Early Mathematical Experiences

Pattern and Early Number

Numbers within 6

Addition and subtraction within 6

Measures

Shape and sorting

Calendar and Time

Numbers within 10

Addition and subtraction within 10

Numbers within 15

Grouping and Sharing

Numbers within 20

Doubling and halving

Shape and pattern

Addition and subtraction within 20

Money

Measures 

Depth of numbers within 20

Numbers beyond 20

Ratio review (9.7a)

Constructing triangles and quadrilaterals

Angles

Shape and patterns

Angles and shape

Constructions, congruence, and loci

Faces, shapes and patterns; lines and turns

3D Shape

Coordinates

Classifying 2-D shapes

Transformations

Angles in polygons

Circles

Pythagoras's theorem

2-D Shape and Symmetry

Transforming 2-D figures

Bearings

Area of 2-D shapes

Missing angles and lengths

Coordinates and shape

2-D and 3-D shape

Volume and surface area of prisms

Maths

R Maths

Early Years Foundation Stage

Reception

Geometry

THEME

UNIT

In this lesson, we will find and describe everyday household objects as 3D shapes.

Describing and sorting 3D shapes

﻿Hi friends, it's Miss Molnar here. And today we are going to do some maths together. And of course I brought along my trusty sidekick who loves maths learning. It's Harold, the hedgehog, say hello to Harold everyone. Alright, so Harold, we are going to look at today, Shape, we're going to be looking at describing and sorting some 3D shapes. Now I'm not going to tell you yet what you're going to need for this lesson or that might ruin the first activity. So we'll let you know what we need as we go along with the lesson. All right, here we go. All right, so, Harold and I have up on the screen, some different 3D shapes. I wonder, have you seen any of these shapes before? Well, if you said, yes, you're right because 3D shapes are all around us. So for example, I've got my water bottle here and it looks similar to one of the shapes on the screen, the cylinder, can you spot which one and point to the one that it looks similar to? Well done. So this is where you're going to pause the video and you're going to have to go get some things that you'll need for this lesson. We are going to go on a shape hunt everyone. So I want you first to make sure you ask a parent or carer for help on this. And then you are going to go around and see what shapes you can find similar to the ones on the screen, in your own home. So, Miss Molnar has already found a shape that kind of looks like a cylinder with her water bottle. So I'm going to go collect a few more things in my home as well, that are similar to the shapes on the screen. So pause the video, get ready, go on your shape hunt and bring all of your items back with you. Don't worry if you don't find one for all of them on the screen, just see what you can find. All right and let's hunt, all right. Well, we're back from our shape hunt and it was exhausting. What items did you find in your house? Did you find any that were similar to the 3D shapes on the screen? Well, I found a few things. Some of the things I found were, this orange, it kind of looks like the sphere on the screen. Did you find anything of this shape as well? That's great, I also found this box of lasagna pasta stuff. It looks similar to the cuboid that was up on the screen. I bet you found lots of great things as well. So we're going to take a closer look at where we might find or see these 3D objects in real life. All right, so we're going to look at some of these shapes a little bit closer. How can we describe this shape? Is it a flat shape? Is it curved? Does it have of any vertices? A vertice is a point or corner on a shape. Does it have any? It does, doesn't it? It has one, we could say it has one vertex. I say, you say vertex. Does this shape remind you of anything? Something that you could find in real life that looks like this? Well, it kind of reminds me of a party hat, doesn't it, Harold? Also, it kind of reminds me of an ice cream cone. Is that what you said? So we could describe this shape, this 3D shape is called a cone and we can describe it as having one curved surface that goes around the top of it. And it's got one flat face on the bottom underneath. And then, like we said, it's got one vertex or one corner or point at the top. All right, let's try another one. All right, so we've got this shape here now. How might you describe this shape? Does it have any curved faces this time or curved surfaces? No, it doesn't have any curves this time, does it? Does it have some straight edges? So the edges are the lines that go straight across the shape. It does have some straight edges, doesn't it? Does it have any vertices this time? Remember, vertices are the corners or the points. It has several vertices, doesn't it? What does this shape remind us of now? What objects in real life can you think of, that their shape looks like. Well, so this shape is called a cube and it reminds me of dice. Is that what you said? Well, it also could remind me of a cardboard box and I'm sure there's lots of other things you found in your home as well. So we could describe our cube as having straight edges, flat faces several of them and I can see if I'm going to count one, two, three, four, five, six, seven, eight, eight vertices. It doesn't have any curve lines though. All right, let's see what we've got next. All right, now we've got this shape. Now, to me this one looks pretty similar to acute. How was it different than the last picture or the last shape? That's right. It's much longer or much wider than the last shape. It still has lots of flat faces, doesn't it? Does it have any curved lines or any curved faces. No, no curves in this