# Lesson Notes By Weeks and Term - Primary 3

3-D Objects

TERM: 3rd Term

WEEK: 5

CLASS: Primary 3

AGE: 8 years

DURATION: 5 periods of 40 minutes each

DATE:

SUBJECT: Mathematics

TOPIC: 3-D objects

SPECIFIC OBJECTIVES: At the end of the lesson, the pupils should be able to

1. Recognise and name 3-D objects in the classroom and in pictures: ball shapes (spheres), box shapes (prisms), cylinders, pyramids, cones.
2. Describe, sort and compare 3-D objects in terms of 2-D shapes that make up the faces of the 3-D objects.
3. Observe and build given 3-D objects using concrete materials such as 2-D shapes.
4. Describe, sort and compare 3-D objects in terms of: flat or curved surfaces.
5. Describe, sort and compare 3-D objects in terms of: can roll or slide.

INSTRUCTIONAL TECHNIQUES: Explanation, question and answer, demonstration, practical, assessments

INSTRUCTIONAL MATERIALS: Boxes/box-shape objects, balls/ball-shape objects, toothpicks, straws, old newspapers/magazines (your collection), An assortment of 3-D shapes collected from home (e.g. boxes, cones, cylinders, etc.), 2-D geometrical shapes for building,  3-D objects videos from source-

PERIOD 1: 3-D objects

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculations1. 115 – __ = 12     2. 114 – __ = 4       3. 113 – __ = 12     4. 120 – __ = 13      5. 101 – __ = 1       6. 104 – __ = 1  7. 112 – __ = 68. 120 – __ = 159. 114 – __ = 610. 115 – __ = 10 Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacher • Gives each group of learners as many of the following 3-D geometric solids as you can (or give them pictures):−− cubes−− pyramids−− balls−− cones−− cylinders−− spheres.• Draws 2-D shapes – circles, squares and triangles on the board.• Asks the learners to identify the 2-D shapes they can see on the faces of the 3-D objects that they havecollected:−− cones: circles, parts of a circle – looks like a triangle but with a curved edge−− cylinders: circles, rectangles (but curved)−− cubes and prisms: squares, rectangles, triangles−− pyramids: triangles, squares, rectangles.  CLASS ACTIVITYThe teacher• Discusses these questions with your learners. Learners can give the name of the shape or draw it when they answer the questions.Asks:The faces of a pyramid are ____ (1 square and four triangles).The faces of a prism are ____ (6 rectangles).A ____ (sphere/ball shape) has only one round surface. • Explains to learners that in mathematics we use the word face when we talk about the sides of a 3-D object.Sam (use the name of one of your learners) has one of each of these objects: a triangular prism, a rectangular prism, a cube, a triangular-based pyramid and a square-based pyramid. • Writes the names of the shapes on the board, then discuss the following with your class:−− You are looking at one object. Altogether it has four triangular sides/faces.−− What objects are you looking at? (A triangular-based pyramid.)−− You are looking at two objects. Altogether they have twelve sides/faces.−− What objects are you looking at? (A cube and a rectangular prism.)−− You are looking at two objects. Both have five sides/faces.−− What objects are you looking at? (A triangular prism and a square based pyramid.) • Makes up other questions that call on learners to visualise 3-D objects about which they should know. Pupils pay attention and participate STEP 3CLASS-WORK 1. Draw a cone.a) Draw the shapes that make up a cone.b) Are the shapes curved or flat? 2. Draw a cube.a) Draw the shapes that make up a cube.b) Are the shapes flat or curved?c) Draw decorations onto the cube to make it look like a container for sweets. Pupils attempt their class work STEP 4HOME-WORK 1. Draw a cylinder.2. Draw the shapes that make up a cylinder.3. Draw decorations onto the cylinder to make it look like a container for biscuits. STEP 5SUMMARY The teacher summarizes by reminding the pupils how to and draw 3-D shapes She marks their class works, makes corrections where necessary and commends them positively

