teaching resource

My 3D Object Mini-Book

Updated: 01 Nov 2023

Explore the properties of some common three-dimensional objects with this printable mini-book.

Editable: Google Slides
Non-Editable: PDF
Pages: 9 Pages
Years: 1 - 3

Curriculum

VC2M1SP01

Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them <ul> <li>classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group</li> <li>selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice</li> <li>comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them</li> <li>exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>

teaching resource

My 3D Object Mini-Book

Updated: 01 Nov 2023

Explore the properties of some common three-dimensional objects with this printable mini-book.

Editable: Google Slides
Non-Editable: PDF
Pages: 9 Pages
Years: 1 - 3

Explore the properties of some common three-dimensional objects with this printable mini-book.

3D Shape Properties… Explained!

Let’s face it… primary-aged children LOVE little books! We’ve capitalised on this fact by creating an informative and age-appropriate mini-book to deepen your students’ knowledge and understanding of some common 3D objects and their properties. By engaging with this resource, students will learn about the following three-dimensional objects:

Cube
Cylinder
Pyramid
Sphere
Cone
Rectangular prism
Triangular prism

For each object, students are required to:

Read about the object’s properties.
Draw the object.
Record the number of faces, edges and vertices, or the number of flat and curved surfaces.

How to Create This 3D Shapes Mini-Book

This resource contains nine pages. Each page includes two mini-book pages (18 pages in total). To assemble the mini-book, follow these simple steps.

Print out the resource. Create copies as required.
Cut each page along the dotted line.
Compile the pages in order.
Staple the pages along the left-side margin to create a booklet.
Distribute to the students.

A Note About Cones and Cylinders

Within this resource, you will notice the following properties are attributed to cones and cylinders:

Cones – 1 flat surface, 1 curved surface
Cylinders – 2 flat surfaces, 1 curved surface

In geometry, the following definitions apply to faces, edges and vertices:

Face – A flat surface with straight edges.
Edge – A straight line formed by two faces meeting.
Vertex – The point where two or more edges meet.

According to these definitions, a cone has no faces, edges or vertices. It has one flat surface, one curved surface and one apex.

Similarly, according to these definitions, a cylinder has no faces, edges or vertices. It has two flat surfaces and one curved surface.

Should you wish to adapt these definitions, please download the editable Google Slides version of this resource.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the easy-print PDF or the editable Google Slides version of this resource.

This resource was created by Jodi Chubb, a Teach Starter collaborator.

Click below for more great resources for teaching 3D objects to your students!

[resource:4417144] [resource:1348] [resource:4960350]

Curriculum

VC2M1SP01

Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them <ul> <li>classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group</li> <li>selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice</li> <li>comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them</li> <li>exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>

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