INSIDE OUT MATHS TEACHER’S GUIDE 1

Primary 1 Chapter 2 Shapes and Solids

Learning Outcomes
 Identify and describe shapes
 Identify and describe solids
 Make patterns with shapes

Prior Knowledge Check

Pupils have learnt:
 to identify and describe shapes and solids
 basic knowledge about simple shapes like squares, rectangles, triangles and circles
 to be able to recognise shapes at the visual level
 to visualise, recognise, name and draw a reasonable representation

Background Information:
In this chapter, students will be introduced shapes and solids and their properties. Also, they
will understand how shapes can be related to and compared to one another. Patterns are
also introduced, which are ways that shapes or other symbols can be meaningfully
arranged.

Real-World Connection:
Shapes are all around us and pupils can observe the shapes they see on a daily basis. The
things around us are designed with a shape in mind. Most shapes that we see everyday are
3D (solids) and appear in many shapes and forms around us. Once pupils start observing the
shapes in the things they use daily, they will be able to understand the differences between
the shapes better. Interesting architecture in buildings can also be inspired by geometrical
shapes and be made up of many different shapes. 

For example, this tetrahedron-shaped chapel

https://en.wikipedia.org/wiki/United_States_Air_Force_Academy_Cadet_Chapel , and the newest
architectural installation in New York called Vessel https://www.businessinsider.sg/hudson-yards-
vessel-art-installation-2019-3/?r=US&IR=T
and other geometrical architectures around the world http://geometricon.com/10-amazing-
examples-of-architecture-inspired-by-mathematics/.
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Chapter 2 Page 22
Chapter Opener

Learning Objectives
 Identify and describe shapes
 Identify and desribe solids
 Make patterns with shapes

Recommended Teaching Time

0.5 period

Lesson Development
In this chapter, pupils will learn about different shapes and solids, their properties and use
shapes to create patterns.

Get pupils to point out the shapes that they can recognise. Teachers gauge the prior
knowledge that pupils have.
Ask: Do you see any shapes in the roads? Do you see any shapes on the buildings?

Describe the shapes of the roads and the buildings to the pupils.
Ask: How many sides does the road have? Is the road curved or straight? Do all the buildings
look the same?
Ask: What about the shapes that you don’t know the name of? Can you point them out?
Can you describe them?

Get pupils to point out the differences in the road.

A circular road is called a roundabout.

Names of shapes:
Circle, Triangle, Oval, Oblong, Rectangle, Square, Rhombus, Trapezium, Kite, pentagon

Fascinating Facts
Pupils can view the link provided below to appreciate interesting architecture in the world
https://www.buzzfeed.com/adamdavis/strangest-and-most-unique-buildings-from-around-th

Architecture begins with geometry and shapes. Introduce to pupils the concept of architecture
and how interesting building are created by different formation of shapes.
Since earliest times, builders relied on imitating natural forms—the circular Stonehenge in Britain
—and then applied mathematical principles to standardise and replicate the forms.

Use the link below to share with pupils about the use of shapes in history.
https://en.wikipedia.org/wiki/Stonehenge
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 23
Lesson 2.1
Knowing Shapes

Learning Objective
 Identifying (by drawing, naming and pointing to) the different shapes
 Categorise the shapes in different groups

Recommended Teaching Time

2.5 periods

Materials
 A set of picture cards showing each type of shapes (Appendix)
 Everyday objects that matches each shape introduced

Lesson Development
Activity: Shapes Treasure Hunt
Objective: Finding shapes all around us
Preparation: Teacher have to leave objects of different shapes around the classroom first

1. Each pupil picks a shape card and reads out the shape they picked.

2. In 5 minutes, pupils are to find an object that shows the shape on the card they have
each picked.

3. Once pupils find the object, they need to group themselves in the different categories
based on the shapes they have. (It is up to them to reason why they are in the same
group.)

4. Pupils discuss in groups the objects they have picked and describe how they are similar.

5. Pupils are encouraged to touch the shapes, feel the sides and use their sense of touch to
familiarise themselves with the different properties of the shapes.

Ask: How are the ellipses/quadrilaterals similar? How would you describe their sides?

6. Teachers then go through the examples on pp. 23 – 24 to recap or explain the shapes
and the names of the shapes. Gte pupils to match these pictures with the objects they
found or the shapes flashcards they have in their hands.
7.
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Chapter 2 Page 24

Common Errors
1. Pupils tend to confuse circles and ovals as they are both ellipses and look similar. A
comical story about how a fat man sat on a circle and squashed it, turning it into an
oval can help pupils remember better.

