nit 2, Exploring and PlayingPlay Activity 1: Painting shape-facesAims:To recognise and describe 3-D shapes.
You will need: paint; plastic/ wooden 3-D shapes, e.g. cube, cuboid, pyramids, prisms, cone and cylinder); trays
Preparation: Put each shape in a shallow tray with different coloured paint. Place large sheets of sugar paper around the table.What to do: Each child takes a shape and uses it to print
as many different 2-D shapes as possible (ignoring curved faces) onto big sheets of paper.
Talk about shape descriptions as children freely explore the range of shapes.
Talking points Look at the cuboid and cube. Can you
describe any differences? Note the square and rectangle shapes they’ve printed.
Is there another shape that might give us a circle print?
Evidence of learning:Listen to children talking. Can they describe or name the faces? Do they use the names of the 3-D shapes?Observe children. Do they make use of all the faces and notice how they might be different?
Outcomes: I can describe 3-D shapes. I can recognise and name 3-D shapes.I can recognise and name 2-D shapes (faces).
Unit 2: Exploring and playing with 3-D shapes
SPRING Shapes: U
nit 2, Exploring and Playing
Play Activity 2: Junk modellingAims:To recognise 3-D shapes in everyday life.To describe shapes.
You will need: junk modelling items in different shapes e.g. cube/ cuboid boxes, kitchen rolls; masking tape; scissors; sticky labels, pens
Preparation: Place a selection of junk modelling packaging in the centre of the table. Place the making tools around the edge.What to do: If children struggle with imagination, challenge them to
make models fitting with a current class theme, e.g. aliens, monsters or spacecraft.
Encourage children to describe and talk about the shapes they are using.
Some children might like to add these description words as labels. They are likely to use a mixture of colloquial and mathematical language, which is fine!
Talking points Which shape are you looking for to make
the next part of your model? Why did you choose this shape? Do you
know its name? Can you describe it?
Evidence of learning:Listen to children talking. Can they describe and name their shapes?Observe children. Do they select shapes for a particular purpose, linking with its properties?
Outcomes: I can use mathematical language to describe 3-D shapes.I can choose and use specific shapes for a task.
nit 2, Exploring and PlayingPlay Activity 4: SandAims:To name and describe 3-D shapes.
You will need: tuff spot or sand tray; play sand
Preparation: Fill a sand tray with a good amount of sand. Bury different 3-D shapes in the sand.What to do: Children become explorers and dig
around in the sand to hunt for the 3-D shapes.
When they have found one, they take it out, describe it and try to recall its name.
They re-bury it in the sand and start to dig again.
Talking points Is this shape different from the one you
found last? How is it different? What shape are the faces? Is there a 3-D shape you haven’t found
yet?
Evidence of learning:Listen to children talking. Can they describe and name their shapes?Observe children. Do they recognise when they have found the same shape as before?
Outcomes:I can name and describe different 3-D shapes.
Unit 2: Exploring and playing with 3-D shapes
SPRING Shapes: U
nit 2, Exploring and Playing
Play Activity 3: Play-dough shapesAims:To recognise and name 3-D shapes.To make 3-D shapes.
You will need: play-dough or salt dough; selection of 3-D shapes
Preparation: Prepare some play-dough or salt dough. Position 3-D shapes around the table for children to copy.What to do: Children choose a 3-D shape from around the table.
They describe and name it (this process will hopefully help them model their own version of the shape).
Using the salt dough or play-dough, they mould it to make that shape.
If they are using salt dough, they could make a hole at the top for string and dry the dough so it can be painted and displayed.
Talking points What features does your shape have
e.g. pointy parts, shape of faces etc. Can you describe the shape you have
made?
Evidence of learning:Listen to children talking. Can they describe the shape as they make it?Observe children. Do they look carefully at the features and try to include them in their model?
Outcomes: I can recognise and name 3-D shapes.I can make a model of a 3-D shapes using the same features.
You will need:paint; plastic/ wooden 3-D shapes, e.g. cube, cuboid, pyramids, prisms, cone and cylinder); trays; junk modelling items in different shapes e.g. cube/ cuboid boxes, kitchen rolls; masking tape; scissors; sticky labels, pens; tuff spot or sand tray; play sand; play-dough or salt dough; selection of 3-D shapes
KEY CONCEPTS Describing shapes: Being able to describe the features of a 3-D shape and talk
through what it looks/ feels like, e.g. round, pointy, straight, wiggly etc. This helps children to remember the features and match these to the name of the shape. They will count the sides and corners of the shapes they choose.
Colloquial and technical language: At this stage, children will use a mixture of these two language forms. It is acceptable for children to use words such as pointy, smooth, round etc., as well as more technical mathematical language, i.e. corners (vertices), edges, faces, straight, equal, etc.
Looking at real 3-D objects: This concept is vital, as children need to recognise that 3-D shapes feature in lots of different places. This makes their learning relevant and connects it to everyday contexts. Encourage them to notice shapes around them, both within and outside the setting.
Playing with shapes: Give children plenty of opportunity to explore and play with a range of different 3-D shapes of all colours and sizes, e.g. I need a yellow cube; this cuboid is too long; to make a pyramid, I need a square on the bottom, etc.
Watch out for children who: struggle to name 2-D shapes;
have difficulty with recognising ‘real-life’ 3-D objects;
confuse 3-D shapes and 2-D shapes, e.g. calling a sphere a circle or a cube a square.
Support them by:- running activities to say shape names and match to the shape.- noticing that 3-D shapes roll or slide on different faces.- hunting for examples of shapes around home and school and identifying
