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3D shapes teaches students how to describe the unique properties of solids using the correct terminology and how to draw them using isometric and elevation drawings. Students progress onto constructing nets of a range of solids. This is a key topic before moving onto finding the volume and surface area of cubes and prisms in Year 10 Term 4 for the Higher GCSE course or Year 11 Term 2 for Foundation.

**Prerequisite Knowledge**

- draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them
- recognise angles as a property of shape or a description of a turn
- compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes
- identify acute and obtuse angles and compare and order angles up to two right angles by size
- identify lines of symmetry in 2-D shapes presented in different orientations

**Success Criteria**

- use conventional terms and notations: points, lines, vertices, edges, planes, parallel lines, perpendicular lines, right angles, polygons, regular polygons and polygons with reflection and/or
- rotation symmetries; use the standard conventions for labelling and referring to the sides and angles of triangles; draw diagrams from written description
- identify properties of the faces, surfaces, edges and vertices of: cubes, cuboids, prisms, cylinders, pyramids, cones and spheres
- construct and interpret plans and elevations of 3D shapes.

**Key Concepts**

- Understanding and applying the keywords is essential throughout this topic.
- Students need to understand the geometrical difference between a prism and pyramid.
- Horizontal lines are not drawn on isometric paper.

**Common Misconceptions**

- Students often get confused which elevation to draw and how to include hidden detail.
- Some students find it very difficult to draw 3D shapes on isometric paper.

May 1, 2019

In this blog I will share some practical tips for using mini-whiteboards in a mathematics lesson. I use mini-whiteboards nearly every lesson because they help the students show me the progress they are making. When I understand what the misconceptions are I am able to address them in subsequent examples as part of my feedback. […]

April 17, 2019

Demonstrating student progression during a mathematics lesson is about understanding the learning objective and breaking that down into explicit success criteria. Using Success Criteria Take, for example, a lesson on calculating the area of compound rectilinear shapes. The intended learning objective was written on the main whiteboard. Success criteria were used to break down the individual […]

March 26, 2019

Plotting and interpreting conversion graphs requires linking together several mathematical techniques. Recent U.K. examiner reports indicate there are several common misconceptions when plotting and interpreting conversion graphs. These include: drawing non-linear scales on the x or y axis, using the incorrect units when converting between imperial and metric measurements, taking inaccurate readings from either axis not […]