2. Pupils also tend to confuse rectangles and squares as both have 4 sides. So teachers
can point out the rectangle has longer and shorter sides, but a square’s sides are all
equal length.
Square – The opposite sides of a square are both parallel and equal in length. All four sides are
equal in length.
Rectangle – The opposite sides of a rectangle are parallel and equal.

Pupils may find it difficult to differentiate between the different quadrilaterals as all of
them are 4 sided but have different properties. Get pupils to focus on identifying
rectangles and squares first, before moving on to the more complex quadrilaterals like
rhombus and trapezium.

Lesson Development
8. Create a geoboard for pupils to explore the outlines of shapes using rubber bands to
create different shapes on the nail board.

9. Allow pupils to create the different shapes they have learnt.

10. Teachers can also get pupils to compile a Shapes Scrapbook by grouping pictures from
magazines into the different types of shapes’ headings.
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Chapter 2 Page 25

Vocabulary
Straight, Equal, Sides, Quadrilateral

Lesson Development
1. Use pp. 25 – 26 to go deeper into the properties of each shape. When pupils are familiar
with the typical shapes shown on flashcards, pupils can now recognise other sizes of the
same shapes.

2. Get pupils to trace the shapes instead of drawing the shapes for now as their drawing
may not be precise.

3. As they trace the sides, get pupils to count the number of sides. 1 side is counted when
you put your finger down to trace until your finger changes direction.

4. Learners weaker in language can refer to the Learner’s Glossary at the bottom of the
page – quadrilateral means any shapes with 4 sides.
Advanced learners can be told that the meaning of a ‘quadrilateral’ is the two Latin
words quadri, a variant of four, and latus, meaning ‘side’. Quad also means four, which is
used widely in mathematics, eg quarter, quadrant)
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Chapter 2 Page 26

Fascinating Facts
The Oval Office is the USA’s President's formal workspace, where he confers with heads of state,
diplomats, his staff, and other dignitaries; where he often addresses the American public and the
world on television or radio; and where he deals with the issues of the day.
http://www.whitehousemuseum.org/west-wing/oval-office.htm

View the oval office in a 3D sketch up.

http://www.whitehousemuseum.org/model/index.htm

5. Teacher can have a sing-a-long session with the class using the QR Code given:
https://www.youtube.com/watch?v=WMnVQAg3AeM before going into Let’s Try to apply all the
skills they have learnt.

Let’s Try!
Assign pupils Question 1 to assess their ability to identify circles by thinking about what is
not a circle.
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Chapter 2 Page 27

Let’s Do It!
1. Prepare the pizza cut-outs beforehand to ensure that each pupil will have enough
ingredients to paste on their pizza.

2. As pupils receive the round cardboard for the base of their pizza, get them to identify
the shape of the cardboard. (Circle)

3. Ask: Can we put more shapes on this big circle?

Pupils can also identify the ingredients using names of shapes when they put their
ingredients on their pizza. (Except mushroom has an unidentifiable shape)

4. When answering the investigation questions on p. 27 of the Textbook, get pupils to label
each shape with a number that they have counted to ensure meaningful counting and to
prevent carelessness in forgetting to count one or counting the same object more than
once.

Follow-up Activity
Objective: To encourage pupils to use critical thinking skills and individual creativity to
construct 3D shapes with playdough.

Pupils can use play dough/clay to make a 3D shapes pizza to follow up with the 2D shapes
pizza they have created.

This activity allows pupils to activate their kinesthetic minds to create the 3D shapes. The
playdough challenge will help pupils observe and compare between shapes, and between 2-
deimension and 3-dimenson shapes.

Skills developed: Estimation, Fine Motor, Visual Measurement, Number concepts for
creation of the shapes, Relationships between the shapes, Planning and design that exhibits
early attempts at engineering, Sensory (Tactile and Visual), Connections with familiar and
new shape knowledge, Creative Expression, Inquiry and Problem solving
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 28
Lesson 2.2
Knowing Solids

Learning Objective
 Differentiate between 2D and 3D shapes
 Know the names of the different 3D solids

Recommended Teaching Time

1.5 periods

Materials
Everyday household objects for each shape:
Cuboid – Tissue box
Cube – Dice
Cylinder – Soda can/Toilet roll
Sphere – Ball
Cone – Ice cream cone/Party Hat

Activity
1. Hand out an activity sheet with the names of each 3D shapes, headings for the number
of flat surfaces and curved surfaces. (Appendix)

2. Ask pupils to line up at various stations where pupils can touch and feel the properties of
each object.

3. Get pupils to fill in the number of flat surfaces and curved surfaces that they can feel.

4. Pupils write down the total number of surfaces on the sheet.

5. As a class, go through the answers and describe to pupils the flat surfaces and curved
surfaces of the 3D shapes using the household objects.