one either. You're right, so this shape is called a cuboid. What does it remind you of in real life? Well, remember when I had my lasagna box, it was a cuboid shape. It also could remind me of a juice box. What does it remind you of? Great. So we can see that this shape definitely has some vertices as well, doesn't it? Right, and it's got lots of straight edges and flat faces. Okay, now we're on to this shape. What does this shape remind you of now? Remember, Miss Molnar said it reminded her of her water bottle. How could we describe this shape? What kind of faces does it have or surfaces? Does it have curved? Does it have straight? Are there any vertices? Have a think. So, we can see that this shape is a cylinder and it's got a curved surface going all the way around, just like with my water bottle. Then we've got two flat faces on it, one at the top and one at the bottom. And let me see, does it have any straight edges? No, there's no straight edges but it has some curved edges going around the top and the bottom. What about vertices? Does it have any corners coming to a point? It does not, you're right. Not every 3D shape has vertices. They're all a little bit different and this one has no vertices. All right, I wonder what this shape is going to remind us of. Could you think of anything It looks like in real lives? Well, Harold's told me it reminds him of candle being the same shape. I wonder what it reminded you of? That's great. All right. So what we're going to do now is I'm going to play a little bit of a game with you. So I'm going to pick one of the shapes on the screen and I'm going to describe it to you or Harold's going to describe it to you. I'm going to use the sentence then, this shape has, and I'm going to use some of the words below to describe it. So let's go through our vocabulary together. My turn, your turn, surface, flat, curved, vertices or vertex, edges. All right, now that we've got those words, those that language ready to go. Harold is going to describe one of the shapes on the screen. Then he would like you to have a go at guessing which one we're describing. You can pause the video if you want. And we want you to point at the correct shape, all right. So Harold is going to whisper to me what the shape has. And we want you to guess which one we're talking about. All right, Harold says, this shape has a curved surface and it has no vertices. I wonder which of those three shapes, could it be? It has a curved surface and it has no vertices. So if you need more time to guess you can pause the video but if you're ready, can you point to the correct shape? Well, if you pointed to our middle shape, the red one, you're so right. That is a sphere and that is the shape that Harold was describing, way to go. Alright, I'm going to pick another shape and I'm going to describe it. And I want you to think about which one I'm describing on the screen. Alright, let me see. This shape has several vertices. It doesn't have any curved edges or curved surfaces. Which shape could I be describing? Have a think, point to the correct shape when you think you've got it. If you pointed to the blue cube, you are so right. Well done, that's exactly what I was describing. All right, now we would like you to have a go at pausing the video and can you describe the last shape that we haven't spoken about on the screen? So the cone, can you have a go at using some of the language below and describe it? This shape has, alright, pause the video and have a go. All right, so for your main task, this is where you're going to need some of those real life 3D shapes from around your home. Remember to ask a parent or carer before you grab them and use them. Now you can print out this resource sheet in the downloadable resources to help you sort but you could also make one, you could also use two hoops or just use some space on the floor and make two separate piles. What we'd like you to do is to take your shapes and sort them between one pile that says, has at least one vertex. So shapes that have at least one vertex are going to go in this side, then you're going to sort the other shapes that do not have any vertices in the other side. So if I was going to have a go, I'm first going to start with my orange, okay? So does my orange have at least one vertex or no vertices? What do we think? That's right, it does not have any vertices. So I'm going to put it in this side, all right? Then I could have another go and I could take my cuboid shape of my lasagna pasta. Now, where is it going to go? Does it have at least one vertex or does it have no vertices? That's right, it has several vertexes. So I'm going to put it on this side so you can pause the video now, you could even do it on the table or the floor if you need more room, have a go at that and then we'll come back together. Well done everyone. We hope you had a great time sorting all of those real life 3D shapes between shapes that have vertices and shapes who do not. Well, I was just going to say goodbye but I don't know where Harold's gotten off to. Oh, there he is. Looks like he's been getting into that 3D shape there. That sphere, he must've been hungry again. Well, that is all we have time for, I'm afraid today but we would love to see some photos of your learning. So if you'd like to, you could ask your parent or carer to share the photos on our social media at Oak. So Harold and I can see all the amazing, sorting you've been doing today. All right to everyone, until next time, see you later.

In this lesson, we will recap what they already know about 3D shapes and then we will use the characteristics of the shapes which are most suitable to build different structures.

