Identifying 2D and 3D Shape Study Guide

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  • 1. Parent Guide Identifying and describe the properties of 2D and 3D shapes
  • 2. Chapter 1 The Expectations 2 Contents Contents Chapter 2 Common Problems Chapter 3 Asking questions Chapter 4 Creative Maths Chapter 5 Motivating your child Chapter 6 Resources 3 10 11 13 15 17
  • 3. The Expectations End of Year Expectations 3 The Expectations The expectations are that your child should be able to identify and describe the following shapes: 2D Shapes are flat shapes Circle Square Rectangle Triangle Pentagon Hexagon Octagon 3D Shapes are solid shapes Cylinder Cone Sphere Cube Cuboid Pyramid
  • 4. The Expectations 4 The Expectations Parts of a 2D shape corner They will need to be able to describe the shapes they see, in terms of how many corners and sides it has and if the sides are straight or curved. Straight side
  • 5. The Expectations 5 The Expectations Square It has 4 straight sides Each straight side is the same length It has 4 corners Rectangle It has 4 straight sides It has 2 long sides and 2 short sides It has 4 corners Triangle It has three sides and three corners Pentagon It has 5 straight sides It has 5 corners It can come in a variety of forms Hexagon It has 6 straight sides It has 6 corners It can come in a variety of forms Circle It has one curved side Octagon It has 8 straight sides and 8 corners It can come in a variety of forms Star It has points coming out of the centre Describing 2D Shapes
  • 6. The Expectations 6 The Expectations Variety of forms Remember, 2D shapes are identified by how many sides they have. The way they look can vary. All triangles All hexagons All octagons
  • 7. The Expectations 7 The Expectations Parts of a 3D shape corner edge face They will need to be able to describe 3D shapes in terms of how many; faces, edges and corners it has.
  • 8. The Expectations 8 The Expectations Cube It has 6 square faces all the same size. It also has 8 corners and 12 edges. Square based pyramid It has 1 square face and 4 triangular faces Cylinder It has 3 faces (2 flat and 1 curved), 2 edges and no corners. Cuboid It has 6 rectangular faces. Sphere It has only one curved face Cone It has a circle as its base, a curved face and a point. Describing 3D Shapes
  • 9. The Expectations 9 The Expectations Understanding the Vocabulary Vocabulary Definition Flat A flat object has a level surface with no ups or downs. Curved A line that is not straight or an object that is not flat. Side A line in a 2D shape is called a side. Straight A line or edge which has no curves is straight. Corner Two or more edges or sides meet at a corner. Face A face is a flat surface on a 3D shape. A pyramid has 5 faces. Edge An edge is where 2 faces meet in a 3D shape. Solid A solid shape has no space inside it. Point A sharp part of a shape is a point. A pyramid is pointed at the top.
  • 10. Common Problems Common Problems 10 Common Problems As your child works understanding 2D and 3D shapes, they may encounter a few common problems: • Mixing up the names of 2D and 3D shapes. • Not understanding that 2D shapes are flat and 3D shapes are solid. • Seeing a net of a 3D shape in a picture and naming it as a 2D shape. • Not understanding the vocabulary correctly and mixing up corners and edges. • Not fully understanding what the properties of the 3D shapes mean when describing them.
  • 11. Asking questions What is the name of a three sided shape? 11 Asking questions How many corners does a hexagon have? How many sides does a circle have? What is the difference between a circle and a sphere?Explain what a pyramid is Questions enable you and your child to find out what they know and can guide you to identifying their next steps How many squares can you see in this room? How many edges does a cube have? Name another shape with the same amount.Show me a cylinder/cone/cube/cuboid/pyramid
  • 12. Asking Questions 12 Asking questions Ask these, when your child STARTS their work How are you going to tackle this problem? What information do you have? What do you need to find out? What operations are you going to use (e.g. adding, taking away)? Ask these, if your child gets STUCK: Tell me what the problem is Can you talk me through what you have done so far? What did you do last time? What have you done different this time? What about putting things in order Why not make a guess and check if it works? Maybe a table, graph or picture might help? Ask these, WHILST your child is working on a problem: Talk me through what you have done so far Why did you use that method? What did you mean here? Are you beginning to see a pattern or rule? Do you think this would work with other numbers? Ask these, when your child has FINISHED: How did you get your answer? Can you describe the method you used? What could you try next? How did you check it? What have you learned today that you didn’t know before? Did you use any new words, from your word bank today? 1 3 4 2
  • 13. Creative Maths 13 Creative Maths Name my shape Pretend to be a shape – only giving your child clues as to what you are. They then have to guess, based on your description. Feely bag This is a great game and one used in the classroom each time shape in Year 1 is taught. Find some 3D (or 2D) objects in the house. Put them into a coloured bag – so that you can’t see inside. Then ask your child to put their hand inside the bag and describe what they can feel. Does it have any flat sides? Does it have any curved sides? What is it? Who am I? Act out the shapes with your child . . . Have fun being a circle and rolling around the floor. Or pretending to be a square and linking arms and legs together on the floor and taking a picture. These lively games link directly to this objective and are designed to improve your child’s maths in a fun and exciting way. For more ideas visit our Pinterest Board.
  • 14. Creative Maths 14 Creative Maths Shape Hunt Children love being detectives. Go on a shape hunt around the house, spotting all the shapes you can see. A work of art When you go on your ‘shape hunt’ – why not make a large collage of the items you found. Simply draw around them, cut them out and then create a collage. Or build a 3D work of art. Let your child play with the objects, understanding the properties of the shapes by feeling them and describing them to you. Make Note Why not record all the shapes you see on a table, or Venn diagram (see attached)? Shape and data handling link together beautifully.
  • 15. Motivating your child 15 Motivating your child I can . . . Monday Tuesday Wednesday Thursday Friday Saturday Sunday Spell new words from the word bank Say what the new maths words mean Answer questions on my worksheet correctly Talk about my learning Answer the practice questions correctly To succeed – it is better to do a task little and often - quick thinking and rapid feedback. Aim for 5-10 minutes, 3 – 4 times a week. For more motivational ideas, visit our Pinterest Board.
  • 16. I can . . . Monday Tuesday Wednesday Thursday Friday Saturday Sunday 16 Motivating your child
  • 17. Resources WHAT EQUIPMENT DOES YOUR CHILD NEED? 17 Resources Checklist: - Pencils, sharpener and eraser. - Wide spaced, good quality lined exercise book, so that you can see the progress your child is making and make notes on areas they need to learn and practise. - A quiet, well lit area to work in without distractions. - If your child still needs a little extra help, please click here
  • 18. Resources 18 Resources I CAN . . .
  • 19. 19 Resources Venn Diagram