For advanced learners, they can think of more household objects that has the same shape.
They can also write down the number of pointed corners (vertices).

Differentiated Instructions
Advanced learners
Pupils can try out giving two-dimensional images a three-dimensional perspective by including
dotted lines to represent unseen faces.

Draw the basic shapes first and guide pupils through adding dimensions and dotted lines to create
a 3D perspective.
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Chapter 2 Page 29

Lesson Development
6. Refer pupils to the Textbook to see the statements and vocabulary used to describe
objects like cone, cylinder and sphere. This consolidates what the pupils have gone
through during the earlier actviity as they go around touching and feeling the surfaces of
the household objects.

7. Let pupils know that curved surfaces allow the solids to roll. Let them try rolling the ball
and toilet roll, then the tissue box.
Ask: Does the tissue box roll like the toilet roll or ball? Why not?

8. Teachers can scan the QR Code to allow pupils to sing-along to learn the names of solids.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 30

9. Teachers can scan the QR code on p. 30 to have a sing-a-long session with the pupils to
remember the names of the solids: https://www.youtube.com/watch?v=guNdJ5MtX1A
and match to the 3D shape each one looks like.

Common Errors
Pupils tend to remember the 2D shapes but find difficulty in remembering the 3D shape. It is
common to describe the ball as a circle rather than a sphere.

Allow pupils to identify the 2D shape face as it is important for them to identify the faces of the
3D shapes.

Thereafter, get them to connect the 2D shape with the 3D shape.

Circle – Sphere
Rectangle – Cuboid
Square – Cube

Let’s Try!
Assign pupils Question 1 to assess their ability to identify the name of the solids and the
properties of each solid.

Activity
2D/3D Shapes Bingo
10. Print out bingo activity sheets (Appendix).

11. Say out some names of the 2D or 3D shapes at random and instruct pupils to circle the
shapes.

12. First three pupils to get a horizontal, vertical or diagonal line of circled shapes wins.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 31
Lesson 2.3
Making Patterns

Learning Objective
 Identify ABAB patterns
 Identify size patterns
 Identify colour patterns

Recommended Teaching Time

2 periods

Materials
Shape cut-outs (per pupil)
(eg. 10 squares, 10 triangles, 10 circles, 10 rectangles)

Lesson Development
1. Guide pupils in identifying the patterns given in the example on p. 31.
Ask: What is the same among these shapes? Anything in common? (Same colour)
Ask: Is there anything different about the shapes as we read from left to right?

2. For patterns that repeat after 2 shapes, label these patterns as ABABAB. Ensure pupils
are able to identify the shape using the ABABAB sequence where shape B will be after
shape A and then shape B.

3. For patterns that is made using sizes, label the patterns as Big, Medium and Small or
ABC. Similarly, ensure pupils are able to identify the shapes using the sequence.

4. For patterns that are made using different colours, they can be labelled as ABABAB as
long as the shapes are the same.

5. Get pupils to see that the sequence of patterns can vary, eg, ABBABBABB or
ABCDABCDABCD.
Pupils can describe the pattern once they identify the repeated set. Get them to
describe the set of repeating units. Ask: Is it changing shape, size or colour? How long
does a shape need to ‘wait’ before it appears again in the pattern?

6. Using shapes cut-outs, pupils can create their own patterns by deciding on a repeated
set.

7. Guide pupils on creating the repeated set and allow pupils to carry on the pattern.

8. Teachers can scan the QR Code to open the video on singing shape patterns so that
audio-visual learners can get the rhythm by listening to repeating sounds.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Differentiated Instructions
Advanced learners
For advanced learners, add colour in patterns.

Struggling learners
Try out a pattern game online at home or at the computer lab.
https://www.turtlediary.com/game/pattern-match.html

Chapter 2 Page 32
STEM Activity
Overview: Making a shape column.

Shapes and solids are in the world around us. When pupils notice buildings, structures and
architecture around them, they can see interesting and unique ways of building structures.
Columns are the structural elements of buildings that support the weight of a structure. The
science and art of designing buildings is known as architecture. It is practised by architects.
Architects must design a building for a specific purpose. The architect can produce a work of
art, but it must also be functional.

Lesson Development
Review with pupils the various 3D shapes that they have learnt (eg. Cuboid, Cube, Cylinder,
Cone, Sphere). Read to pupils the story of the ‘Three Little Pigs’ where the pigs used
different materials for their houses.

1. Plan
Get pupils into groups of 5 and read the scenario in p. 32 of the Textbook. Ask pupils to
determine the problem they are solving (creating differently-shaped columns to support a
book) by answering the following questions.
 What is a problem in this situation?
 What are our goals?
 What do you need to know to get started?
 Can paper support heavy books?
 How do think we can make paper stronger?

