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- Hello everybody.

I'm Miss Charlton.

And I'm so excited about learning some maths with you.

I hope you're as excited as I am.

Now, before we start, I want to introduce you to somebody very special.

This is Hedwig and she's my talk partner.

Sometimes in the lesson, I like to share my ideas with her.

Maybe you've got someone in your house that could be your talk partner, but if not, you might like to use a special bear as well.

That could, that you could share your ideas with.

Now, the problem is, that sometimes Hedwig can be very sleepy.

She's a very sleepy owl.

So she sometimes falls asleep in the lesson.

How rude.

But don't worry, because what we'll do is at the end of the lesson, we'll wake her up and you can help me explain to her all of the learning that we've done this lesson so that she doesn't miss out.

Now let's get started and see what we're learning today.

Today's lesson is all about shapes.

We're going to learn to recognise, name, and describe 3-D shapes.

We'll go through the vocabulary of shape properties and use the language to describe 3-D shapes.

Then you'll do your independent task and an end of lesson quiz.

Today is an explorative lesson so you'll just need your mathematical language and the shape pictures provided.

First of all, let's go through our star words.

Get your hands ready because we're going to punch them out.

Ready? Hands up, star words.

Face.

Surface.

Vertices.

Curved.

Flat.

I wonder how many times we'll need to use those in today's lesson.

- [Speaker 1] Let's hunt for 3-D shapes at the beach.

We're going to look for cubes.

Cones.

Spheres.

And cylinders.

Jasmine and James are building sand castles.

Watch out, a beach ball.

What shape is it? It's a sphere.

It's such a hot day, we need our sun cream.

Good idea, James.

What shape is it? It's a cylinder.

Jasmine is cooling down with an ice cream.

What shape is it? The cornet is a cone and the ice cream is a sphere.

And when they get really hot, Jasmine and James can cool down with some ice cubes.

What shape are they? Cubes.

Sphere, cylinder, cone, cube.

I wonder what 3-D shapes you can find in the place you like to visit.

- Now, we're going to start off talking about a cylinder.

Here's a cylinder.

Can you see how it looks like the pictures? Now a real life version of a cylinder might be something like a candle.

Can you see? It's very similar to the pictures that you can see.

Now we're going to think about the properties.

What makes it a cylinder? Properties, that's an interesting word.

A property is its feature.

What it looks like.

So for us, we have faces with noses and eyes and mouths.

That's what makes us look the way we do.

But shapes have properties.

And we can those to tell what shape is what, what it's called.

So let's look at the properties of a cylinder.

Now, the first thing that we notice is its surface.

This, all the way around here, the curved part, is called a surface.

Can you say that? Surface.

Really well done.

So a cylinder has a curved surface.

Now let's look at it in comparison to a cube and a cuboid.

Let's look at a real life version of a cuboid.

That might be something like a lunchbox.

Can you see how that's similar to the picture on the screen? Now the cube and the cuboid are very different to the cylinder because they don't have a curved surface.

Hmm, what do they have? Let's look carefully.

Oh.

They've got flat parts up.

The flat parts are called the faces.

Faces.

That was in at the star word.

Faces.

Let's check how many faces the cube has.

I'm gonna hold my shape still to try and make sure that we count carefully.

It's quite tricky to count.

Ready? One, two, three, four, five, six.

The cube has got six flat faces.

Let's check the cuboid.

One, two, three, four, five, six.

The cuboid has also got six flat faces.

Let's check on the picture together.

Look.

Those are its faces.

Now this, that you can see circled.

It's a sharp part.

Now we might think of those as the corners but we're mathematicians so we don't call them corners.

We call them vertices.

Vertices.

Can you say that? Really well done.

If it has one corner, it's called a vertex.

And if it has lots, it's called vertices.

Let's count how many vertices our cube has.

One, two, three, four, five, six, seven, eight.

The cube has eight vertices.

Shall we check that with the cuboid? One, two, three, four, five, six, seven, eight.

The cuboid also has eight vertices.

So we found lots of things there that are similar between the cube and the cuboid.

