – a line segment where two faces meet, a line segment that joins two vertices.Vertex – a point where the corners of faces meet, a point where edges meet.Face – a flat shape that forms the boundary of a solid.You might also introduce relevant te reo Māori kupu such as tapa (side/edge), akitu (vertex), and mata (face). You might go online to search for an easy definition. Discuss important words like face, edge, and vertex (plural of vertices).Shapes like the triangular prism, cylinder, and sphere are likely to less familiar than the cube and square based pyramid. Students might identify the different shapes, including those that act as the faces of the solid shapes, but may not know the mathematical names. What can you tell me about this set of blocks?ĭo you know the mathematical names of the solids?ĭo you know a thing in real life that is shaped like that? Focus students’ attention on the name and properties of each shape.
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