Exploring the characteristics of 3D shapes

﻿Hello friends, it's Miss. Molnar here and we are going to do some a super fun math learning today. And I've brought along my favourite top partner that can help me talk through some tricky math questions. It's Harold the hedgehog everyone. Say hi Harold. All right, let's see what you're going to need to get ready for this lesson, we're going to be looking at exploring the characteristics of some 3D shapes. So you're going to need to go gather a few things, so you can help Harold today because Harold has an exciting project, a building project and we're hoping that you are a really good builder. Are you a good builder? Oh, I'm sure you are, because we're going to need your expertise to ensure that we pick the right shapes or the right materials for these structures today. All right, let's see what we need for this lesson. So, for today's lesson, you're going to need some kind of blocks. So maybe you've got some blocks that you play with at home, but if you don't have any blocks or any 3D shapes, you can actually grab some real life 3D shapes at home that will help you today. So I've got a few things to help me, like I've got some fruit because that makes a sphere. I've got some boxes to show that they're cuboids. So take a minute, make sure you ask a parent or carer and see what blocks or real life 3D objects you can gather that's going to help you do some building today. If you can't find any of these items, don't worry in the downloadable resources you can print out some pictures and some 3D shapes. And that will help you as well to do some of your building or picture making. Alright, pause the video now, go grab what you need, and we'll get started. All right see, you might have already learned some information about some of these 3D shapes already. So we want to see what you might know, all right, so I'm going to ask a few questions. And let's see if you can point to the shape that might have some of these features and Harold going to have a go at guessing as well. All right, do any of the shapes on this screen have a curved surface, a curved surface? Take a look, do any of the shapes on the screen have a curved surface? If you think there is one can you point to one now, Harold is going to whisper to me one that he sees. Alright, so Harold says that the red shape the one that looks like a ball, he said that definitely has a curved surface. Did you see that one as well? Now is that the only shape on the screen now with a curved surface? No, that's right you might have pointed to another shape on the screen. Can you point to the other shapes on the screen that also might have a curved surface. Well done, if you pointed to the cone that kind of looks like an upside down ice cream cone. Or if you pointed to the cylinder, which sort of looks like my water bottle, then you are so right because they both have curved surfaces on those shapes, way to go. Now let's think of one more question, Harold going to think of a question to ask us to see what we already know about these 3D shapes. Okay, he's having a think, all right he's going to whisper into my ear. Okay, Harold says, are there any shapes on the screen that have more than one vertices, more than one vertices? Now, if you don't know what vertices means it means, it's kind of looks like a point, or sometimes a 3D shape will come to a corner and will have a point. Do you see any shapes that have more than one of these vertices have a look, can you point to them? All right, well if you pointed to the two blue shapes in the middle, the cube and the cuboid, kind of like my pasta box here, then you're so right. They've got more than one point or more than one vertices, way to go well done everyone. So, like I said, later on, we might be doing some building in this lesson. So we need to think a little bit more about the features of some of these shapes. Now, we would like to know what do you think. Which of these shapes would be best for rolling, and why do you think that? So if you were to take any of these shapes and roll them maybe across the floor or table, which ones would be the best for rolling and why? You can pause the video for a second if you want to have a think. Okay, let's see what Harold has to say and maybe it's what you said as well. All right so, Harold said shapes that have no vertices are the best shapes to roll. Why would that be, have a think right now? So I've got this orange here, it's got no vertices or no points at a corner. Why would this be a good shape to roll? Because it's got no vertices, what would happen if it had a vert see at the top? That's right, if shapes have vertices, it has more of those straight sharp edges, and it would be much more difficult to roll that shape. Whereas if a shape has a curve on it, then it will be much easier to roll it across the floor. Are there any other shapes on the screen other than the sphere, that would be good for rolling. Can you point to it? If you pointed to a cylinder well done, Kind of like my water bottle here, if I was going to roll it across the floor, it would be a little bit easier for rolling. Alright, we've got another question for you to think about now, we know now which shapes would be better for rolling. But now we want to think about what shapes would be good for stacking. So stacking means, putting one shape on top of the other maybe to make a tower. So have a think right now, which of the shapes on the screen would be best for stacking? You can pause the video if you want to have an extra think. So I went