Maths Grade 4 Unit 1 – Shapes around us

Curricular Goal-2 (Preparatory Stage)

CG 2 Analyses the characteristics and properties of 2D and 3D geometric shapes, specifies

locations and describes spatial relationships, and recognises and creates shapes that have
symmetry.

Competency:

C-2.1 Identifies, compares, and analyses attributes of two- and three-dimensional shapes and
develops vocabulary to describe their attributes/properties

Learning outcomes:

Identifies and names 3D shapes such as cube, cuboid, prism, pyramid, and sphere from the
environment.

Identifies and describes properties of 3D shapes using terms like faces, edges, and corners.

Relate 3D shapes with their nets.

Identify and classify different angles (acute, right, obtuse).

Draw circles and understand center, radius, diameter, and the relationship between radius and
diameter.

Activity 1: Picture Talk – Buildings

Materials: Images of monuments/ buildings

Show images of monuments/ buildings from the textbook and ask:

o What do you see?

o What shapes can you see in these buildings?

• Encourage children to point out pillars (cylinders), domes (hemispheres), walls (cuboids),
etc.

• Scaffold their language: This is a cube because it has equal faces.

Extension: Introduce a Shape Observation Chart to record building parts and their shapes.

Observe the building or structure carefully. Identify the parts, draw and write the name of the
shape.
 Part of the Building Draw the shape Name of the Shape

Pillar Cylinder

Dome / Top part

Base / Platform

Arches / Entryways

Tower / Minaret

Roof

Activity 2: Build a Monument (Hands-On)

Materials: Wooden/plastic blocks, empty boxes, bottle caps, glue

• Children recreate a monument (India Gate or Qutub Minar) using blocks.

• Ask them to label the shapes used for parts like pillars, arches, and base.

• Let students explain their choices: I used a cylinder for the tower because...

Discussion Prompts:

• What would happen if one block was removed?

• How is your model similar or different from the real building?

Activity: Shape Detective

Materials: Real objects — dice, chalk box, cone cup, tennis ball etc.

• Teacher displays one object at a time and asks: Show real objects (dice, chalk box, cone
cup, ball).

o What do you see?

 o How many faces or sides do you think it has?

o Are the faces flat or curved?

• Students respond in pairs or small groups.

• Then ask:

o Can a shape have both curved and flat faces?

o Which object has no corners?

Variation: Use a pass-the-object game where each student gives one property before passing it.

Materials: Covered box, 3D objects inside

Activity: Name It – Count It

Materials: Physical 3D models – cube, cuboid, cone, pyramid, sphere, cylinder

• Introduce key terms:

o Face: A flat or curved surface

o Edge: Where two faces meet

o Corner (Vertex): Where edges meet

• Demonstrate with models and count aloud:

o Let’s count the cube’s faces together: 1…2…3…

• Label parts using stickers or toothpicks as flags.

Extension: Record findings on chart paper as a class poster titled Our 3D Shape Wall.

Activity: Shape Explorer Worksheet

Materials: Observation sheet, shape models or flashcards

Students observe the 3D models or shape flashcards and complete the table:

Shape Faces Edges Corners

Cube

Sphere
Shape Faces Edges Corners

Cone

Cylinder

Pyramid

Activity: What Am I?

Materials: Covered box, 3D objects inside

• One student reaches into the box, touches a shape, and says 2–3 properties (e.g., It has
one flat face and one curved surface.)

• Others guess: Is it a cone?

• If guessed correctly, the shape is shown and added to a Guessed Shapes board.

Variation for teams: Teams earn points for correct guesses and for describing without naming.

Activity: Have You Ever Flattened a Box?

• Ask:

o Have you ever opened a cardboard box and flattened it?

o What did it look like?

• Show a cube net and slowly fold it into a cube in front of the class.

• Show a real small box opened and flattened, compare with printed net.

Student interaction:

• Predict the shape before folding: What shape will this make?

Activity: 2D Turns 3D

• Define a net as a 2D shape that can be folded into a 3D object.

• Show and discuss nets of:

o Cube (6 equal squares)

 o Cuboid (rectangle + square faces)

o Square Pyramid (square + 4 triangles)

o Cone (circle + curved sector)

• Emphasize: edges match when folded, faces form the 3D body.

