YEAR 6 MATHS FOCUS
MEASUREMENT AND GEOMETRY
2D Space
Learning Experiences
2D Space
TWO-DIMENSIONAL SPACE
OUTCOME
A student:
MA3-15MG:
manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and scalene triangles, and describes their properties
| TEACHING POINTS | When drawing diagonals, students need to be careful that the endpoints of their diagonals pass through the vertices of the shape. |
LANGUAGE | Students should be able to communicate using the following language: shape, two-dimensional shape (2D shape), circle, centre, radius, diameter, circumference, sector, semicircle, quadrant, triangle, equilateral triangle, isosceles triangle, scalene triangle, right-angled triangle, quadrilateral, parallelogram, rectangle, rhombus, square, trapezium, kite, pentagon, hexagon, octagon, regular shape, irregular shape, diagonal, vertex (vertices), line (axis) of symmetry, translate, reflect, rotate, clockwise, anti-clockwise. |
| A diagonal of a two-dimensional shape is an interval joining two non-adjacent vertices of the shape. The diagonals of a convex two-dimensional shape lie inside the figure. |
EXPECTATIONS OF ATTAINMENT
Investigate the diagonals of two-dimensional shapes | identify and name ‘diagonals’ of convex two-dimensional shapes {Literacy} |
| – recognise the endpoints of the diagonals of a shape as the vertices of the shape {Communicating, Literacy} | |
| determine and draw all the diagonals of convex two-dimensional shapes | |
| compare and describe diagonals of different convex two-dimensional shapes | |
| – use measurement to determine which of the special quadrilaterals have diagonals that are equal in length {Problem Solving} | |
| – determine whether any of the diagonals of a particular shape are also lines (axes) of symmetry of the shape {Problem Solving} |
Identify and name parts of circles | create a circle by finding points that are all the same distance from a fixed point (the centre) |
| identify and name parts of a circle, including the centre, radius, diameter, circumference, sector, semicircle and quadrant {Literacy} |
Investigate combinations of translations, reflections and rotations, with and without the use of digital technologies (ACMMG142) | identify whether a two-dimensional shape has been translated, reflected or rotated, or has undergone a number of transformations, e.g. ‘The parallelogram has been rotated clockwise through 90° once and then reflected once’ |
| construct patterns of two-dimensional shapes that involve translations, reflections and rotations using computer software {Information and communication technology capability} | |
| predict the next translation, reflection or rotation in a pattern, eg ‘The arrow is being rotated 90° anti-clockwise each time’ | |
| – choose the correct pattern from a number of options when given information about a combination of transformations {Reasoning, Critical and creative thinking} |
Learning Experiences
To be added