gathered quite a few items from my home that can represent my 3D shapes. So I've got lots of cuboids with flat shape, with flat surfaces or flat faces. Quite these ones here, I've got a sphere, I've got some cylinders and I've also got a cone. Now, let's look and see what would happen if I tried to roll, a shape with a flat surface. Let's see what would happen or a shape with vertices. Alright, so I'm going to try and roll this box across my table, so let's go, let's see. Oh, well, I didn't get very far did I? It's not very easy to roll is it? That's because this shape has too many flat surfaces or vertices, so it makes it trickier to just roll it smoothly. Now, let's try some of those shapes we were talking about with curved surfaces or no vertices. So let's see what would happen if I rolled my orange across the table, much smoother, isn't it? There's no tricky vertices to get in the way, great. Now, like we said, there's some other curved ones that we have as well, we've got a cylinder with this tin can. Let's see if that's a bit easier to roll across the table as well, much smoother, isn't it? Because it doesn't have the flat surfaces on the edge here, it doesn't have any vertices to get in the way. Now with the cone, we can try rolling it, it does roll because that vertices is there Look how it spins around kind of in a circle, the vertices kind of stops it from moving, too far along. All right, so we know that shapes with curved surfaces and no vertices are best for rolling. Now, let's see when we try to stack some shapes, which one's the best for stacking? Now, Harold thinks that we should start off by stacking some of our shapes with curves. So I'm going to start with my orange and then I'm going to put my cone on top and then I'm going to find another curve shape. I'm going to try and put my Oh, goodness, ah, what happened? That's right, these shapes were not the best for stacking because they all have curved surfaces. We said the best shapes for stacking are those with flat faces or flat surfaces. So I'm going to have a go and find some of my flat surface shapes and I'm going to have a go at doing a bit of stacking. Now this is going much better look at that and I can even put a cylinder up on the top because cylinders have a couple of flat faces on the top and the bottom. And there we go, so that proves that we know shapes with flat surfaces are the best for stacking. All right, it's time for us to do our talk task, Harold is going to chat us through it. Harold! Harold! Oh, Harold, what are you doing? That hat is way too big for you, I think I know why Harold got this hat for us though, because Harold wants us to be builders for him. He wants us to try and help him build a castle, but first he needs to make sure you listen to this lesson well. So the first thing that he would like you to do in the talk task, is show us that you can build a wall. So right now we want you to ask your parent or carer for some household items, or some blocks that you might have to help build Harold a wall for his castle. So we want you to tell us out loud, which shapes you're going to use and why. You could use some of the vocabulary below to help you describe. Let's do, I say, you say to go through the vocab ready? Surface, flat, curved, vertices, stack, roll, well done. So you might say, I'm going to use a shape with flat surfaces so I can stack them one on top of the other. All right, pause the video and have a go, we can't wait to see what your wall looks like. All right everyone, how did you get on with building the wall? Well, Harold and I think that you have passed the test and we think you are now a certified builder like us because you know how to choose the right shapes to make a strong and steady wall. So if you're up to the main task now we've got a big project for you. Are you up for it? Sorry, we can't hear you, are you up for it? Oh great, we're so glad we've got some great builders on board. So, we would like you to make some different structures, or different buildings for Harold using 3D shapes. So like I said earlier, you might already have some blocks at home that you could utilise. And if not, you can ask your parent or carer for some household objects where you could make something like a castle, or a bridge, or a house. We want them all to be made for Harold. Now, if you don't have some of the household objects in order to make some of these structures, what you can do is in the downloadable resources, we've got some pictures of 3D shapes. And what you could do is you could ask a parent or carer to help you cut out the shapes and you could paste and stick the shapes to build a castle or a bridge, or a house for Harold. And then you could even draw a picture of Harold in the picture as well, so the choice is up to you. All right that's it from us, we want you to have a go and we cannot wait to see what you come up with. All right builders, ready, set, go. What building did you end up making for Harold? Did you build a castle? Did you build a tower? Or maybe you even built a bridge? Wow, we would absolutely love it, if you took a photo of what you built and you sent it to your teacher. They would just love to see what you've created, but even more we would really love to see and I know Harold would love to see what a great builder you've been. So if you'd like you can ask a parent or carer to take a photo and share your learning with us. On our social media @Oak and maybe you can tell us where Harold can find a hard hat in his size. All right, until next time everyone.

