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OUTCOME
A student:
MA2-15MG: manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features
| TEACHING POINTS | Students should be given the opportunity to attempt to create tessellating designs with a selection of different shapes, including shapes that do not tessellate. |
LANGUAGE | Students should be able to communicate using the following language: shape, two-dimensional shape (2D shape), triangle, quadrilateral, parallelogram, rectangle, rhombus, square, trapezium, kite, pentagon, hexagon, octagon, line (axis) of symmetry, reflect (flip), translate (slide), rotate (turn), tessellate, clockwise, anti-clockwise, half-turn, quarter-turn, three-quarter-turn. |
| In Stage 1, students referred to the transformations of shapes using the terms ‘slide’, ‘flip’ and ‘turn’. In Stage 2, they are expected to progress to the use of the terms ‘translate’, ‘reflect’ and ‘rotate’, respectively. |
Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088) | combine common two-dimensional shapes, including special quadrilaterals, to form other common shapes or designs, eg combine a rhombus and a triangle to form a trapezium
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| – describe and/or name the shape formed from a combination of common shapes {Communicating, Literacy} | |
| – follow written or verbal instructions to create a common shape using a specified set of two or more common shapes, eg create an octagon from five squares and four triangles {Communicating, Problem Solving, Literacy Critical and creative thinking} | |
| – use digital technologies to construct a design or logo by combining common shapes {Communicating, Information and communication technology capability Critical and creative thinking} | |
split a given shape into two or more common shapes and describe the result, e.g. ‘I split the parallelogram into a rectangle and two equal-sized triangles’
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| compare the area of the given shape with the area of each of the shapes it is split into, eg if a pentagon is split into five equal triangles, describe the area of the pentagon as five times the area of one triangle, or the area of one triangle as 1/5 of the area of the pentagon {Communicating, Reasoning, Critical and creative thinking} | |
| record the arrangements of common shapes used to create other shapes, and the arrangement of shapes formed after splitting a shape, in diagrammatic form, with and without the use of digital technologies {Information and communication technology capability} | |
– record different combinations of common shapes that can be used to form a particular regular polygon, eg a hexagon can be created from, or split into, many different arrangements, such as {Communicating, Problem Solving, Critical and creative thinking} |
Create symmetrical patterns, pictures and shapes, with and without the use of digital technologies (ACMMG091) | create symmetrical patterns, designs, pictures and shapes by translating (sliding), reflecting (flipping) and rotating (turning) one or more common shapes |
| – use different types of graph paper to assist in creating symmetrical designs {Communicating} | |
| – use digital technologies to create designs by copying, pasting, reflecting, translating and rotating common shapes {Communicating, Problem Solving, Information and communication technology capability} | |
| – apply and describe amounts of rotation, in both ‘clockwise’ and ‘anti-clockwise’ directions, including half-turns, quarter-turns and three-quarter-turns, when creating designs {Communicating, Problem Solving, Literacy} | |
| – describe the creation of symmetrical designs using the terms ‘reflect’, ‘translate’ and ‘rotate’ {Communicating, Reasoning, Literacy Critical and creative thinking} | |
| create and record tessellating designs by reflecting, translating and rotating common shapes | |
| – use digital technologies to create tessellating designs (Communicating)Information and communication technology capability | |
| – determine which of the special quadrilaterals can be used to create tessellating designs {Reasoning, Critical and creative thinking} | |
| – explain why tessellating shapes are best for measuring area {Communicating, Reasoning, Critical and creative thinking} | |
| identify shapes that do and do not tessellate {Critical and creative thinking} | |
| – explain why a shape does or does not tessellate {Communicating, Reasoning)Critical and creative thinking} | |
| draw the reflection (mirror image) to complete symmetrical pictures and shapes, given a line of symmetry, with and without the use of digital technologies {Information and communication technology capability Critical and creative thinking} |
To be added
WE ARE CLOSED FOR THE HOLIDAYS – DECEMBER 21 – JANUARY 4 2021
NORMAL TIMES OF OPERATION
OFFICE OPENING TIMES
08:30AM – 4:00PM
SCHOOL DAY TIMES
09:00AM – 3:15PM
(02) 5632 1218
office@living.school
63-67 Conway Street,
Lismore, NSW 2480
Australia
