Embedded Files
Core concept: Faces on a 3D object can change depending on your point of view.
Different points of view – 40 minutes
Different points of view – 40 minutes
Explain that an important thing the visiting aliens need to know about 3D objects is that they can look different, depending on where a person is standing. Ask students to show the aliens how this part of mathematics works.
Explain that an important thing the visiting aliens need to know about 3D objects is that they can look different, depending on where a person is standing. Ask students to show the aliens how this part of mathematics works.
Explicitly model how to move around the table and view the cube from the different points and views, observing the cube to recognise what 2D shapes are visible.
Explicitly model how to move around the table and view the cube from the different points and views, observing the cube to recognise what 2D shapes are visible.
Model drawing or photographing the object from different points of view, stating the view, for example, top view, front view, rear view, and side view, as you move around the object.
Model drawing or photographing the object from different points of view, stating the view, for example, top view, front view, rear view, and side view, as you move around the object.
Model visualising the cube from underneath, explaining your reasoning aloud.
Model visualising the cube from underneath, explaining your reasoning aloud.
Explain that, as students move around, they need to identify, trace and then air-write a 2D shape that they identify on the cube.
Explain that, as students move around, they need to identify, trace and then air-write a 2D shape that they identify on the cube.
Provide students with a range of 3D objects, including common household items such as tissue boxes, cereal boxes and cylindrical tins.
Provide students with a range of 3D objects, including common household items such as tissue boxes, cereal boxes and cylindrical tins.
In pairs, students place an object on the centre of a table. Using a digital device or writing materials, students record an outline around the edges of each visible face, from multiple points of view, such as top view, front view, rear view and side view. Students label the 2D shapes they can see.
In pairs, students place an object on the centre of a table. Using a digital device or writing materials, students record an outline around the edges of each visible face, from multiple points of view, such as top view, front view, rear view and side view. Students label the 2D shapes they can see.
Ask students to visualise and draw the object as if they were viewing it from underneath. Prompt students to explain their reasoning for the 2D shapes that they record.
Ask students to visualise and draw the object as if they were viewing it from underneath. Prompt students to explain their reasoning for the 2D shapes that they record.
Ask students:
Ask students:
- What are you wondering?
- What 2D shapes or 3D objects can you see that are the same as each other?
- What 2D shapes or 3D objects can you see that are different to each other?
- What information can you share with the aliens about 2D shapes and 3D objects?
- What new information do we need to include on the anchor chart?
Assessment: annotated images of 2D faces that students have identified on 3D objects. (MAE-2DS-01, MAE-3DS-01)
Assessment: annotated images of 2D faces that students have identified on 3D objects. (MAE-2DS-01, MAE-3DS-01)
Consolidation and meaningful practice: Secret object – 10 minutes
Consolidation and meaningful practice: Secret object – 10 minutes
Students select a 3D object and prepare ‘Who am I?’ clues for the class based on the 2D shapes observed on 3D objects. For example:
Students select a 3D object and prepare ‘Who am I?’ clues for the class based on the 2D shapes observed on 3D objects. For example:
I have 2 circles.
I have 2 circles.
I have no corners.
I have no corners.
I can roll if I am lying down.
I can roll if I am lying down.
I can stack if I am standing up.
I can stack if I am standing up.
Who am I? A cylinder.
Who am I? A cylinder.
Students read their clues one at a time for others to guess. To support learning, display 2D shapes and common 3D objects and/or allow students to manipulate objects as the clues are read out. Ask students to justify their guesses by referring to features, such as 4 straight sides, curved surface, 3 corners, looks like a ball or has 4 flat rectangles.
Students read their clues one at a time for others to guess. To support learning, display 2D shapes and common 3D objects and/or allow students to manipulate objects as the clues are read out. Ask students to justify their guesses by referring to features, such as 4 straight sides, curved surface, 3 corners, looks like a ball or has 4 flat rectangles.
Page updated
Report abuse