In this lesson, we will learn vocabulary to describe the position of objects such as on, above, below and beside.

Using mathematical language to describe position

﻿Hi everyone, it's Miss Molnar here and we are going to do some maths learning today. Today, we're going to be looking at the language to use to describe an object's position. And today, I've got a trusty helper with me, it's Harold the hedgehog here, and he's going to go through what you're going to need for this lesson. So, for this lesson, you're not going to need too many things. All you're going to need is a friend kind of like Harold. If you've got another toy, you can ask a parent or carer. A friend like Harold would be great like a teddy or any other kind of toy that would be helpful for this lesson. Also, you'll need some paper and maybe even some colouring pencils. Alright, if you don't have those things at hand, pause the video, go grab them, and we can get started. Alright, Let's get started by doing some counting. We're going to go on a number hunt in our picture here. So, I want to find something in the picture that there are three of. Have a look in the picture, can you see something that there are only three of? Well, what I saw there are three of, is up on the house at the very top. There are 1-2-3 spiders. Did you see that as well? I also saw that there are 1-2-3 butterflies flying around. Did you see those too? Alright, this time, I just want you to choose something on the screen and I want you to count how many there are of, maybe you're going to count the mice or the frogs at the bottom. Maybe, you're going to count the flowers. Pause the video, have a go, and count how many there are of something. Let's count how many flowers there are. Do you see the red flowers? Alright, let's get ready everyone, ready? 1 2 3 4 5 6 7 Way to go everyone. What did you decide to count? There are lots of fish, aren't there? So, we're going to look at describing the position of different objects today and to do that, we need to learn some language to help us. So how could we describe where the apple is? How could we describe where the apple is compared to where the square is? We could say, the apple is over the box. Is that what you said? You might have said something different. You might have said, the apple is above the box. You also might have said, the apple is on top of the box. Let's do some I say, you say, ready? Over above on top. Well done. Okay, this one is a little bit trickier. How could we describe where the apple is now? Well done. Did you say, besides? You might have said, next to, as well. We could say that the apple is beside the box. I say, you say, beside. Well done. Okay, how could we describe where the apple is now everyone? So we could say that the apple is under the box, is that what you said? We also could have said, below. Well done. Let's do I say, you say, under, below. Way to go. This one's tricky now. How am I going to describe? This one. Wow this apple is actually inside the box. So I could say, in, or I could say, inside, some people from the picture they might even say it looks like it's behind the box. But we could say that it is in, or inside the box. Alright, we're going to start to use this language to do some describing now. Alright, we're going to do a little bit different of a hunt this time. So instead of hunting for numbers, we're going to try and use some of those positioner language words to describe or find, some of the objects in the picture. Are you ready to have a go? Alright. Now Harold's going to whisper to me the first thing that he wants you to find. Okay, Harold says, "What animal "Is on top of the house?" Now, if you need time throughout this when we ask the questions to find the object, you can pause the video while you take a closer look for it. Okay, so, which animal is on top of the house? If you said, a bird, way to go, there is a bird on top of the house. Great job. Alright. Let me see, what is below the drain pipe? What is below the drain pipe? That's right, there is water below the drain pipe, it looks like all the water has come out. Fantastic. Now, let's take a look at all the fish in the water. Are the fish under the bridge, or over the bridge? That's right, they are underneath the bridge. Well done. Fantastic Let me see. How could I describe, how could I describe where the spider is? That's away from the webs. Can you see that one spider that's not where the web is? How could I describe the position of that spider? If you said the spider is on the drain pipe, well done. That's fantastic. Way to go. Now, let me see how can I describe the person and the bridge? How could I describe that person? Well done. I could say the person is on top of the bridge. I could say the person is over the bridge. Way to go. Great job. Alright, last question everyone. How can I describe the two children in the house? I've already said one. I could say they're in the house. But how can I describe in terms of the boy and the girl their position? What could I say? I could say the girl's beside the boy, or they're beside each other. I could also say they're next to each other. Great work, everyone. Alright, so for our Talk Task, we're going to play a little bit of a game. So, at the moment, you're going to need a little friend like Harold so, if you've got a teddy or a stuffed animal toy that you can go get right now, then you can do our game with us. So pause the video, if you need to go grab it. Okay, so what we're going to do is well, I'm going to give you some instructions for some positions of where you need to put your friend. So I'm going to be moving Harold around according to the direction and I want you to do the same with your friend. Alright, are we ready everyone? Let's get started. So alright. Put your friend on top of your head. Well done. Put your friend below your feet. How did it get to your feet? Alright, put your friend next to your shoulder. Well done. Put your friend beside your nose. Put your friend under your chin. Put your friend on top of a table. Did you get to a table to put it on top of? Well done. What we would like you to do now is to have a go at playing this game with maybe a parent or carer that you've got at home with you. Can you give them your friend, your toy and give them some instructions about where they should put the toy. Alright, pause the video now, and have a go at that. Well, we hope you enjoyed playing that game with your parent or carer just as much as we enjoyed it. Alright, now it's time to put your new learning skills to the test. Harold would love to see some amazing pictures of a playground and can you add Harold into your picture? So, this is where you're going to need that paper and maybe those coloured pencils because we would like you to draw a picture of Harold on a playground. Okay, so, have a think at the moment what is going to be in your playground? Is there going to be a slide? Is there going to be swings? Or there going to be lots of trees? A sunshine? Maybe a pond? Make sure you add in lots of different things to your park. And then, what we want you to do when you're done your drawing is to describe the different objects in your picture using the new language you've learned today. So maybe you're going to draw a picture of Harold on top of the slide because he loves to be on the slide. And then you could say Harold is on top of the slide. Maybe you're going to draw some beautiful flowers beside the tree and you can say the flowers are beside the tree. Maybe you're going to draw a big sunshine in the sky and then you can say, the sun is in the sky. Alright pause the video, go get what you need, and we can't wait to see what pictures you come up with. Well, Harold and I would love to see how your drawings have gone. If you'd like to, you could ask your parent or carer to share the final outcomes with us on our social media on OAK and I'm really sure as well that your teacher would love to see you're learning too. Alright everyone, we hope you enjoyed this lesson and hopefully we'll see you again soon.

