Embedded Files
Session 1
Grades 3, 4 Maths 3D Shape Nets Pyramid Infographic in Pink Graphic Style.pdfLearning Intension: I can identify the attributes of a pyramid.
Learning Intension: I can identify the attributes of a pyramid.
Hook:
Show images of pyramids from Egypt, China (e.g., Mausoleum of the First Qin Emperor), Korea (e.g., Gyeongju tombs), Indonesia (e.g., Borobudur temple).
Ask: “What do these structures have in common?” and “Why might different cultures have built pyramid-like structures?”
Mini Lesson:
Discuss basic pyramid geometry: base shape, triangular faces, apex (highest point of a shape), edges, vertices. Create an anchor chart with terminology. Model using a CUBE (deliberate choice not to be a pyramid).
Independent/Guided:
Students choose one of the pyramid nets to create the 3D shape. They record:
- base shape
- faces
- vertices
- edges
Print nets on coloured paper
Collect the different shapes and display (either hang from lines in classroom, stick to boards/ windows).
There is a very simple worksheet that can be used also.
Reflection
Exit ticket: share one of the shape’s properties.
Pyramids.pdfGeometry Square Based Pyramid Template.pdfNet of a Triangular pyramid template.pdft2-m-254813-different-types-of-pyramid-3d-shape-net-resource-pack.pdf
Black and Blue Shapes Pyramids vs Prisms Math Games Worksheet.pdfSession 2
Session 2
Learning Intension: I can identify the attributes of a prism.
Learning Intension: I can identify the attributes of a prism.
Hook:
Show examples of real-world prisms: cereal boxes (rectangular prism), Toblerone (triangular prism), pencil cases, shipping boxes.
Ask: “Why do you think most packaging is shaped like a prism and not a pyramid?”
Can use this clickview video Pyramids/ Prisms.
Mini Lesson:
Define prisms: 3D shapes with two identical, parallel bases and rectangular faces.
Discuss types: rectangular, triangular, and hexagonal prisms.
Create anchor chart/ display differences.
Compare with pyramids from previous lesson.
Show nets of different prisms.
Independent/Guided:
Students choose one of the prism nets to create the 3D shape. They record:
- base shape
- faces
- vertices
- edges
Print nets on coloured paper
Collect the different shapes and display (either hang from lines in classroom, stick to boards/ windows).
There is a very simple worksheet that can be used also.
Reflection
Pose a real-world problem:
"You’re designing a new chocolate box. What type of prism would you use? Why?"
Students draw or write a short explanation linking shape to function.
Present prism to the class and describe its features (faces, edges, vertices).
Prisms (1).pdfGeometry Cuboid Net Template.pdfGeometry Hexagonal Prism Template.pdfGeometry Triangular Prism Template.pdfPrisms.pdfColorful Geometric Transformations Math Presentation.pdfGrade 3, 4 2D Shape Transformations Geometry Maths Poster in Green White Clean Style.pdfSession 3
Session 3
Learning Intension: I can show shape transformations.
Learning Intension: I can show shape transformations.
Hook:
Introduce the terms. Play Simon Says using ‘flip, slide, turn’.
Mini Lesson:
Introduce transformations.
Use the anchor chart to explain the different transformations.
Introduce
Math Learning Center Pattern Shapes Create a GC task with this information:
Digital Task Instructions:
Digital Task Instructions:
Task 1: Build a Symmetrical Pattern
Use the anchor chart to explain the different transformations.
Introduce
Math Learning Center Pattern Shapes Create a GC task with this information:
Digital Task Instructions:
Digital Task Instructions:
Task 1: Build a Symmetrical Pattern
Use triangle, square, and hexagon shapes.
Place a shape and flip it to create mirror symmetry.
Repeat with different shapes and colors to complete a symmetrical design.
Task 2: Transformation Challenge
Choose one shape and:
Slide it (translate) across the grid.
Rotate it around a point.
Reflect it over a line.
Take a screenshot after each transformation.
Task 3: Show What You Know
Create a digital pattern or picture that:
Includes at least one reflection, one rotation, and one translation.
Is symmetrical across at least one line.
Students screen shot each into the document to show they’ve completed the steps.
Students use digital shapes to:
Flip a shape across a line (reflection)
Rotate it around a point (rotation)
Slide it along the plane (translation)
Explore and identify line and rotational symmetry
Extension: Create a digital symmetrical or transformed mandala or pattern.
Independent/Guided:
Students use digital shapes to:
Flip a shape across a line (reflection)
Rotate it around a point (rotation)
Slide it along the plane (translation)
Explore and identify line and rotational symmetry
Extension: Create a digital symmetrical or transformed mandala or pattern.
Reflection
Screenshot or draw a symmetrical pattern or transformation.
SAVE IMAGE INTO GC TASK
Colorful Geometric Transformations Math Presentation.pdfSession 4
Session 4
Learning Intension: I understand what tessellation means.
Learning Intension: I understand what tessellation means.
Hook:
Provide students with squares, rectangles, circles, hearts, and irregular shapes.
They fold to find lines of symmetry. Cut & open to see mirror image.
Challenge: Can you find shapes with more than one line of symmetry?
Mini Lesson:
Show this slide pack.
Ask: What do you notice about these patterns? What do you think makes these patterns special? Define tessellation: A pattern made of shapes that fit together perfectly without gaps or overlaps. Create anchor chart. Introduce task below.
Independent/Guided:
Students choose or create a simple shape (e.g., square, triangle, hexagon) or a composite shape (two or more shapes joined).
Using rulers and pencils, have students draw their chosen shape on paper.
Teach how to create a tessellation by translating (sliding), rotating, or reflecting the shape to cover the page.
Students lightly sketch the repeated shapes to plan their pattern.
Using scissors, students cut out their base shape (if working with cut-outs).
Arrange and trace the shape repeatedly to fill the page with a tessellating pattern.Students colour or decorate their tessellation creatively, emphasizing the repeating pattern.
Encourage creativity in colour choice and design within the repeated shapes.
EITHER create in Maths Book OR teacher to provide printed grid paper to put designs on display.
Early finishers: Play the tessellation creation.
Reflection
Screenshot or draw a symmetrical pattern or transformation.
SAVE IMAGE INTO GC TASK
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