Subject Mathematics

Class Y4 A, B and C
Date Monday, 6th May 2025
Duration 1 hour
Unit Investigating 3D shapes and their nets
Topic / Sub- topic Properties of 3D shapes
Learning objectives To identify and describe 2D shapes of 3D shapes.
To describe properties of 3D shapes
Lesson focus / Learners can say how many faces a shape has, and the shape of each face.
success criteria Learners can describe a 3D shape using the words faces, edges and vertices.
Prior knowledge / Students should:
previous learning  Be familiar with basic 2D shapes and their features.
 Understand the difference between flat (2D) and solid (3D) shapes.
 Have basic experience working with visual and tactile materials in
geometry.

Lesson Planned activities Notes

Introduction Show learners the learning objectives and lesson focus and agree the success criteria: This will be useful for the main
activity.
Learners can say how many faces a shape has, and the shape of each face.
Learners can describe a 3D shape using the words faces, edges and vertices.
tarter Activity: Shape Sorting Game
 Begin with a simple sorting challenge using two hoops.
 Introduce one 3D shape at a time and place it into a hoop.
 Ask students to guess the sorting rule (e.g., pyramids/not pyramids, red/not red).
 Allow learners to sort more shapes and draw their own sorting diagrams in books using self-
chosen criteria.
 Reinforce understanding of 3D shapes by emphasizing the difference from 2D shapes.

Main activities Activity 1: Building 3D Shape Models (15 minutes) Resources: Various 3D shapes and
Learning Intention: Understand the structure of 3D shapes through hands-on modelling. images, workbook, learner’s book.
 Learners work in mixed-ability groups to build models of 3D shapes such as pyramids and Physical 3D shapes or images, two
prisms. sorting hoops
 Encourage correct terminology: refer to straws as "edges" and clay as "vertices." Drinking straws (edges), modelling
 Display models with shape labels and annotations. clay (vertices), shape reference
Activity 2: Shape Property Matching (15 minutes) cards.
Learning Intention: Match shapes to their properties. Resource Sheet 12A (cut-and-
 Students cut and match shape pictures to the correct number of faces, edges, and vertices. match cards)
 Lower ability students may use physical shape models as references.
 Extension: Match shape names without images using the extension worksheet.
Activity 3: Learner’s Book Practice (10 minutes)
Pages: Exercise 12.1, Questions 4–7 and Think Like a Mathematician
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Lesson Planned activities Notes
 Students apply their learning to identify shape properties and reasoning problems.
 Teachers circulate to provide support and assess understanding through questioning.

Summary Activity: Visualising Hidden Faces Resources: Modelling clay, knife,

whiteboards
 Demonstrate cutting a clay model of a triangular prism.
 Ask students to visualise and draw the resulting faces and shapes before cutting.
 Repeat in another direction and discuss strategies for visualising 3D transformations.
 Wrap up by reviewing the key terms: faces, edges, vertices, curved vs flat surfaces.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?

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Lesson 2

Subject Mathematics
Class Y4 A, B and C
Date Tuesday, 7th May 2025
Duration 1 hour
Unit Investigating 3D shapes and their nets
Topic / Sub- topic Properties of 3D shapes
Learning objectives To identify and describe 2D shapes of 3D shapes.
To describe properties of 3D shapes
Lesson focus / Success Criteria
success criteria Students can:
Correctly name and identify 3D shapes from diagrams or real objects.
Accurately state the number of faces, edges, and vertices of given 3D shapes.
Group 3D shapes based on shared properties.

Prior knowledge / Students should already:

previous learning
Be familiar with 2D shapes and their properties.

Have been introduced to common 3D shapes and some of their basic features.

Understand basic spatial vocabulary such as “face”, “edge”, and “vertex”.

Lesson Planned activities Notes

Introduction Show learners the learning objectives and lesson focus and agree the success criteria: This will be useful for the
main activity.
Engage & Activate Prior Knowledge:
 Begin with a quick 3D Shape Flashcard Game (using real objects or images).
 Ask students to name the shape and say one property (e.g., "This is a cube. It has 6
faces.").
 Brief discussion: “Where do we see these shapes in real life?”