In this lesson, we will continue to use language to describe position but more accurately the position of toys and objects.

Using mathematical language to describe position accurately

﻿Hi, friends. It's Ms. Molnar here and we are going to do some mass learning today. Now, if you've not met my friend Harold before, he is a little bit silly sometimes and likes to get up to mischief and guess where I found him this morning? My goodness, he fell asleep. How could I describe where he is, where I found him? What language could we use? Well, if you said Harold fell asleep inside or in the fruit bowl, you're so right. Well, we're going to get Harold ready there and we are going to do some learning today, all about positional language. So just like when we said that Harold fell asleep inside the fruit bowl, we're going to use other language like that to describe some object's positions. So the only thing you're going to need for this lesson is you're going to need some friends. So maybe you've got a bunch of teddies or friends like Harold. Maybe you've got some Lego men. Maybe you've got some dolls. You're going to need to gather a few of those friends and then you'll be able to do some of our exciting activities today. Okay, pause the video, go grab some of those friends, and come back and we can get started on our new learning for today. Okay, so for our counting, to get us started, Harold thinks that we should get up and get moving. So what we're going to do is I'm going to call out a number and then I'm going to ask you to do something back with that exact same number. So we'll start first like this. I'm going to call out the number and I want you to clap your hands this many times. Are you ready? Can you clap your hands five times? Ready? One, two, three, four, five. Way to go! This time, we want you to get up. So stand up out of your seat and get ready. Are you ready? We would like you to do seven star jumps. Ready? Three, two, one, go. One, two, three, four, five, six, seven. Fantastic, everyone. All right, this time, we would like you to put your hands up in the air four times. Ready? One, two, three, four. Great job, everyone. All right, come back to your seat and let's see what we're going to need to do next for our learning. All right, so I've got my teddy bears here. I've got a blue one, yellow, red, green, orange, and purple. Now, I've got some teddy bears that are in the front. I've also got some teddy bears that are in the back. We're going to use some language to try and describe where each of the Teddy bears are. All right. I might say that the orange teddy bear is in front of the yellow teddy bear. Or I could say that the yellow teddy bear is behind the orange teddy bear. Great. Now, I wonder you could tell me which colour teddy bear is behind the green teddy bear. Which teddy bear is behind the green Teddy bear? That's right. It's the red teddy bear. The red teddy bear is behind the green teddy bear. Now, what colour teddy bear is beside the blue teddy bear? What teddy bear is beside the blue teddy bear? That's right. It's the yellow teddy bear. The yellow teddy bear is beside the blue teddy bear. Fantastic. Now I wonder, could you describe where the green teddy bear is? How could you describe where the green teddy bear is? So you could have said the green teddy bear is in front of the red bear. You could have said the green teddy bear is beside the orange teddy bear. Way to go, everyone. Now, let's get a little bit trickier this time. I'm going to use the language of in-between. Which colour teddy bear is in-between the purple and the green one? Well done. If you said the orange teddy bear, you're right. It's in between the purple and the green teddy bear. Fantastic. Now, what if I said this time, the yellow teddy bear is beside which teddy bear? What would you say? Well, if you said there's more than one answer, you're so right. The yellow teddy bear is beside the red teddy bear, but also beside the blue teddy bear. Fantastic. Okay, it's your turn to have it go in the top task. We've got a picture of some animals on the screen. Do you recognise any of the animals? Can you name any of them? Well done, I'm sure you can name a lot of them. So we've got a cow, a sheep, a dog, a cat, and a rhinoceros. What we would like you to do is use some of the sentence stems on the screen to describe the position of each of the animals. So we might talk about an animal being in front, being behind, beside, or in-between. That one's a really tricky one. I might say the cow is in front of the sheep or maybe I'm going to say the rhinoceros is behind the cat. So we would like you to pause the video, have a go, and see if you can say some of these full sentences out loud. All right. Well, we hope you got to have a go at that. What did you describe as which animal being beside another animal? Maybe you said the rhinoceros is beside the cat or maybe chose another one. There were lots of answers for that one. What did you say for in-between? Which animal was in between another of the two animals? If you said the sheep, well done. You could have said the sheep is in-between the cow and the dog. All right, everyone. It's time to put all of these skills to the test. For your main task, I'm really excited about this one. I think it's going to be a lot of fun. We want you to set up a tea party or a picnic, or maybe some kind of brunch that you could have with your teddies or your Lego man or your dolls and we want you to describe their position to one another. So maybe you're going to set them up all sitting around in a circle. Maybe you're going to have them in a line, but we want to have all of your items out and we want you to be describing each of your friends and their position. So maybe you're going to say my teddy bear is beside the doll. Maybe you're going to say the Lego man is in-between the two teddies. All right, so, you're going to need to pause the video, go get some of your friends, set up your tea party or your picnic, and use some full sentences to describe where they are. We hope you enjoy that picnic. How was the picnic, everyone? Did you have a tea party? What friends came to your tea party? Well, we're sure that you got to use lots of that new language that we learned today to describe what their position was. Well, we really hope that if you would like, you could ask your parent or carer to share some photos from your learning today on our social media at Oak and also, I'm sure your teacher would love to see the learning that you've been up to today, as well. All right, everyone. That's all we have time for, but we will hopefully get to see you soon.

