rationale for a maths activity using 3D shapes

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INTRODUCTION

In the first year of QTS, for my placement I was allocated a place in a multi- cultural school, in a year 5 class. Having been in this class for a few months, I was now familiar with the class routines, the teaching staff and the children. I was also aware that at the end of the year the children will be taking their mini or otherwise known as their practice SATS. The children were knowledgably secure in all subjects, but I did notice that there are some children within this class who still find it difficult o understand the concepts of different shapes, for example the idea associated with 3-D shapes was more difficult for children to experience and understand than 2-D shapes as they are properties of a shape having a third dimension. (Frobisher et al.2007, p.109).

According to Pierre and Dina van Hiele-geldof cited in Haylock (2006, p.290)

'Children can name and recognise shapes, by their appearance, but cannot specially identify properties of shapes or use characteristic of shape for recognition and sorting'

Taking this into consideration, I tried to think of something that could be used to increase the