After a suitable collection has developed, bring the class together. If needed, go back to the example of the soccer ball to provide an example of symmetric balanced solid.Īllow the students time to build the solids. How many different solids can you make only using equilateral triangles or squares? Let's try to build solids that look balanced. How many vertices does a cube have? (eight) Explain that the corners can be called vertices.top and bottom, four faces around the middle.) How can you count the faces to check you count them all? (e.g. How many of those shapes are needed? (six) What is this solid shape called? (a cube) Show students a cube you have constructed from plastic polygons (polydrons, geoshapes, etc.) or card (see below). How many of each shape meet at one vertex? Is that combination the same for each vertex? (Two hexagons and one pentagon meet at each vertex.) What shapes can you see? (Pentagons and hexagons) Ask students to attend to the shapes that make the solid.You could add pictures of buildings from your local community that show polyhedra in real-world contexts to this PowerPoint. The first slide shows a football made of pentagons and hexagons. Te reo Māori vocabulary terms such as āhua ahu-toru (three-dimensional shape), āhua ahu-rua (two-dimensional shape), mata (face of a solid figure), akitu (vertex), tapa (edge, side), and the names of different shapes could be introduced in this unit and used throughout other mathematical learning. Your students might investigate the use of polyhedra in the real world through contexts such as playground equipment such as domes, shapes of crystals, construction of buildings such as wharenui, sculptures, and terrariums. This could range from cultural motifs to favourite colours, patterns or images. For example, students could be given the opportunity to decorate a model of their favourite polyhedra solid in a style of their choosing for a class display. This unit is focussed on the construction of specific geometric shapes and as such is not set in a real world context. There are ways that it could be adapted to appeal to the interests and experiences of your students. restricting the number of models that students are asked to make, beginning with simpler solids such as cuboids and square based pyramids.providing standard nets students can use to make models and asking them to experiment with variations to those nets.providing pre-made versions of solid models that students can refer to when making their own.providing connecting shapes, such as geoshapes or polydrons, so students can experiment with folding different configurations of shapes.The learning activities in this unit can be differentiated by varying the scaffolding provided or altering the difficulty of the tasks to make the learning opportunities accessible to all students.
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