PERIOD 2 : 3-D objects

PERIOD 3: 3-D shapes

 PRESENTATION TEACHER’S ACTIVITY PUPIL’S ACTIVITY STEP 1MENTAL MATHS The teacher begins the lesson with some mental calculationsCalculate1. 90 ÷ 10 =    2. 40 ÷ 10 =    3. 30 ÷ 10 =    4. 20 ÷ 10 =    5. 50 ÷ 10 =   6. 10 ÷ 10 =7. 80 ÷ 10 =8. 60 ÷ 10 =9. 70 ÷ 10 =10. 100 ÷ 10 = Pupils respond and participate STEP 2CONCEPTDEVELOPMENT The teacherRevises names and properties of the following shapes (hold up a model of each one as you talk about it, pointingto the faces, edges and vertices as you speak about them):• Pyramid: All the surfaces are flat, has a pointed top.• Cylinder: Two flat round surfaces of the same size, one curved face.• Prism: Base and top are the same size and shape, all faces are flat.• Cone: One flat round surfaces, one curved face, and pointed top.• Sphere: Curved all around, one surface.  CLASS ACTIVITYThe teacher* Holds up each 3-D object and discuss the shapes that make the surfaces of the object. Discuss what kind of shapes the surfaces are and whether the surfaces are curved or flat.- Which shapes make up the surfaces of a box/cube? (Squares; flat)- Which shapes make up the surfaces of a cylinder? (Circles and rectangles; circles are flat, rectangles are rounded/curved)- Which shapes make up the surfaces of a pyramid? (Triangles, square/rectangle/triangles; all flat)- Which shapes make up the surfaces of a cone? (Circles, semicircles; semicircles are curved and one circle is flat)- Which shapes make up the surfaces of a prism? (Rectangles, triangles, rectangles, squares; all flat) ACTIVITY IIThe teacherGives each group of learners the following 2-D shapes to use to build their 3-D shapes. If you do not have enough shapes each group can build just 1 or 2 objects – they can then compare their built objects when they have completed the activity:• Six identical squares – build a cube.• Four equilateral (identical) triangles – build a triangular pyramid.• One square and four identical triangles that can be joined to the sides of the square – build a squarepyramid.• One rectangle and two identical circles – build a cylinder.• Two identical triangles and three identical rectangles – build a triangular prism. Pupils pay attention and participate STEP 3CLASS-WORK 1. Draw and name the following shapes: a cube, a sphere, a cylinder, a cone, a pyramid.2. Match 3-D object with its surfaces. Pupils attempt their class work STEP 4HOME-WORK Write down the number and shapes of the faces for each 3-D object. Pupils attempt their class work STEP 5SUMMARY The teacher summarizes by reminding the pupils how to sort, compare and describe the 3-D shapes She marks their class works, makes corrections where necessary and commends them positively

PERIOD 4: 3-D shapes

PRESENTATION

TEACHER’S ACTIVITY

PUPIL’S ACTIVITY

STEP 1

MENTAL MATHS

The teacher begins the lesson with some mental calculations

Calculate

1. 2 x 6 =

2. 3 x 6 =

3. 4 x 6 =

4. 5 x 6 =

5. 10 x 6 =

6. 2 x 7 =

7. 3 x 7 =

8. 4 x 7 =

9. 5 x 7 =

10. 10 x 7 =

Pupils respond and participate

STEP 2

CONCEPT

DEVELOPMENT

The teacher

• Shows learners a variety of 3-D objects.

• Revises curved and fl at surfaces with the learners. Asks

1. Does this ball have a flat or curved surface? (Curved)

2. Does this box have a flat or curved surface? (Flat)

3. Does this cylinder have a flat or curved surface? (Curved and fl at)

4. Show me 2 objects with flat surfaces. (Prism/box shape)

5. Show me 2 objects with curved surfaces. (Cylinder, sphere/ball)

6. Show me 1 object with flat and curved surfaces. (Cylinder/cone)

CLASS ACTIVITY

The teacher

• Shows learners two types of pyramids (triangular and rectangular bases).

• Asks: Where will we find pyramids in real life? (Toys, pyramids in Egypt, etc.)

• Lets learners examine and discuss:

− Number of faces. (4 or 5)

− Shapes of faces. (Triangles/rectangles/squares.)

− Discuss whether the surfaces of a pyramid are fl at or curved. (Flat)

• Shows learners a cone:

Where will we find cones in real life? (Ice-cream cones, party hats, etc.)

− Show them that a cone has one fl at and one curved surface.

ACTIVITY II

The teacher

• Gives each group of learners a copy of the Roll or slide worksheet and the following objects:

− a variety of objects with curved and fl at surfaces, e.g. cube, cone, prism, cylinder, pyramids.

• Asks learners to experiment with rolling and sliding each object to fill the table.

 Draw the object Can it roll? Can it slide Cube Cone Prism Cylinder Pyramids Sphere

Pupils pay attention and participate

STEP 3

CLASS-WORK

Complete this table in your books.

Pupils attempt their class work

STEP 4

HOME-WORK

Draw and write a paragraph about any 3-D object. Write about the following:

1. Name of object.

2. Flat or curved sides.

3. Shapes of sides.

4. Roll or slide.

5. Number of sides.

6. Drawing of object.

STEP 5

SUMMARY

The teacher summarizes by reminding the pupils how to recognize, describe, compare and sort 3-D objects

She marks their class works, makes corrections where necessary and commends them positively

PERIOD 5: Weekly Test/consolidations

TEACHER’S ACTIVITY: The teacher revises all the concepts treated from period 1-4 and gives the pupils follow through exercises, quiz and tests. She marks the exercises, makes corrections and commends the pupils positively.

PUPIL’S ACTIVITY: The pupils work on the worksheets and exercises given by the teacher individually

CONSOLIDATION