Main activities Activity : Learner’s book page 138 Resources: Various 3D

shapes and images,
workbook, learners book

Summary Review key vocabulary: face, edge, vertex.

Ask individual students to name one thing they learned or found tricky.

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 Lesson Planned activities Notes
Exit Ticket: Hand each student a shape card – before leaving, they must tell the teacher one
property of their shape.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?

Lesson 3

Subject Mathematics
Class Y4 A, B and C
Date Wednesday, 7th May 2025
Duration 1 hour
Unit Investigating 3D shapes and their nets
Topic / Sub- topic Nets of 3D shapes
Learning objectives By the end of the lesson, students will:
 Recognise and describe nets of 3D shapes.
 Construct 3D shapes from their nets.
 Match nets to their corresponding 3D shapes.

Lesson focus / Success Criteria

success criteria Students will:
Correctly fold nets to form 3D shapes.
Identify the number and types of 2D faces that make up the net.
Match a net to the correct 3D shape using reasoning.
Prior knowledge / Students should:
previous learning  Know the names and properties of common 3D shapes.
 Understand the concept of 2D shapes and how they relate to 3D
shapes (e.g., faces).
 Have experience handling and identifying real-life 3D shapes.

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Lesson Planned activities Notes
Introduction Show learners the learning objectives and lesson focus and agree the success criteria: This will be useful for the
main activity.
Activity: Speed Shape List
 Students divide a page in half with headings: 2D Shapes and 3D Shapes.
 They list as many shapes as they can remember in 3 minutes.
 Review answers as a class, addressing any confusion about the differences between 2D
and 3D shapes using visual examples.

Main activities Activity 1: Making 3D Shapes from Nets (20 minutes) Resources:
 Discuss: What are nets? What happens when we fold them? Pre-printed nets from
 Teacher models folding a cuboid net. Resource Sheet 12C,
 Students work in pairs to cut, fold, and construct nets into 3D shapes (cuboid, pyramid, scissors, glue/tape, card.
prism, etc.). Net dominoes from
 Encourage discussion: “What 2D shapes make up this net?” “How many Resource Sheet 12D.
faces/edges/vertices will this shape have?”
Activity 2: Net Dominoes Game (20 minutes)
 Pairs cut out dominoes and play by matching nets with the correct 3D shapes.
 Encourage reasoning: “How do you know this net makes a cube?”
 Extension: Challenge students with dominoes that match net to shape name instead of
picture.

Summary Activity: 3D Shape Anagrams Resources:

anagrams: smirp, rexvet,
notredheart.
 Display anagrams: smirp, rexvet, notredheart.
 Students solve the anagrams (answers: prism, vertex, tetrahedron) and write a
definition or example.
 Invite students to create their own shape-related anagram for a partner to solve.

Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?

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Lesson 4

Subject Mathematics
Class Y4 A, B and C
Date Thursday, 8th May 2025
Duration 1 hour
Unit Investigating 3D shapes and their nets
Topic / Sub- topic Nets of 3D shapes
Learning objectives By the end of the lesson, learners will be able to:
 Recognise and describe nets of common 3D shapes.
 Match nets to the 3D shapes they can form.
 Construct 3D shapes from flat nets accurately.

Lesson focus / Success Criteria

success criteria Learners can:
Correctly identify a net that folds into a given 3D shape.
Describe the number and shape of faces on a 3D shape.
Accurately cut, fold, and assemble 3D shapes from printed nets.
Prior knowledge / Learners should already:
previous learning Recognise and name common 3D shapes (cube, cuboid, prism, pyramid).
Know basic geometry terms: face, edge, vertex.
Understand how 2D shapes are used to form the faces of 3D shapes.

