Visualise common 2-D shapes and 3-D solids; identify shapes from pictures of them in different positions and orientations; sort, make and describe shapes, referring to their properties (Objective repeated in Block B Units 1, 2 & 3)

Show children a selection of 2-D shapes in various colours and sizes Q Who can tell me the name of one of these shapes? Q Are there any other shapes which have this name? Q What is the same about them, and what is different? Eg. Colour, size but still all rectangles. Discuss all the 2-D shapes and encourage children to count the number of sides as they name the shapes. Q Is there an easy way to remember some of the names of these shapes? Play `Guess my shape` I am thinking of a shape and it has got 5 sides, what is its name? Etc. Encourage children to come out and choose a shape from a feely bag and give the rest of the class clues. Encourage the children to describe the shapes in terms of number of sides and number of corners, as well as straight or curved sides and their lengths. Introduce two set rings and place a circle in one and a square and pentagon in the other Q What label could we give these two sets? Eg curved sides, straight sides Ask a volunteer to put different shapes into the two sets and then to describe their properties by giving the two sets labels Q Can you see anything in the classroom which is the same shape as the ones we have been talking about? eg. A table may be hexagonal. Check it has six sides and six corners In pairs children play a matching game. They turn over 2 cards (Resource sheet Y2 36) If they match they keep them, if not they go back face down on the table. When all cards have been chosen, the children count them and the winner is the child with the most cards.

Remind children of all the 2-D shapes previously met and briefly discuss number of sides and corners. Point out that the shapes you are looking at today will stand up because they are 3 dimensional, not flat (2 dimensional) Hold up a cylinder Q Can you see any of the shapes we looked at yesterday on this 3-D shape? Demonstrate that two of the faces of the cylinder are circles by matching the 2-D shape to the 3-D one. Look at other 3-D shapes Q Can you see any shapes which are faces on the 3-D shapes Go through all 3-D shapes mentioned in the vocabulary list and give children time to feel the shapes and look for the shapes of their faces and also to count the number of edges Sort shapes with curved faces and flat faces. Collect all the 3-D shapes in and put them in a feely bag. Select a shape from the bag without the children seeing it and give them clues. The child who guesses the shape correctly then takes over from the teacher. In groups of 4 or 5, give out a selection of wooden, plastic or cardboard 3-D shapes. Tell the groups you would like them to build a palace using the shapes and they are to record all the shapes they have chosen on a recording sheet (Activity sheet Y2 37) Whilst building the palace you want the children to consider which of the shapes are better for building walls and which shapes you would use elsewhere eg on the roof

Hand out a selection of 2-d shapes to volunteers. Who can describe their shape using mathematical words like side, corner, straight and curved? Who can tell me the names of all these shapes? Write the names of the shapes on the board, recapping on difficult spellings. Show ITP polygon, or use a pinboard and elastic bands. Q This shape has 5 sides and 5 corners. What is it called? Q If I stretch it so it looks different but still has 5 sides and 5 corners, is it still a pentagon? If I stretch it again, is it still a pentagon? Repeat with other shapes. Model using a pinboard and elastic bands to make shapes if you haven't already. Q Who can show us how to make a pentagon using these interlocking cubes? Use cards on Resource sheet Y2 36. Take a card with a shape name on it. Use pinboards and elastic bands/ interlocking cubes to make different forms of that shape. Q Are there any types of shape we can't make? Why not? Give each group the name of a shape to make using interlocking cubes. Draw and colour your shape on squared paper. (Could be used to make a class shape book.)

Sit children in pairs, face to face. Play the mirror game, one of the pair makes a movement and the other has to match the movement like a mirror. When your partner moved their left arm, if you wanted to be their mirror, which arm did you move? Why? Hand out an even number of interlocking cubes to each pair. One of the pair makes a shape in interlocking cubes. Use a mirror to find a mirror image of the shape and then try and make this mirror image in cubes. Q How can we check that you have made a mirror image of your partner's shape, not just a copy? (Use mirrors/ put them together, along an imaginary line of symmetry). You may need to repeat this activity with cubes and extend to other equipment such as pegboards. Fold a piece of squared paper in half to make a line of symmetry. Choose one of the shapes you or your partner made and draw it on the squared paper along the line of symmetry. Then draw its symmetrical mirror image.

Children have cubes in pairs. Using multilink make a single layer shape using 3 cubes (in the shape of a right angle). Discuss how they were made. Now join 3 cubes in a line. Ask children to see how many shapes they can make using 4 cubes. Bring the children together after a while and discuss the shapes. Pupils to explain how they made them.

Print the clue cards from Resource sheet Y2 38 and cut them up. Children working, in a small group, with examples of 3D shapes in centre of table - shapes or pictures. (Resource sheet Y2 39). Place the cards from Resource sheet Y2 38 face down in the centre of the table. Children take it in turns to pick up a card and place it next to one of the 3D shapes. The rest of the group ask them to justify their decision and challenge them if not in agreement. Print a set of clue cards, (Resource sheet Y2 38) cut up - put a range of small 3D shapes in a feely bag. Children take in turns to read a clue from the top of the pile, and then have 20/15/10 secs to find a shape in the feely bag which matches the clue. Rest of the group say if they are correct. Can keep the card / keep the shape / take a counter if correct. Winner has most at end of game. Change the time as the children become better, or to differentiate for more / less able. - matching card game. Print a set of clues on one colour (Resource sheet Y2 38) and a sheet of 3D shape pictures (Resource sheet Y2 39) on another colour. Children turn over one card from each group. If the picture matches the clue, keep the pair - otherwise turn them both back over and remember their position. When all possible pairs have been made, see who has most pairs. Show a range of 3D shapes -pictures or objects. Children take it in turns to pick up two and say one thing about them which is the same / or one thing which is different. Introduce element of chance by rolling a write-on dice with same / different on faces. Other children challenge if they disagree. To make it harder make one child / TA / Teacher choose the two shapes, then another child has to make the comparisons.

RESOURCE SHEET Y2 36

RESOURCE SHEET Y2 37

RESOURCE SHEET Y2 38

All my faces are squares.	I have 8 corners
I have no corners.	I have the same number of edges and corners.
I have 12 edges and some of my faces are oblongs.	I have 5 faces.
I have 2 circular faces.	I can roll easily.
I have 4 triangular faces.	I have a curved face.
I have 6 corners and 9 edges.	I have 6 faces.
I have 1 corner and 1 curved edge.	I have more than 8 edges.

RESOURCE SHEET Y2 39

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Q: Can you make a shape the same as this?

Q: Can you make this shape?

Q: How many did you move?

N.B. Learning and Teaching Using ICT has a useful video clip which provides an alternative lesson using whiteboards.

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