Examples of what pupils should know and be able to do
Probing questions
What makes a three-dimensional shape a prism?
What can you say about the shapes that make up the surface area of a prism?
What are the important steps in calculating the volume of a prism?
How do you go about finding the surface area of a prism?
What if pupils find this a barrier?
Give examples in different orientations to help pupils focus on identifying the faces that represent the uniform cross-section. If necessary go back to using interlocking cubes, but establish the general formula.
Give pupils opportunities to explore generating prisms from fixed volumes.
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