Use animation/video or fold paper nets live.

Quick Quiz: Hold up a net – ask: Will this make a cube or a pyramid?

Activity: Shape Makers

• Hand out printed nets of cube, cuboid, and pyramid on thick paper.

• Students:

o Cut them out

o Fold and stick to form 3D shapes

o Label each shape

• Next, give a matching worksheet:

Match net diagrams to 3D object cards or real models.

Partner Work: Pair students to cross-check folding accuracy.

Activity Building 3-Dimensional Cuboid from paper.

Materials:
• A sheet of paper or cardstock, Scissors, Ruler, Pencil, Glue or
tape

Process:

Step-1: Use the ruler and pencil to draw the net of a cuboid on
the paper. A cuboid has six faces: three pairs of rectangles. For
simplicity, let’s make a cuboid with dimensions 4 cm x 2 cm x 2
cm.
Step-2: Add small tabs (about 0.5 cm wide) along the edges of the rectangles. These tabs will be
used to glue the faces together

Step-3: Carefully cut out the entire net, including the tabs, using scissors.
Step-4: Fold along all the lines where the faces meet. Also, fold the tabs
inward.

Step-5: Apply glue to the tabs and carefully assemble the cuboid by joining
the corresponding edges together. Hold each edge for a few seconds to
ensure the glue sticks well.

Step-6: Once all the edges are glued, make sure the cuboid is properly aligned, and all faces are
securely attached.

Further improvements:

• You can decorate the cuboid with colors or patterns before assembling it.
• Try making cuboids of different sizes to understand how changing dimensions affects the
shape

Activity: Draw different shapes into Grid sheet

Materials: Grid sheet

• What will be the area of each face of the cube?
• Will these shapes fold into cube?
• Which will not fold into cube?

Activity: Play with match boxes/ play with cubes

Materials:
• Match boxes, Jodo Cubes, etc.

Further Extension:

• Draw the top view of this image, as well as the front and back views.
• Make your own designs in cubes/matchboxes and draw from different views.
• Draw the top view of this cube/any 3-dimension objects, as well as the front and back views.

Activity: “Angle Talk with Your Body”

• Ask:

o “Can you show me how your arms look when they’re wide open?”

o “What if you make a perfect L shape with your arms?”

• Students try out different arm angles.

• Introduce three basic angle types using body movements:

o Acute: Less than a right angle (tight V shape)

o Right: Exactly 90° (L shape)

o Obtuse: More than a right angle (open arms)

Quick Check: Show a few images (clock hands, door open, traffic sign) and ask:
“Which angle do you see here?”

Concept Introduction: Types of Angles

• Use chart paper or board to define and draw:

o Right Angle (90°): Marked with a square corner

o Acute Angle: Less than 90°

o Obtuse Angle: More than 90° and less than 180°

 • Show angles using a paper right-angle tool (or L-shape cut-out).

• Demonstrate how to compare an angle with the right angle to classify it.

Use objects:

• Book corners (Right angle); Open scissors (Acute/Obtuse); Open notebook (Obtuse)

Activity: “Angle Sorter Worksheet”

Task 1: Observe & Classify

• Students get a worksheet with angle diagrams.

Task 2: Angle Hunt Around You

Ask students to find 3 objects around them and draw the angles they see. Write whether it is
acute, right, or obtuse

Activity: “Let’s Talk Circles”

o Begin with real-life examples: Clock, bangle, wheel, coin, pizza

• Ask:

o “What do you see that is round in your home or school?”

o “Where is the middle of a coin or chappathi?”

o “Can you cut a chappathi into 2 equal parts through the center?”

• Introduce key words naturally:

o Center – middle point; Radius – from center to the edge

o Diameter – across the circle through the center

• Use a drawn circle (on board or chart) and label:

o Center (C); Radius (line from C to edge); Diameter (line passing through C
connecting both sides)
Explain:

• One circle can have many radii.

• All diameters pass through the center.

• Diameter = 2 × Radius

Game: “Circle Treasure Hunt”

 • In groups, students:

o Find the objects around the class that are circular (coin, bottle cap, tape roll, etc.).

o Trace the circles

o Identify and mark center, radius, diameter

Each group presents 1 object, explains what they drew and how diameter relates to radius.