Embedded Files
Core concept: Shapes have features which can be used to name them.
Learning Intention:
Learning Intention:
Students are learning that:
Students are learning that:
- the features of shapes can be used to prove why a shape is a particular shape in relation to circles, triangles, squares, and rectangles
- mathematicians create shapes in different ways.
Success Criteria:
Success Criteria:
Students can:
Students can:
- compare, sort, and name circles, triangles, squares, and rectangles
- create shapes using materials and tools
- describe the features of circles, triangles, squares, and rectangles using words such as sides, size, and colour.
Daily number sense: Match my collection – 10 minutes
Daily number sense: Match my collection – 10 minutes
Sticky shape sort – 15 minutes
Sticky shape sort – 15 minutes
Use a treasure box filled with a selection of household objects such as coat hanger (triangle), lids (circle), egg carton (rectangle) and fruit/vegetable punnet (square) or display Resource 1: Household objects. Explain that students are going to name and describe the shapes inside the treasure box.
Use a treasure box filled with a selection of household objects such as coat hanger (triangle), lids (circle), egg carton (rectangle) and fruit/vegetable punnet (square) or display Resource 1: Household objects. Explain that students are going to name and describe the shapes inside the treasure box.
Select an object from the treasure box and model how to describe the features of an object. Trace around a surface such as the circle of a lid or the square edge of a fruit/vegetable punnet.
Select an object from the treasure box and model how to describe the features of an object. Trace around a surface such as the circle of a lid or the square edge of a fruit/vegetable punnet.
Students take turns to select an object from the treasure box and describe its features. Record student responses.
Students take turns to select an object from the treasure box and describe its features. Record student responses.
The table below outlines stimulus prompts to generate conversation about the topic, along with anticipated responses from students.
The table below outlines stimulus prompts to generate conversation about the topic, along with anticipated responses from students.
Consolidation and meaningful practice: Shapes in our environment – 35 minutes
Consolidation and meaningful practice: Shapes in our environment – 35 minutes
Walk students through the playground and encourage them to notice 2D shapes such as bricks (rectangle), roof (triangle), sport hoop (circle) and handball court (square). Students describe the features using the terms sides, size, and colour.
Walk students through the playground and encourage them to notice 2D shapes such as bricks (rectangle), roof (triangle), sport hoop (circle) and handball court (square). Students describe the features using the terms sides, size, and colour.
Students record the 2D shapes on paper or an individual whiteboard to reference as they create the collage.
Students record the 2D shapes on paper or an individual whiteboard to reference as they create the collage.
Students use sticks, leaves, and bark arranged in 2D shapes that form a mathemagician’s house. See Figure 1.
Students use sticks, leaves, and bark arranged in 2D shapes that form a mathemagician’s house. See Figure 1.
Figure 1 – Mathemagician houses
Figure 1 – Mathemagician houses
Students look at the mathemagician houses created by other students and ask them to find a shape that has different features to the shapes in their own mathemagician house.
Students look at the mathemagician houses created by other students and ask them to find a shape that has different features to the shapes in their own mathemagician house.
The table below details assessment opportunities and differentiation ideas.
The table below details assessment opportunities and differentiation ideas.
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