In this lesson, we will reason about 3D shape based on their characteristics.

Consolidating learning on shape and sorting

﻿Hi everyone. It's Ms. Molnar here and it's Harold, the hedgehog. We are going to be consolidating our learning on shape and sorting. We're going to be using our brains today to do some thinking and explaining. So you're not going to need anything else for this lesson except your brains. So everyone, make sure your maths brain is switched on already and let's start our learning. All right. I think that we want to start off by playing a little bit of a game to get us thinking. So we're going to play Harold's favourite game, I spy. So Harold's going to tell me what he spies first and let's see if you can find it. Alright. Harold says I spy with my little eye two red fish. Can you find and count the two red fish? Way to go! Well done everyone. All right, I'm going to go this time. I spy with my little eye five little mice. Can you find the five little mice? Great job everyone. Alright, this time I'm going to have a go. I spy with my little eye five little mice. Can you see the five little mice? Great job, everyone. Alright. Could you pause the video and tell us what you spy? Pick something, count how many there are and tell us what you spy. Great job, everyone. All right. We're going to use some of our positional language to describe where things are in the picture. So. Hm, let me see. I'm going to start looking at the frogs. Do you see all of those colours of frogs? There's quite a few of them. So I would like you to tell me what colour frog is in between the pink frog and the green frog. Which frog is in between the pink frog and the green frog. See if you can find it. If you said the orange frog, well done. Way to go friends. Alright, let me see what else we can do here. Let's keep looking at those frogs. All right. Which colour frog is behind the green frog? Which coloured frog is behind the green frog? Now there might be more than one answer here. Have a look. Well, if you said the yellow frog or the purple frog you're right, because both of them are behind the green frog. Alright. Let's take a look now at the spiders in the spider web. Do you see them up on the top of the house? Well done. Alright. Which colour spider is beside the orange spider? Which colour spider is beside the orange spider? That's right. It's the blue spider. Fantastic. Alright. I would like you to describe for me where the fish are. How could you describe for me where the fish are? If you said the fish are in the water or in the river, you're right. You also might've said the fish are under the bridge. Way to go everyone. Alright, let's play another game. Have you ever played the game Guess Who before? Well, you might've played it a different way, but we're going to play Guess Who as in guess the shape. So Harold is going to have a think in his head. Do you see the three shapes up on the screen? Harold is going to choose one of them. He's going to have a think in his head. He's going to picture one of those shapes in his head, and he's going to describe it to you. And we want you to point to the one that you think he's speaking about. Okay. Are we ready, everyone? Alright. Harold says, I have a curved surface and two flat faces. Hmm. Who am I? Which shape do you think Harold's talking about? It has a curved surface and two flat faces. Well done. If you pointed to the cylinder at the bottom, you're so right. It's got a curved surface around it and then it's got two flat faces. Way to go. Alright. Now there's two more shapes up there. Harold's going to have another thing again, and he's going to describe it to us. Are we ready? Alright. This time... Okay. This shape has no vertices and no flat faces. This shape has no vertices and no flat faces. Point to the shape you think it is. If you pointed to the red sphere, well done. You're so right. All right. What we would like you to do is to pause the video for a second and can you describe the last shape? What could you say about its edges or vertices, it's surfaces? What could you say about it to describe it? Well done everyone. So you might've said this cuboid has, you might say it has several vertices. You also might have said it has all flat faces. You might've said it has no curved surfaces. Way to go, everyone. Great describing. Okay. We've got a bit of a challenge for you for your talk task today. So we can see all of the shapes up on the top of the screen uncovered. Now, we've got each of those shapes mixed up at the bottom, but we've got some green boxes covering them up. So what we would like you to do is use your reasoning and explaining skills to make a good guess at which shape is hiding under each of the red boxes. Okay? So if you start with the first one, you might say, "I think this shape is the cone." You might look at the top and point to the shape that you think it might be, because I can see it's got a curved surface and a flat face. You might also say, "Ooh, but