2D Shapes Term 1

Stage 1, Stage 2

Mathematics

Summary

Duration

Stage 1 / 2 5 lessons investigating 2D shapes and their properties.

7 weeks
Detail: 7 Lessons/1 Lesson per week

Outcomes

Assessment overview

Mathematics K-10
MA1-2WM uses objects, diagrams and technology to explore mathematical problems
MA1-15MG manipulates, sorts, represents, describes and explores two-dimensional shapes,

For: Students ability to identify the properties of 2D shapes and name them
As: Students count the sides of each shape and identify what kind of shape it is. They then
check their answers with the shape posters.
Of: Book Work/observations Ability to identify and label shapes with their names according to
their properties, identify parallel lines and lines of symmetry.

including quadrilaterals, pentagons, hexagons and octagons

MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special

quadrilaterals, and describes their features

MA2-16MG identifies, describes, compares and classifies angles

MA1-3WM supports conclusions by explaining or demonstrating how answers were obtained

Content

Teaching and Learning

Stage 1 - Two-Dimensional Space 1

Recognise and classify familiar two-dimensional shapes using obvious features (ACMMG022)
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)
Stage 1 - Two-Dimensional Space 2
Describe and draw two-dimensional shapes, with and without the use of digital technologies
(ACMMG042)

Modelled - Use pictures of 2D shapes including triangles, squares, rectangles, pentagons,

hexagons and octagons (include rhombuses, trapeziums and kites for stage 2) to name and
discuss them. Focus on number of sides and Angles.
Guided - Rainforest Maths 2D shapes - Sorting Activity. Have students sort the shapes
as per the defined attributes. Discuss that shapes are still a triangle, hexagon etc. even
though they are turned or different sizes.
Independent - In groups, provide students with paddle pop sticks and ask them to make
various shapes.
Have students trace different 2D shapes into their books and label them.

use the term 'two-dimensional' to describe plane (flat) shapes

draw and name two-dimensional shapes in different orientations, with and without the use
of digital technologies
recognise that the name of a shape does not change if its size or orientation in space is
changed (Reasoning)
Stage 2 - Two-Dimensional Space 1
Compare and describe features of two-dimensional shapes, including the special quadrilaterals
manipulate, compare and describe features of two-dimensional shapes, including the
special quadrilaterals: parallelograms, rectangles, rhombuses, squares, trapeziums and
kites
Stage 1 - Two-Dimensional Space 1
recognise that shapes with the same name may have sides of equal or different lengths
(Reasoning)
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

Lesson 2
Modelled - Revise shapes and the different number of sides and corners they have.
Guided - Students complete sides and corners activity on Rainforest Maths.
Independent - Provide student with a large rectangle. Using a ruler, have them draw
numerous horizontal, vertical and oblique lines across the whole box. Think, Pair, Share students identify different shapes in their drawing and describe their features to their
partner. Students then use different colours to identify these shapes in their drawing eg.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content

Teaching and Learning

(Communicating)

select a shape from a description of its features (Reasoning)

Stage 2 - Two-Dimensional Space 1
manipulate, compare and describe features of two-dimensional shapes, including the
special quadrilaterals: parallelograms, rectangles, rhombuses, squares, trapeziums and
kites
identify and describe two-dimensional shapes as either 'regular' or 'irregular', eg 'This
shape is a regular pentagon because it has five equal sides and five equal angles'
identify regular shapes in a group that includes irregular shapes, such as a regular
pentagon in a group of pentagons, eg

colour/outline triangles in red, squares in blue, hexagons in yellow, etc. Can be done as an art
activity to display in the classroom, completed on XO's and printed or glued into books
(assessment).

(Reasoning)
explain the difference between regular and irregular two-dimensional shapes
(Communicating, Reasoning)

Stage 1 - Two-Dimensional Space 1

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)
Stage 2 - Two-Dimensional Space 1
determine the number of pairs of parallel sides, if any, of each of the special
quadrilaterals (Reasoning)
explain why a particular quadrilateral has a given name, eg 'It is a parallelogram
because it has four sides and the opposite sides are parallel' (Communicating,
Reasoning)

Lesson 3 - Parallel Lines

Modelled - Ask students what paralell lines are? Explain that they might not always be
horizontal or verticle and that they don't have to be straight.
Guided - Using Shape Pictures Identify 2D shapes that have Parallel lines. Brainstorm other
parallel lines we see in the environment?
Independent -Activity sheet. Complete the parallel lines and identify paralell lines in shapes
(Mathletics Booklet).
Stage 2 - Identify specific quadrilateral shapes and assess their parallel lines.

Stage 1 - Two-Dimensional Space 2

identify a one-step slide or flip of a single shape and use the terms 'slide' and 'flip' to
describe the movement of the shape
perform a one-step slide or flip with a single shape
recognise that sliding or flipping a shape does not change its size or features
(Reasoning)
describe the result of a one-step slide or flip of a shape, eg 'When I flip the shape, it is
the same but backwards' (Communicating)
record the result of performing one-step slides and flips, with and without the use of digital
technologies
Stage 2 - Two-Dimensional Space 1
draw representations of regular and irregular two-dimensional shapes in different
orientations
Stage 2 - Two-Dimensional Space 2
create symmetrical patterns, designs, pictures and shapes by translating (sliding),
reflecting (flipping) and rotating (turning) one or more common shapes
apply and describe amounts of rotation, in both 'clockwise' and 'anti-clockwise'
directions, including half-turns, quarter-turns and three-quarter-turns, when creating

Lesson 4 - Flip, Slide and Turn

Modelled - Revise and demonstrate the idea that shapes remain the same no matter what
way we look at them. Define the process of flipping, sliding and turning.
Guided - Using the second part of Rainforest Maths Flip, Slide, Turn activity have
students close their eyes while you perform a flip, slide or turn and ask students to identify
what action was taken.
Independent - Provide students with 2D shapes that can be traced into their book. Students
flip, slide and turn the shape and trace around the shape each time to record the results.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.

Content

Teaching and Learning

designs (Communicating, Problem Solving)

Stage 1 - Two-Dimensional Space 2

make designs with line symmetry using paper-folding, pattern blocks, drawings and
paintings
recognise the connection between line symmetry and performing a flip (Reasoning)
Stage 2 - Two-Dimensional Space 1
identify and draw lines of symmetry on given shapes, including the special quadrilaterals
and other regular and irregular shapes
determine and explain whether a given line through a shape is a line of symmetry
(Communicating, Reasoning)
recognise and explain why any line through the centre of (and across) a circle is a line
of symmetry (Communicating, Reasoning)

Lesson 5 - Lines of Symmetry

Modelled - Define a line of symmetry as an invisible line that can be drawn down the middle
of an image and both halves mirror each other exactly. Demonstrate using picture of house in
Mathletics Space and Shapes Booklet (pg. 17).
Guided - Use Rainforest Maths 2D shapes - Symmetry activity to show symmetry in 2D
shapes and have students explore each of the shapes for lines of symmetry. Question - Can
we find more than 1 line of symmetry in each shape?
Independent - Provide students with pictures of 2D shapes. Students are to investigate lines
of symmetry in the shapes by cutting and folding them to make sure they do not overlap.
Students then trace the folded line to mark the lines of symmetry and glue into maths book.

Board of Studies, Teaching and Educational Standards NSW - Program Builder - pb.bos.nsw.edu.au
Program Builder contains NSW syllabus content prepared by the Board of Studies, Teaching and Educational Standards NSW for and on behalf of the State of New South Wales which is protected by Crown copyright.