| Objectives | Students will be able to: (1) identify and name the cuboid; (2) describe its properties (six flat faces, rectangles among them, stacks like a cube); (3) distinguish cuboid from cube. |
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| Materials | Boxes of every proportion (juice boxes, shoe boxes, chalk boxes, matchboxes); dice for contrast; rectangle and square cards for face-matching; plasticine. |
| Key vocabulary | cuboid, rectangle faces, longer, stretched |
| Engage (starter) | (10 min) The cloth lifts (half of it): a shoe box! "A cube?" Hands explore... flat faces YES, corners YES — but the faces are LONGER than they are wide. "A cube that got STRETCHED — meet the CUBOID." |
| Develop (main) | (35 min) 1. Cuboid study: six faces confirmed by dots; face-tracing reveals RECTANGLES (and sometimes square ends — the family resemblance!). 2. Cube-or-cuboid line-up: eight boxes judged — the test is the faces: ALL square means cube; any stretched face means cuboid. 3. The stacking heritage: cuboids stack like their cousin — build the great box tower. 4. Environment brainstorm: bricks, books, fridges, buildings, chalkboxes, the classroom ITSELF — "you LIVE inside a cuboid!" |
| Plenary (close) | (10 min) The room tour: walls, door, cupboard, book — cuboids counted until the class laughs at their own blindness. The most common solid in the built world, seen at last. |
| Assessment | Line-up judgements: 6 of 8 correct via the face test; rectangle traced from a face; three environment cuboids named. |
| Teacher notes | Cube-versus-cuboid is the square-versus-rectangle story in 3D — same family logic, same gentle rule (the cube's faces ALL match). The you-live-inside-one revelation makes this the most quoted lesson of the fortnight. |
| Objectives | Students will be able to: (1) identify and name the pyramid; (2) describe its properties (flat faces, a point at the top, triangle faces, a base it sits on); (3) connect the pyramid to its famous history. |
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| Materials | Pyramid models (card nets pre-folded, or plasticine); pictures of Egypt's pyramids; triangle cards; the party-hat cone for the great near-miss. |
| Key vocabulary | pyramid, point, apex, base, triangle faces |
| Engage (starter) | (10 min) The second cloth lifts: a shape with a POINT reaching skyward. "Humans built these so huge they still stand after four THOUSAND years..." The Egypt pictures circulate. "Meet the PYRAMID." |
| Develop (main) | (35 min) 1. Pyramid study: it SITS on a flat base; its sides are flat TRIANGLES (the shape gang's newest member, promoted to 3D!); they lean together to a single POINT at the top. 2. The cone confrontation: the party hat also has a point... but its side is CURVED and it ROLLS in circles — a near-miss, not a pyramid (the NEITHER hoop claims it still). 3. Plasticine pyramids: flatten a base, pinch four triangle sides to a point — the hardest build yet, celebrated loudly. 4. Environment and culture: roof shapes, tents, the pictures again — why did builders love the pyramid? (Wide base, light top — it cannot tip!) |
| Plenary (close) | (10 min) Stability challenge: blow gently at the pyramid, the cube tower, and a ball. The pyramid stands unbothered. "Four thousand years, remember." |
| Assessment | Property recital: point, triangle faces, flat base named; cone rejected with the curved-side reason; pyramid modelled with visible triangular intent. |
| Teacher notes | The pyramid carries history into mathematics — let the Egypt awe breathe. The cone near-miss repeats the egg's pedagogical job from Week 4: boundaries teach categories better than examples do. |
| Objectives | Students will be able to: (1) identify all four solids (sphere, cube, cuboid, pyramid) by sight and touch; (2) sort mixed collections by solid type; (3) describe any solid by two properties. |
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| Materials | Full mixed collection; four labelled hoops plus the faithful NEITHER; the feely bag loaded; property riddle cards. |
| Key vocabulary | sphere, cube, cuboid, pyramid, property |
| Engage (starter) | (10 min) The gang of four assembled on the table — a solid parade with the class chanting each name and its signature move: sphere ROLLS, cube STACKS, cuboid STRETCHES, pyramid POINTS. |