But what's different? Hmm.

They both have the same number of flat faces.

They both have the same number of vertices.

The only thing that's different.

Can you see the size of their faces? The cuboid has a longer face on two of its sides, on two of its faces and the cube, all of its faces are the same size.

So the cube has a smaller face than the cuboid.

Great comparisons, everybody.

Now let's look at some other shapes.

I've got a cone here.

Now this one reminds me of an ice cream.

If I turn it that way up, does that remind you of an ice cream cone as well? Hmm.

Let's think about it in comparison to the other shapes.

Well, similarly to the cylinder, it has a curved surface.

But when I look at the cube, it's different.

Does it have any vertices? Does it have any corners at all? No, the cone does not have any vertices.

What about this bit here? That is a flat face, just like the cube.

So it has a flat face, like the cube.

It has a continuous surface, like the cylinder, but it has no vertex.

What about the sphere? Now you might have seen this in everyday life.

It's a ball and you might just not have realised that it was a sphere.

Does the sphere have any vertices? No, none at all.

Does the sphere have any flat faces, like the cube and the cuboid? No.

What the sphere has is a continuous surface.

And this continuous surface is special because it goes on and on and on and on, forever.

All the way around, it just keeps on going.

That makes it very special.

Let's now look at a pyramid.

Can you see this pyramid? Now, has it got a surface, like the cylinder and the sphere? Hmm.

No, I can see it doesn't have a continuous surface.

It's got flat sides, just like the cube and the cuboid.

But does it have the same number of flat sides? Should we count them? One, two, three, four, and one on the bottom.

We've got a face on the bottom as well.

Look, don't forget that one.

So it's got one, two, three, four, five faces.

Does it have any vertices? Are there any corners? Let's look carefully.

Look.

One, two, three, four, and one on the top.

It's got five vertices.

So it's similar to the cube and the cuboid, in that it has flat faces and vertices, and it's dissimilar to the cylinder because it doesn't have a curved surface.

Really great comparison, everybody.

I think we need a celebration for that.

Let's do a roller coaster.

- Woo, woo, woo.

Really well done.

Now your task, your independent task, is to explore those shapes and have a think about which of them would be really good to build a tower.

Which of those shapes would help you build a really tall tower and which ones would not be very good at building a tall tower? Remember to use all of the language that we've learned in today's lesson to help you.

So, for example, you might start off thinking about the cube.

And I know that the cube has a flat face.

Flat faces are very good to help me build a tower.

Pause the video now and then come back and we'll check the answers together.

How did you get on? Let's have a look at the cube.

Just like we said, it's got flat faces so it's very good at stacking up on top of each other.

Just like with the cuboid.

That also has flat faces.

So we could stack those, just like that.

The sphere would not be very good at building a tower with because it would just roll everywhere.

Its continuous surface means that we cannot balance things on top of it.

Now what about the pyramid? Hmm.

The pyramid has a flat face, like the cuboid.

However, it has a vertices on the top of the shape, which means it will be very difficult to balance something on top of it to build a tall tower.

Now let's think finally about the cylinder.

The cylinder has a continuous surface, which means that it would just roll if you tried to balance on top of it.

However, what if you put it this way? Then it has a nice face, which means that you could build on top.

Really well done, everybody.

I hope you had fun exploring those ideas.

Now the final thing that we need to do is to wake up Hedwig.

She's been asleep this whole time.

Are you ready? Wakey, wakey, Hedwig.

Oh, I don't think she wants to wake up.

Look, she's shaking her head.

Now let's have a think.

What did we learn today? What do we need to teach Hedwig? Hmm.

Well we learnt lots of new vocabulary, Hedwig.

Like surface and vertices.

Vertices means corners.

And one corner is a vertex.

And then we used that vocabulary to describe the shapes according to their properties.

And then we had fun exploring them.

Do you understand, Hedwig? - I think she does understand.

Really, really well done, everybody.

You can share your work with Oak.

And now you can go and complete the end of unit quiz.

The end of lesson quiz.

I had a really lovely time teaching you today, everybody.

See you soon.

Bye.