Shape

This means that students will use appropriate equipment to create accurate nets for simple polyhedra. Polyhedra are 3 dimensional shapes bound by polygons, for example a cube is made from 6 squares, a tetrahedron is made from 4 equilateral triangles, an octahedron is made from 8 equilateral triangles.  The range of polyhedra should include the platonic solids, cuboids, right-angled prisms and pyramids.

This means that students will know and apply angle properties relating to intersecting and parallel lines.

The angle properties of lines are:

This means students will focus on key characteristics of 3-dimensional models (shape and relationship of faces and surfaces, faces joining at edges and vertices) to create 2-dimensional drawings of those models. Drawings of objects can take the form of isometric projections, plan views or nets. Students should also be able to construct a model from given 2-dimensional drawings, for example build a model using interlocking cubes from the plan views below.

This means students will use geometric properties to identify classes of shapes. Classes are categories of two or three-dimensional shapes. Shapes are sorted into classes according to defined geometric properties, such as number and relationship of sides (for example equal and parallel); number and nature of angles (for example four right angles); symmetry, number, nature, and shape of faces and surfaces (for 3-dimensional shapes). Classes can be included within other classes, can intersect or be disjoint, for example all squares are rectangles or no triangles are pentagons.

This means students will make drawings of objects, which can take the form of plan views or nets.

This means students will be able to define the characteristics of things and use these characteristics as a basis for sorting. Plane figures are those that lie flat, so have only two dimensions. So circles, triangles, and hexagons are all plane shapes.

This means students will be able to identify plane (flat) shapes in objects and structures around them and consider why the given shape is suitable for its purpose, for example wheels are circular so they roll freely, floors are usually rectangles because they are easier to build and things fit efficiently, etc. They should consider how three dimensional objects are built from flat shapes through pulling packets apart and constructing solids of their own, for example nets for cubes.