Lesson Planned activities Notes

Introduction Show learners the learning objectives and lesson focus and agree the success criteria: This will be useful for the
main activity.
Starter: Speed Shape List (5 min)
 Ask learners to divide a page into two columns labelled "2D Shapes" and "3D Shapes".
 In 3 minutes, they write as many shape names as they can in the correct column.
 Brief discussion: check for accurate sorting and review key 3D shapes.
Class Discussion (5 min)
 Ask: “What is a net?”
 Show a flattened cube or use a net visual on the board to introduce the concept or remind
them.

Main activities Activity: Workbook page 141 and learners book page 150. Resources:
Pre-printed nets from
Resource Sheet 12C,
scissors, glue/tape, card.
Net dominoes from
Resource Sheet 12D.

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 Lesson Planned activities Notes
Summary Starter: Speed Shape List (5 min)

Ask learners to divide a page into two columns labelled "2D Shapes" and "3D Shapes".

In 3 minutes, they write as many shape names as they can in the correct column.

Brief discussion:

Check for accurate sorting and review key 3D shapes.

Class Discussion (5 min)

Ask: “What is a net?”

Show a flattened cube or use a net visual on the board to introduce the concept or remind
them.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?

Lesson 5

Subject Mathematics
Class Y4 A, B and C
Date Friday, 9th May 2025
Duration 1 hour
Unit
Topic / Sub- topic Corrections of Test paper
Learning objectives By the end of the lesson, learners will be able to:

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 Identify and correct mistakes made in their recent test.
Understand the correct methods or answers for previously incorrect questions.
Reflect on their performance and set personal goals for improvement.
Lesson focus / Success Criteria
success criteria Learners can:
✅ Accurately correct test mistakes and explain their corrections.
✅ Show understanding of the concepts they got wrong.
✅ Identify at least one learning goal based on their test reflection.
Prior knowledge / Learners should already:
previous learning  Have completed and received feedback on a recent test.
 Know how to use learning tools (books, notes, peer discussions) to
revise.
 Have some experience with classroom discussion about learning from
mistakes.

Lesson Planned activities Notes

Introduction Show learners the learning objectives and lesson focus and agree the success criteria: This will be useful for the
1. Reflective Prompt (5 min) main activity.
 Write on the board: “How do mistakes help us learn?”
 Discuss briefly with learners the value of reviewing errors and growing from them.
2. Outline the Lesson Goals (5 min)
 Explain that today’s lesson is all about:
o Fixing mistakes
o Understanding what went wrong
o Gaining confidence
o Learning how to improve next time

Main activities Activity 1: Test Correction (25 minutes) Resources:

 Learners work quietly and independently (or in pairs where helpful) to go through incorrect Marked test papers,
answers. correction sheets, pencils,
 For each incorrect answer, they complete a Correction Table: highlighters
Question # What I wrote What was wrong Correct answer How I know it's right
 Teacher circulates to offer support, guiding learners who struggle.

Activity 2: Error Reflection & Goal Setting (15 minutes)

Resources: Self-reflection sheet or exit slip
 Learners respond to prompts such as:
o One thing I misunderstood was...
o Now I know that...
o Next time, I will...
o My learning goal is...
Optional: Students can write these on slips to keep in a "Goal Jar" or pin to a class board.
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Lesson Planned activities Notes

Summary Group Discussion or Pair Share

 Ask:
o “What did you learn from your corrections?”
o “What will you do differently in the next test or lesson?”
Exit Ticket:
 Learners write one new thing they understand now and hand it in before leaving.
Reflection
Use the space below to reflect on your lesson. Answer the most relevant questions for your lesson.
Were the learning objectives and lesson focus realistic? What did the learners learn today?
What was the learning atmosphere like?
What changes did I make from my plan and why?
If I taught this lesson again, what would I change?
What two things really went well (consider both teaching and learning)?
What two things would have improved the lesson (consider both teaching and learning)?
What have I learned from this lesson about the class or individuals that will inform my next lesson?
Next steps
What will I teach next based on learners’ understanding of this lesson?

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