2. Design
Pupils have to try folding and rolling the pieces of papers into columns of different shapes.
In each group of 5, each pupil has to create one shape each.

3. Test
With the rolled up columns, get each pupil to place 1 book on top of their rolled-up
columns. If the paper column can support 1 book, then allow the pupils to slowly add books
1 by 1. Get the group to draw the designs that were successful and label the shapes of their
columns. Get the pupils to write down the number of books that their paper column can
support on p. 32.
INSIDE OUT MATHS TEACHER’S GUIDE 1

4. Improve
After they finish their testing, get pupils to see how they can get their column to hold more
books. Teacher may use these following questions:
 What works or what does not work?
 How can you modify your solution to make it better?
 Did you gain any new ideas from your classmates? Which shape seems to hold the most books?
How many sides do they have? Why do you think this shapes makes the column strong?
 Can we change the material to roll up?

Conclusion:
1. Get the pupils whose column can hold the most books to come up and present their columns to
the class.
2. Teacher wrap up class by using these inquiry questions:
 How did you arrange the books?
 Do all of you have the same shapes?
 What are key factors that made your designs work?
 Are you able to build a bigger model of this?

Teachers can refer to https://littlebinsforlittlehands.com/early-elementary-stem-projects-

kids/ for some inspirations.

Assessment: Download and use the STEM rubric score form from the online portal.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 33

Let’s Review
1. Go through each shape learnt and review the properties of each shape with the pupils.

2. Ensure that pupils are clear about the basic concepts.

 Differentiate between curved line and straight lines.
 Differentiate between curved faces and flat faces.

3. Get pupils to practise the spelling of the name of each shape.

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Chapter 2 Page 34

Let’s Practise
The questions on p. 34 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages

Identify the
1&2 next shape 23 - 26
in a pattern

The questions on pp. 21 - 24 of the Workbook correspond to the concepts and skills
covered in Let’s Practise. They can be assigned as homework.
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Chapter 2 Page 35

Let’s Practise
The questions on p. 35 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Differentiate
between 2D
and 3D
shapes
3, 4, 5 28 - 30
Know the
names of
the different
3D solids

The questions on pp. 25 - 27 of the Workbook correspond to the concepts and skills
covered in Let’s Practise. They can be assigned as homework.
INSIDE OUT MATHS TEACHER’S GUIDE 1

Chapter 2 Page 36

Let’s Practise
The questions on p. 36 assess pupils’ understanding of the concepts and skills learnt so far.
They can be assigned as individual class work.

Skills Check
Textbook
Question Skill
Pages
Identify the
next shape
6 28 - 29
in a pattern

The questions on p. 35 of the Workbook correspond to the concepts and skills covered in
Let’s Practise. They can be assigned as homework.

Challenging
Question 7
Identifying specific shapes from a group of shapes
Pupils are required to answer the question with 2 instructions in the question.
1. a. Tick the triangles
b. Cross the squares
2. a. Count the triangles
b. Count the squares

Guide pupils to identify the 2 instructions in the question before directing them to answer
the questions.

Question 8 and 9
Open ended questions

Pupils may find difficulty in answering Questions 8 and 9 as the answers are open ended.

Guide pupils to recall the properties of a circle first, which is a round figure with 1 curved
side. This will help pupils differentiate between the shapes in the question.

In Lesson 2.3, pupils were given the hands-on opportunity to create their own shapes. Do
refer back to the skills taught in that activity to help pupils to make their own patterns for
Question 9.
 INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Pentagon Triangle Square

Pentagon Triangle Square

Circle Oval Rectangle

Circle Oval Rectangle

Rhombus Kite Trapezium

Rhombus Kite Trapezium

Note to teachers:
Pupils can trace the words in grey to practise spelling!
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

Feel me

Thing Solid Flat Curved Pointed

faces faces corners

Tissue box

Dice

Toilet roll

Ball

Party Hat

Note to teachers:
You may fill in this table with other objects of different shapes.
 INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

SHAPES BINGO

Empty Template

Note to teachers:
Bingo sheets of different shapes and arrangement should be created so that each pupil gets a
different set of shapes. You may fill in this table with different arrangement of shapes.
 INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

SHAPES BINGO

Template 1

Note to teachers:
Bingo sheets of different shapes and arrangement should be created so that each pupil gets a
different set of shapes. Draw different shapes in a table like this to distribute to pupils.
 INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

SHAPES BINGO

Template 2

Note to teachers:
Bingo sheets of different shapes and arrangement should be created so that each pupil gets a
different set of shapes. Draw different shapes in a table like this to distribute to pupils.
INSIDE OUT MATHS TEACHER’S GUIDE 1 Appendix Printables

SHAPES CUT-OUTS