Lesson Notes By Weeks and Term v3 - Primary 1
Three dimensional shapes
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Three dimensional shapes
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: General Mathematics
Class: Primary 1
Term: 1st Term
Week: 11
Theme: Mensuration And Geometry Primary One
This page supports the lesson note with a companion video and a short classroom-ready summary.
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Watch on YouTubesort out cubes, cuboids, cylinders and spheres; identify and name cuboids, cubes, cylinders and spheres; distinguish between cuboids and cubes; mention solid shapes in homes and environment.
This section provides a detailed explanation of the four primary three-dimensional shapes covered in Primary
1. Three-dimensional shapes (or solid shapes) are objects that have length, width (or breadth), and height (or depth). Unlike two-dimensional (flat) shapes, they occupy space and can be held.
A. Cube Definition: A cube is a solid shape with six identical square faces. All its edges are of equal length, and it has eight vertices (corners).
Properties: It has 6 faces, all of which are squares and are equal in size. It has 12 edges, and all edges are equal in length. It has 8 vertices (corners). It does not roll easily due to its flat faces. Nigerian
Examples: Ludo dice, some types of sugar cubes, children's building blocks (often cubic), Rubik's cube.
B. Cuboid Definition: A cuboid is a solid shape with six rectangular faces. Opposite faces are identical. It has 12 edges and 8 vertices. A cube is a special type of cuboid where all faces are squares.
Properties: It has 6 faces, all of which are rectangles. (It can have square faces, but not all faces must be square). It has 12 edges. Not all edges are necessarily equal in length. It has 8 vertices (corners). It does not roll easily. Nigerian
Examples: Matchbox, textbook, brick, carton of Milo/Bournvita, shoe box, rectangular mobile phone, refrigerator, cupboard.
C. Cylinder Definition: A cylinder is a solid shape with two identical circular bases (top and bottom) and a curved rectangular surface connecting them.
Properties: It has 3 faces: two flat circular faces and one curved face. It has 2 curved edges (where the circular faces meet the curved surface). It has no vertices (corners). It can roll on its curved surface. Nigerian
Examples: Milo/Bournvita tin, soft drink can, drum, PVC pipe, some water tanks, can of sardines, battery.
D. Sphere Definition: A sphere is a perfectly round solid shape, like a ball. Every point on its surface is the same distance from its center.
Properties: It has only one curved surface (no flat faces). It has no edges. It has no vertices (corners). It rolls very easily. Nigerian
Examples: Football, marble, orange, a round stone, globe, tennis ball.
E. Distinguishing Cuboids and Cubes The key difference lies in their faces and edges: Cube: All 6 faces are squares, and all 12 edges are equal in length.
Cuboid: The 6 faces are rectangles (though some might be square), and generally, not all 12 edges are equal in length. A cuboid has distinct length, width, and height, which are not necessarily equal.
Resources: A collection of real-life objects representing cubes, cuboids, cylinders, and spheres.
Examples include: a ludo die, a small carton (e.g., milk/juice carton), a matchbox, a tin of Milo/Bournvita, a soft drink can, a football, an orange, building blocks, a brick (or a picture of one). Pictures of these objects can also be used if real objects are scarce.
Introduction (5 minutes): The teacher displays a mixed collection of the real-life 3D objects. The teacher asks students what they notice about the objects (e.g., some are round, some have flat sides, some can stand, some can roll). The teacher explains that these are "solid shapes" or "three-dimensional shapes" because they take up space and can be held.
Activity 1: Sorting and Grouping (Objective 1) (15 minutes) The teacher divides the class into small groups. Each group is given a tray with a mixed collection of the prepared 3D objects (e.g., 2 cubes, 3 cuboids, 2 cylinders, 2 spheres).
Teacher Activity: Instructs each group to sort the objects into different piles based on how they look similar. The teacher moves around, observing and prompting students with questions like: "Why did you put these together?" "Do these objects feel the same?" Student Activity: Students actively handle the objects, discuss within their groups, and sort them into distinct piles based on shared characteristics.
Activity 2: Identification and Naming (Objective 2) (15 minutes) The teacher brings the class back together and picks one object from each sorted pile.
Teacher Activity: Picks a cube (e.g., a ludo die). "This shape is called a cube." Points out its flat square faces, straight edges, and corners. Guides students to feel and observe. Picks a cuboid (e.g., a matchbox). "This shape is called a cuboid." Points out its flat rectangular faces, straight edges, and corners. Picks a cylinder (e.g., a Milo tin). "This shape is called a cylinder." Points out its circular top/bottom and its curved body. Demonstrates how it can roll. Picks a sphere (e.g., a football). "This shape is called a sphere." Points out its completely round shape and demonstrates how easily it rolls. The teacher writes the names of the shapes on the board and encourages students to repeat after naming each shape.
Student Activity: Students listen, observe the teacher's demonstration, repeat the names of the shapes, and then practice identifying other objects from their sorted piles by name.
Activity 3: Distinguishing Cuboids and Cubes (Objective 3) (10 minutes) The teacher holds up a cube (e.g., a building block) and a cuboid (e.g., a small shoebox).
