Mathematical Explorers: Building Foundations · 2nd Class

Active learning ideas

Properties of 3D Shapes: Prisms and Pyramids

Active learning helps students grasp the properties of 3D shapes because handling physical models clarifies abstract concepts like faces, edges, and vertices. When students build and manipulate shapes themselves, they internalize properties through touch and sight, making later classification tasks more intuitive.

• NCCA Curriculum Specifications
• NCCA: Junior Cycle - Geometry and Trigonometry - G.1.1

• 20–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Experiential Learning
• 30 min · Small Groups

Straw Construction: Building Prisms

Supply straws, pipe cleaners, and tape. In small groups, students form two identical bases and connect with lateral edges to build prisms like triangular or rectangular ones. They count and label faces, edges, vertices on a recording sheet.

What does multiplication mean, and how is it the same as repeated addition?

Facilitation Tip

During Straw Construction, ensure students secure straws tightly with tape to avoid wobbly bases that obscure the prism's rectangular lateral faces.

What to look for

Provide students with cutouts of different 3D shapes. Ask them to sort the shapes into two groups: prisms and pyramids. On the back of each shape, they should write the number of faces, edges, and vertices.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 02

• Experiential Learning
• 25 min · Pairs

Net Folding: Pyramid Assembly

Provide printed nets for square and triangular pyramids. Students fold, tape edges, and use checklists to identify the base and count triangular faces meeting at the apex. Pairs compare finished models.

How can you use objects or drawings to show a multiplication fact?

Facilitation Tip

When folding nets for Pyramid Assembly, remind students to crease edges sharply so triangular faces meet cleanly at the apex.

What to look for

Present students with images of real-world objects (e.g., a Toblerone box, a party hat, a dice, a pyramid model). Ask: 'Which of these are prisms and which are pyramids? How can you tell by looking at their bases and sides? What is the same and what is different about their faces, edges, and vertices?'

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 03

• Experiential Learning
• 35 min · Small Groups

Shape Sort: Prism or Pyramid?

Set up stations with 3D models and cards. Groups sort items into prism or pyramid bins, justify choices by naming properties, and create posters showing one example of each.

Can you write a multiplication fact as a repeated addition and find the total?

Facilitation Tip

For Shape Sort, pair students to debate classifications aloud, using sentence stems like 'I see one base, so it must be a...'.

What to look for

Hold up a 3D shape model (e.g., a triangular prism). Ask students to hold up fingers to show the number of faces, edges, and vertices. Then, ask them to state whether it is a prism or a pyramid and why.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

Activity 04

• Experiential Learning
• 20 min · Pairs

Real-World Hunt: Classroom Shapes

Students search the room for prism and pyramid objects, sketch them, label properties, and share findings in a whole-class gallery walk.

What does multiplication mean, and how is it the same as repeated addition?

Facilitation Tip

During the Real-World Hunt, provide a checklist with shape names and properties to guide focused observation and recording.

What to look for

Provide students with cutouts of different 3D shapes. Ask them to sort the shapes into two groups: prisms and pyramids. On the back of each shape, they should write the number of faces, edges, and vertices.

• Apply
• Analyze
• Evaluate
• Self-Awareness
• Self-Management
• Social Awareness

A few notes on teaching this unit

Teach this topic by balancing hands-on construction with guided discovery. Start with simple shapes and gradually introduce complexity, allowing students to explore properties through trial and error. Avoid overwhelming them with too many types at once; scaffold by focusing on one property (e.g., number of bases) before moving to others. Research shows that physical manipulation combined with verbal explanation strengthens spatial reasoning more than worksheets alone.

Students will confidently identify prisms and pyramids by their defining features, count faces, edges, and vertices accurately, and justify their classifications with clear reasoning. They will also recognize these shapes in real-world contexts and explain their properties using precise vocabulary.

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Watch Out for These Misconceptions

• During Pyramid Assembly, watch for students who assume pyramids have two bases like prisms.

  Have students trace the single polygonal base on their net before folding, then count the triangular faces to confirm only one base exists. Ask, 'How many bases does this shape have? How do you know?'

• During Straw Construction, watch for students who assume all prism faces are squares.

  Ask students to compare the lateral faces of their prism to the bases. Have them measure or observe if the lateral faces are rectangles, then adjust straw lengths to emphasize parallel sides.

• During Real-World Hunt, watch for students who confuse edges and vertices.

  Provide a hand lens and tracing paper. Ask students to outline edges with a pencil and mark vertices with dots, then label each one as they count aloud together.

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Methods used in this brief

• Experiential Learning