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OUTCOME
A student:
MA1-15MG: manipulates, sorts, represents, describes and explores two-dimensional shapes, including quadrilaterals, pentagons, hexagons and octagons
TEACHING POINTS | In Stage 1, students need to have experiences involving directions and turning. Discussions about what represents a ‘full-turn’, a ‘half-turn’ and a ‘quarter-turn’ will be necessary. Relating this information to students physically may be helpful, eg by playing games such as ‘Simon Says’ with Simon saying to make turns. |
| Digital technologies such as computer drawing tools may use the terms ‘move’, ‘rotate’ and ‘flip horizontal’, or various other terms, to describe transformations. The icons for these functions may assist students in locating the required transformations. |
LANGUAGE | Students should be able to communicate using the following language: shape, two-dimensional shape (2D shape), circle, triangle, quadrilateral, square, rectangle, pentagon, hexagon, octagon, orientation, features, symmetry, slide, flip, turn, full-turn, half-turn, quarter-turn, clockwise, anti-clockwise. |
| In Stage 1, students refer to the transformations of shapes using the terms ‘slide’, ‘flip’ and ‘turn’. While in Stage 2, students are expected to use the terms ‘translate’, ‘reflect’ and ‘rotate’, respectively. | |
| Linking the vocabulary of half-turns and quarter-turns to students’ experiences with clocks may be of benefit. | |
| A shape is said to have line symmetry if matching parts are produced when it is folded along a line of symmetry. Each part represents the ‘mirror image’ of the other. |
Identify and describe half-turns and quarter-turns (ACMMG046) | identify full-, half- and quarter-turns of a single shape and use the terms ‘turn’, ‘full-turn’, ‘half-turn’ and ‘quarter-turn’ to describe the movement of the shape |
| identify and describe amounts of turn using the terms ‘clockwise’ and ‘anti-clockwise’ | |
| perform full-, half- and quarter-turns with a single shape | |
| – recognise that turning a shape does not change its size or features (Reasoning) | |
| – describe the result of a turn of a shape, eg ‘When the shape does a half-turn, it is the same but upside-down’ (Communicating) | |
| record the result of performing full-, half- and quarter-turns of a shape, with and without the use of digital technologies | |
| – copy and manipulate a shape using the computer function for turn (Communicating)Information and communication technology capability | |
| determine the number of half-turns required for a full-turn and the number of quarter-turns required for a full-turn | |
| – connect the use of quarter- and half-turns to the turn of the minute hand on a clock for the passing of quarter- and half-hours (Communicating, Reasoning) |
Learning Experiences to be added here as we develop them