Lines and Shapes · B6 Mathematics

Lesson notes

Learning Objectives

Indicator: B6.3.1.1.1 - Identify examples of rectangular and triangular prisms in the classroom and the community

By the end of the lesson, learners can:

Describe the cross section of a 3-D shape as the flat surface exposed when the shape is cut straight across.
Identify whether a 3-D shape is a prism by checking whether its cross section is uniform (the same shape all the way through).
Name a prism after the shape of its uniform cross section (rectangular prism, triangular prism, and other named prisms).
Identify and describe real examples of rectangular and triangular prisms in the classroom and the community.
Justify why a given object is or is not a prism, using the language of faces and uniform cross sections.

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Curriculum details

Strand: Geometry and Measurement (Strand 3)
Sub-strand: Lines and Shapes (3.1)
Content standard: B6.3.1.1 - Demonstrate understanding of prisms
Indicator: B6.3.1.1.1 - Identify examples of rectangular and triangular prisms in the classroom and the community
Suggested placement: Term 3, Week 2 (Week 26 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 4-6), 2019, p. 144
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1 Give learners models of 3-D shapes made from cardboard to examine and describe their cross sections (i.e. the surface or shape exposed by making a straight cut through something, especially at right angles to an axis). Ask learners to draw and complete the table for the description of the cross sections of the 3-D objects
E.g. 2 Ask learners to sort 3-D shapes with uniform cross sections; these are prisms and they are named after their uniform cross sections. Ask them to identify and name the following prisms