YEAR ONE MATHS FOCUS
MEASUREMENT AND GEOMETRY
2D Space
Learning Experiences
2D Space
TWO-DIMENSIONAL SPACE
OUTCOME
A student:
MA1-15MG: manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
Teaching Points | Students need to be able to recognise shapes presented in different orientations. They need to develop an understanding that changing the orientation of a shape does not change its features or its name. |
| Students should have experiences identifying both regular and irregular shapes, although it is not expected that students understand or distinguish between regular and irregular shapes in Stage 1. Regular shapes have all sides and all angles equal. | |
| Many shapes used in Aboriginal art are used with specific meanings. Local Aboriginal communities and many education consultants can provide examples. Further exploration of such meanings could be incorporated in students’ studies within the Creative Arts Key Learning Area. |
Language | Students should be able to communicate using the following language: shape, circle, triangle, quadrilateral, square, rectangle, pentagon, hexagon, octagon, orientation, features, side, vertex (vertices), vertical, horizontal, portrait (orientation), landscape (orientation), parallel. |
| The term ‘vertex’ (plural: vertices) refers to the point where two straight sides of a two-dimensional shape meet (or where three or more faces of a three-dimensional object meet). | |
The term ‘shape’ refers to a two-dimensional figure. The term ‘object’ refers to a three-dimensional figure. |
EXPECTATIONS OF ATTAINMENT
Recognise and classify familiar two-dimensional shapes using obvious features (ACMMG022) | identify vertical and horizontal lines in pictures and the environment and use the terms ‘vertical’ and ‘horizontal’ to describe such lines |
| – relate the terms ‘vertical’ and ‘horizontal’ to ‘portrait’ and ‘landscape’ page orientation, respectively, when using digital technologies (Communicating) | |
| identify parallel lines in pictures and the environment and use the term ‘parallel’ to describe such lines | |
| – recognise that parallel lines can occur in orientations other than vertical and horizontal (Reasoning) | |
| – give everyday examples of parallel lines, eg railway tracks (Reasoning) | |
| manipulate, compare and describe features of two-dimensional shapes, including triangles, quadrilaterals, pentagons, hexagons and octagons | |
| – describe features of two-dimensional shapes using the terms ‘side’ and ‘vertex’ (Communicating) | |
| sort two-dimensional shapes by a given attribute, eg by the number of sides or vertices | |
| – explain the attribute used when sorting two-dimensional shapes (Communicating, Reasoning) | |
identify and name two-dimensional shapes presented in different orientations according to their number of sides, including using the terms ‘triangle’, ‘quadrilateral’, ‘pentagon’, ‘hexagon’ and ‘octagon’, eg | |
– recognise that the name of a shape does not change when the shape changes its orientation in space, eg a square turned on its vertex is still a square (Communicating, Reasoning)
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| – select a shape from a description of its features (Reasoning) | |
| – recognise that shapes with the same name may have sides of equal or different lengths (Reasoning) | |
| recognise that rectangles and squares are quadrilaterals | |
| identify and name shapes embedded in pictures, designs and the environment, eg in Aboriginal art | |
| – use computer drawing tools to outline shapes embedded in a digital picture or design (Communicating) |
Learning Experiences
To be added