Without looking 0 Overview Using this Resource Connecting to the Curriculum Marking Student Responses Working with Students Further Resources This task is about the properties of 3-D shapes. Practical task Your teacher will set up four bags (A, B, C, D) with a shape in them. Question 1Change answer a) Without looking, put your hand inside Bag A and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. a) Without looking, put your hand inside Bag A and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. i) How many corners does this shape have? ii) How many faces does this shape have? iii) What is the name of this shape? Question 1Change answer b) Without looking, put your hand inside Bag B and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. b) Without looking, put your hand inside Bag B and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. i) How many corners does this shape have? ii) How many faces does this shape have? iii) What is the name of this shape? Question 1Change answer c) Without looking, put your hand inside Bag C and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. c) Without looking, put your hand inside Bag C and feel the shape. Answer these questions about the shape. You may draw the shape if it helps you. i) What is the name of this shape? ii) Name something you might see or use that is like this shape. Question 1Change answer d) Without looking, put your hand inside Bag D and feel the shape. Answer the questions about the shape. You may draw the shape if it helps you. d) Without looking, put your hand inside Bag D and feel the shape. Answer the questions about the shape. You may draw the shape if it helps you. i) What is the name of this shape? ii) Name something you might see or use that is like this shape. Task administration: This task can be completed with pencil and paper and other equipment. This is not set to auto-mark as the shapes can vary based on availability. Equipment: 4 bags the students can't see through labelled A, B, C, D; one cube; one square-based pyramid; one cylinder; and one cone. Before students undertake this activity place one of the shapes listed above in each bag as follows: Bag A – a cube, Bag B – a square-based pyramid, Bag C – a cylinder and Bag D – a cone. The parts of this task can be completed in any order. Levels: 2, 3 Curriculum info: Maths, Geometry and Measurement, Shape Keywords: 3-dimensional shapes, faces, vertices, shape properties Description of task: Without looking, and by feeling a range of 3-dimensional objects, students describe physical features of each object. Learning Progression FrameworksThis resource can provide evidence of learning associated with Geometric thinking, set 3Geometric thinking, sets 3-4 within the Mathematics Learning Progressions Frameworks.Read more about the Learning Progressions Frameworks. Answers/responses: a) i) ii) iii) 8 6 Cube (accept "square prism") b) i) ii) iii) 5 5 Pyramid c) i) ii) Cylinder Anything cylindrical, e.g., pencil case, drink bottle, toilet roll, can of food, etc. d) i) ii) Cone Anything conical, e.g., ice-cream cone, traffic cone, witch's hat, etc. Teaching and learning: This resource encourages students to look at and focus on the properties of the shapes. Parts of shapes How many faces? Corners, faces and edges Clay shapes Corners, faces and edges II Corners, faces and edges III Whetu's frame Everyday objects Describing 3-D shapes
