3D Shapes
Strand: Shape and Space
Strand unit: 3D Shapes
Describe, compare and name 3D shapes, including cube, cuboid, cylinder and sphere.
Discuss the use of 3D shapes in the environment.
Solve and complete practical tasks and problems involving 2D and 3D shapes
Explore the relationship between 2D and 3D shapes.
Sorting, describing and naming 3D shapes: cube, cuboid, sphere and cylinder.
Combining 3D shapes to make other shapes.
Solving tasks and problems involving shape.
Apply concepts and processes in a variety of contexts,
recognise solutions to problems.
Communicate and express ideas through group work/pair
work and on an individual basis in both oral and written format.
Make connections with mathematics itself, through other
subjects, and in the applications of mathematical tasks, and practically in everyday contexts.
Make sensible judgements while estimating; reason problems using various
techniques and strategies.
Implement what has been learned into discussions, activities and written
work.
Understand the reasoning behind learned concepts; recall facts
in order to support understanding and the process of problem solving.
3D shapes (items), 3D shape posters, card/Post-it (to cover up parts of the poster), hat, 3D shape
labels, safety pins, sticky white labels, bags, blindfold, large cardboard boxes (1 box per group),
real 3D objects (rubix cube, dice, cereal box, Pringles tube, Smarties tube, ball, globe)
3D shape, cube, cuboid, sphere, cylinder, face, corners, sides, edges,
characteristics, length, equal, net
General lesson suggestions
Children can create small booklets by folding A4 sheets in half and stapling them together. The
booklet can include information on each of the 3D shapes: cube, cuboid, sphere and cylinder. For
example, a picture of the shape, examples of the shape in the environment, details of how many
faces, edges and corners, etc.
Children can go on a shapes walk around the school. This can be conducted in small groups or
as a whole-class activity. Children can record their findings in a variety of ways, e.g. by drawing
pictures, taking photographs, making a slideshow of pictures, writing about the shapes, etc.
Children can take photographs of 3D shapes in the school environment while on a shapes walk.
These photographs can then be used to make a shapes poster. Alternatively, children could draw
the shapes.
Place cones around the room. Stick a picture of a 3D shapes on each cone. Call out a shape
and children have to run to a cone that has a picture of that shape. Progress to calling out shape
characteristics, e.g. it can roll. In this case, children can run to either the cylinder or the sphere.
Children can make 3D shapes using plasticine, play dough or márla.
Put the number 1 in the box under the cube.
Put the number 2 in the box under the sphere.
Put the number 3 in the box under the cuboid.
Put the number 4 in the box under the cylinder.
Lesson suggestions
Place 4 hoops on the floor with a label in each – cube, cuboid, sphere and cylinder.
Give each child in the class a chance to pick an object from a bag of 3D shapes and place
it into the correct hoop.
Discuss the children’s sorting. Look at the similarities of all the items in each hoop.
The children have to work together to sort the objects using the shapes template.
Feely bag: Get a bag and a blindfold. Choose a child, and then put on the blindfold. Place the
3D shapes inside the bag. The child then has to put their hand into the bag and describe a
shape based on its characteristics.
Classroom shapes hunt. Children work in either pairs or small groups to find 3D shapes around
the room. Children can record the shapes they find using the template.(This activity can
involve regular items around the room or objects specifically placed before the activity.)
Use a hat and the 3D shapes labels. Use a safety pin to pin the labels onto the hat.
A child wears the hat but cannot see the name of the shape. S/he then has to question his/
her classmates based on the characteristics, e.g. ‘How many faces has it?’ (6) ‘Is it a cuboid?’
Prepare the net templates for the children. Use light card if possible.
Distribute the template and scissors to the children.
Ask the children to cut out the template carefully. Ensure they cut along the outer lines of
the shape only.
Allow the children to use the template to remake the shape.
Discuss the 2D shapes they see on their template.
See separate activity sheet.
See separate activity sheet.
cube
cuboid
cylinder
sphere
1. I have 12 equal edges, what am I?
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2. I have no corners and no edges, what am I?
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3. I have 2 flat round faces, what am I?
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4. I have 12 edges, some are different lengths, what am I?
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5. I have 1 curved face, what am I?
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6. I have 6 equal sized faces, what am I?
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7. I am shaped like a ball, what am I?
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8. I am shaped like a dice, what am I?
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Date: ___________________
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Name: _______________________________________
Date: ___________________
© Folens Photocopiables
© Folens Photocopiables
Name: _______________________________________
9. I am shaped like a can, what am I?
10. I am shaped like a breakfast cereal box, what am I?
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Linkage
Spatial awareness, 2D shapes
3D mobiles, 3D clay designs, 3D construction (using recycled objects rather than clay)
Materials
Athletics (running), games
Children can explore the 3D shapes in their own home by going on a shapes hunt. They can
record the 3D shapes found by drawing them into a shapes diary.
Notes
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