Teacher Activity: Asks students to look closely at the faces of the cube: "Are all the flat sides (faces) the same shape? What shape are they?" (Expected answer: Square). "Are all the edges the same length?" (Expected answer: Yes). Asks students to look closely at the faces of the cuboid: "Are all the flat sides (faces) the same shape? What shape are they?" (Expected answer: Rectangular). "Are all the edges the same length?" (Expected answer: No, some are longer, some are shorter).
Summarises: "A cube has all square faces and all equal edges, but a cuboid has rectangular faces and not all edges are equal." Student Activity: Students observe the differences between the cube and cuboid, respond to questions, and verbally state what they notice about the shapes of the faces and the lengths of the edges.
Activity 4: Mentioning Solid Shapes in the Environment (Objective 4) (10 minutes)
Teacher Activity: Asks students to look around the classroom and identify objects that resemble the shapes they have learned. "Can you see anything that looks like a cuboid in our class?" "What about a cylinder?" "A sphere?" "A cube?" Student Activity: Students actively look around, point to objects, and name the shapes they resemble (e.g., "The board is a cuboid," "The fan base is a cylinder," "The classroom clock is a circle (2D) but the ball is a sphere"). The teacher can extend this to objects at home. The teacher guides students through these questions, providing immediate feedback and explanations.
Question 1: Look at these objects: a football, a textbook, a tin of peak milk, a ludo die. Sort them into the shapes we have learned.
Solution: Sphere: Football Cuboid: Textbook Cylinder: Tin of peak milk Cube: Ludo die
Commentary: This assesses the ability to sort various common Nigerian items into their correct 3D shape categories.
Question 2: What is the name of the solid shape that looks like a brick?
Solution: Cuboid
Commentary: This checks if students can identify and name a common cuboid found in their environment.
Question 3: How is a matchbox different from a small building block (dice-like)?
Solution: A matchbox is a cuboid because its faces are rectangles and not all its sides (edges) are the same length. A small building block is often a cube because all its faces are squares and all its sides (edges) are the same length.
Commentary: This directly addresses the objective of distinguishing between cuboids and cubes, requiring students to articulate the key differences in their properties.
Question 4: Name two objects in your home that are cylinders.
Solution: (Possible answers) Milo tin, Bournvita tin, soft drink can, cooking gas cylinder (if observed and age-appropriate), drum, some water tanks.
Commentary: This prompts students to apply their knowledge to their personal environment, reinforcing the real-life relevance of the shapes. Differentiation (Supporting Struggling Learners): Manipulatives Focus: Provide more individualised access to the actual physical objects. Allow struggling learners to spend more time holding, touching, and exploring the properties of each shape.
Visual Aids: Use large, clear flashcards with pictures of each shape and its name. Colour-code the shapes for easy recognition.
Repetitive Naming: Engage in call-and-response naming games where the teacher shows a shape and the students chorus its name.
Pair Work: Pair struggling learners with a more capable peer during sorting and identification activities, allowing for peer tutoring and support.
Focus on one shape at a time: Instead of introducing all four shapes at once, the teacher can initially focus on two shapes (e.g., sphere and cube), master them, then introduce the others.
Remediation (Addressing Gaps): Revisit Core Concepts: Review the definition and key properties of each shape using the physical objects. Emphasize the unique features (e.g., "A sphere rolls, a cube does not"). "Shape Hunt" Activity: Conduct a targeted "shape hunt" within the classroom for specific shapes the learner struggles with. "Find me something that is a cuboid!" Matching Game: Create a simple matching game where students match pictures of real-life objects to their corresponding 3D shape names.
Tracing/Drawing: Have students trace the faces of cuboids and cubes onto paper to reinforce the difference between square and rectangular faces.
Extension (Challenging High-Achievers): Advanced Properties: Introduce the concept of faces, edges, and vertices more formally for cubes and cuboids, asking them to count these features for each shape. (e.g., "How many faces does a cuboid have?").
Shape Construction: Challenge them to find small sticks or straws and modeling clay/playdough to try and build simple wireframes of cubes and cuboids.
Introducing New Shapes: Introduce one new simple 3D shape, like a cone (e.g., traffic cone, party hat) or a pyramid (e.g., some roofs, traditional granaries), and ask them to identify real-life examples.
Drawing from Memory: Ask them to draw the 3D shapes from memory, focusing on showing their three dimensions as much as a P1 can.
Home and Community: Students can observe and name shapes of everyday objects at home and in their community. For example, a water storage tank is often a cylinder, building blocks are cubes or cuboids, a matchbox is a cuboid, and a football is a sphere. This helps them understand the structure and design of objects around them.
Packaging and Storage: Understanding 3D shapes is crucial for practical tasks like packing groceries or arranging items in a cupboard. Students can learn why certain products (like milk, sugar, or beverages) come in specific shapes (cuboids or cylinders) to maximise storage space or for ease of pouring/handling.
Games and Sports: Many traditional and modern games involve 3D shapes. For instance, Ludo relies on dice (cubes), and sports like football, basketball, and marbles all use spheres. Recognizing these shapes enhances their understanding of the games they play.