| Develop (main) | (35 min) 1. The master sort: fifteen objects, five hoops, all reasons spoken (the tin and cone retire honourably to NEITHER, now understood rather than mysterious). 2. Feely finals: tournament rounds — identify by touch, name TWO properties as proof; the four solids cycle through many hands. 3. Riddle relay: "I have a point and triangle faces..." teams race to hold up the answer solid. 4. The description challenge: each child picks a solid and describes it to a partner WITHOUT its name — partner must name it from properties alone. |
| Plenary (close) | (10 min) Champions' lap: the four solids named at flash speed by the whole class, forwards and shuffled. The solid world of Grade 1: conquered. |
| Assessment | Master sort: 12 of 15 with reasons; feely identification with two properties once; description-without-name succeeds once. |
| Teacher notes | Description-without-naming is the highest assessment form — vocabulary, properties and precision in one act. Children fluent here have finished Grade 1 geometry with distinction. |
| Objectives | Students will be able to: (1) apply solid knowledge in creative construction; (2) name the solids used in their builds; (3) explain shape choices by property. |
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| Materials | Recycled boxes, balls, card, plasticine, tape, tubes; a large base board or floor zone per team; town-planning talk cards. |
| Key vocabulary | build, construct, because, design |
| Engage (starter) | (10 min) The commission arrives: "Grade 1 Construction Company — the town of SOLID CITY must rise by lunch! Every building must USE the shapes you know, and every builder must SAY why." |
| Develop (main) | (35 min) 1. Team planning minute: what will you build? (Houses, a church, a shop, a sports dome, the great pyramid of Solid City...) 2. CONSTRUCTION: cuboid buildings rise, pyramid roofs cap them (why pyramids for roofs? RAIN SLIDES OFF — property in action!), sphere water-tanks and domes, cube market stalls. Teacher circulates with the why-question. 3. Signposting: teams label three structures with their solid names. 4. The planning inspection: each team tours another's district, naming solids they spot. |
| Plenary (close) | (10 min) The mayor's opening ceremony: Solid City declared open; each team presents one structure and its because-sentence. Photographs for the class scrapbook. |
| Assessment | Builds use at least three different solids named on signs; one because-sentence links a shape choice to a property; inspection tour names solids in others' work. |
| Teacher notes | Construction is synthesis, motivation and assessment in one joyous mess — the pyramid-roof reasoning is the year's shape-follows-function thesis, built by six-year-old hands. Keep Solid City standing through Week 6 if space allows; it has one more job to do. |
| Objectives | Students will be able to: (1) demonstrate mastery of the four solids (consolidation); (2) complete the week checkpoint. |
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| Materials | Solids collection; feely bag; Solid City; checklist. |
| Key vocabulary | All week vocabulary |
| Engage (starter) | (10 min) Warm-up: the four-solid chant with moves; one feely touch; one riddle. |
| Develop (main) | (35 min) Round-up circuit with checklist: Table 1: sort eight objects to the five hoops with reasons. Table 2: feely-bag pair with two properties each. Table 3: describe-without-naming to the teacher (the gold-standard item). Table 4: Solid City guided tour — name four solids in the builds and one because-choice. Teacher records throughout. |
| Plenary (close) | (10 min) The fortnight's bow — then the strangest preview of the year, a single card held high showing: 3 + ☐ = 5. "Next week... a shape ENTERS OUR SENTENCES. What could a box in a number sentence MEAN?" Leave in silence. Let it burn. |
| Assessment | Week 5 checkpoint: four solids named, sorted, touched, described. Secure/developing recorded — geometry strand now complete for the year. |
| Teacher notes | The cliffhanger card is algebra knocking. Children will argue about the box all weekend — arriving Monday with theories is precisely the state a mathematician should live in. |