this actually looks like a cylinder because it's got a curved surface and a flat face. It can also be that shape. So we want you to pause the video, take a look at each of the covered-up shapes below. Can you try and match them with whatever shape you think it matches to, to the top and make sure you say out loud why. What's your thinking behind choosing that shape. All right, pause the video and we'll come back together. All right, everyone. Shall we go through what we found out about each of the shapes? Let's start with the first one. Which shape did you think it was? Point to the shape that you think it was. Well done. If you picked the cylinder, way to go. I thought at first, it might've been the cone. It tricked me a little bit. We could have said it was a cylinder because it's got a curved surface, and it's got a flat face. All right. What about this one now? Was this one a little bit trickier? Did you think it could have been more than one shape? Well, it looks to me like it be a cuboid or a cube because they both have flat surfaces and they both have lots of vertices, but I can see a little bit of a clue in the corner. I can see in the very corner of the shape that it looks like it's a much shorter shape. So that tells me it must be the cube. Alright, moving on. Looking at the shape next, we've definitely got some curved surfaces here. Can you point to the shape that you think it belongs to? If you pointed to the sphere, well done. Way to go friends. All right, moving on. We've already got, we know we've already got the cuboid, or we've already know that we've got the cube. So that means this shape must be a bit longer and it must be that cuboid. Way to go. And then finally, this one was a bit tricky because it was turned on its side. We've got the cone, but it was just facing the other way. Well done everyone. Okay. It's time to get a bit tricky in our main task, everyone. We've got a Spot The Mistake. So Harold has been sorting some 3-D shapes. He sorted them in this diagram from shapes that have at least one curved surface and shapes that have at least one flat face. So the ones that have at least one flat face, will go in this side. So the ones that have at least one flat face are going to go on the right side. The shapes that have at least one curved surface are going to go on the left side. Now there's also a shape in the middle. Do you see that the two circles, they join up? That means it's been sorted that that shape has both a flat face and a curved surface. So we want you to have a little bit of a look and make sure that all of the shapes are in the right spot. Okay? So you're going to pause the video. You can go find this sheet in the worksheet and have a really close look and if you see a mistake, you need to tell us why it's a mistake. Alright, pause the video and come back and we'll discuss it when we're ready. Okay. Were you able to spot some of Harold's mistakes? Oh, don't worry, Harold. We'll help you find them. Okay. So what mistakes did you find? There was quite a few of them, weren't there. So let's start by looking at the cone. Okay, so on the cone, at least one curved surface. Does it have a curved surface? It sure does. But does the cone also have a flat face? It does! So the cone needs to go into the middle. Alright. Let's look at the cube below. Hmm. Where was that supposed to go? Does it have a curved surface? No, it doesn't. That one's in the wrong spot. It needs to go with the flat face side. All right, moving on. Oh my goodness. So far, we've just been all wrong. What about the one in the middle, the sphere? Is that in the right space? Remember, the ones in the middle need to have a curve surface and a flat face. Does it have a flat face? No, it does not. So it needs to go on the curved side. All right. Let's go over to the other side now. Let's go to the cuboid, has at least one flat face. It does. Is it in the right spot? It sure is. Well done. Now last one at the bottom, the cylinder. Has at least one flat face? Yeah. Oh, but does this one also have a curved surface? It does. So it needs to go into the middle. Let's take a look at how it should have been sorted. All right. So if we had sorted the shapes correctly, this is how they should have been sorted here. Way to go. That was a really tricky question, everyone. Well, we think you've done a fantastic job at your learning today everyone. If you'd like to, you can share your learning with your teacher, but also here at Oak, we would love to see what you've been up to as well. So you can ask a parent or carer to share your learning with us on our social media. Well, that's all the time we have for today, I'm afraid. So we'll see you next time, everyone.

Unit Overview: Shape and sorting

Lessons:

Describing and sorting 3D shapes

Exploring the characteristics of 3D shapes

Using mathematical language to describe position

Using mathematical language to describe position accurately

Consolidating learning on shape and sorting