Australian*Curriculum*Year level: One ACMMG022 Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features. **Ac.vity*Process*–*Sor.ng*Shapes*!1.  Hold up each shape and talk about the properties of the shape:

Say: What is this shape called? How do you know that it is a (triangle)? Find another (triangle).

2.  Discuss the properties: 3 straight sides; 3 corners (vertices). Repeat for the other shapes.

3.  Give each student a shape 4.  Say: Find someone who has a shape the same as your shape.

Write down the properties that make the shapes the same. Draw the shape.

5.  Put the groups of similar shapes together and discuss what is the same about these shapes (properties). Label the groups with the shape name and a list of properties as suggested by the students. Include drawings of the shapes:

These%are%all%Triangles!They%all%have%3%sides.!They%all%have%3%corners.!!!*******Ac.vity*Process*B*:*Shapes*in*the*Environment*!1.  Place the shapes on the floor and review names and

properties 2.  Each student takes a shape and looks for this shape in the

classroom / playground / around the school. 3.  Take a digital photo of these shapes in the environment and

create a display of all the shapes found. 4.  Discuss which shapes in the collection belong together.

Discuss why these shapes belong together (the properties).!

Introduc.on*Students will recognise, visualise and classify familiar two-dimensional shapes using obvious features such as number of corners or faces or length of sides. Resources*•  2D shapes: circle, rectangle, square, •  triangles – equilateral, isosceles, right •  and scalene. Use commercial attribute •  blocks or cut from cardboard: https://

ceo.twb.catholic.edu.au/Curriculum/KLA/Maths/Maths Resources/Shapes.docx

•  Mystery Box – Cardboard box about 25x25x35cm with a lid. Cut holes in each side (leaving a flap) as in the diagram.

•  Support Materials-Feely Box file •  Early Years FISH Kit

*******Time*/*Classroom*Organisa.on**Each activity process may be introduced in a small or whole group context. Allow 15-20 minutes for each part of this activity. Use every opportunity to identify and describe the properties of 2D objects in the environment. *

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Word!Wall:!shape!names,!straight,!edges,!lines!curved,!pointed,!sharp,!rounded,!large,!small

*******Ac.vity*Process*–*Mystery*Box*–*********What*is*my*shape?**1.  Select one 2D shape to secretly place in the mystery box.

Replace the lid.

2.  Select a student to put their hands in to the mystery box. 3.  Ask the student to feel the shape inside the mystery box

and think about how to describe the shape. 4.  Ask the student to describe the shape to the other

students e.g. This shape has a curved side. It only has one side. It doesn’t have any corners.

5.  Take a note of the student’s descriptions for discussion later.

6.  From the student’s description, ask the other students to guess the name of the shape which is inside the box.

7.  Ask the student with the mystery box to reveal the shape. 8.  Discuss the description and whether there are other

properties that could have been described.

(Source: Marj Horne, ACU.2010.)

Varia.ons*and*Extensions*

1.  Shape Match Resources: Game Board and Game Cards!This game matches common 2D shapes to pictures of real life objects. This game is available for download on www.TeachThis.com.au 2.  Shape Mobile Resources: Coat hanger, string, pattern blocks, blank cards!Ask students to use the pattern blocks to trace each shape onto a blank card. Attach two cards to each shape card – record the number of corners in the shape on one card and the number of sides un the shape on the other card. Hang the cards on the coat hanger. 3.  Thingamabobs Resources: ‘The Thingamabob by IL Sung Na’ Ask learners to suggest what a ‘thingamabob looks like? Ask them to create a shape that it could be. Display products Read the book to students introducing the word ‘maybe’ and engage them in think about how the elephant was ‘thinking’ and a definition of the word after reading the story. Can they suggest another word for maybe Ask students to suggest how a ‘thingamabob shape’ would feel in the mystery box. How would it be different from the shapes they had already ‘felt’. Focus the ideas on students articulating similarities and differences. We know what something is by knowing what is not. mLearing ipad Using SonicPics recreate the story with Children’s substitutions

Adapted for use in the Cairns Diocese with the permission of the Catholic Education Office Toowoomba

Interac.ve*Whiteboard*Resources*http://www.ideal-resources.com.au/index.php **********Contexts*for*learning*!Play: Tangrams: Allow students to play and create pictures using tangram shapes. Investigation/Real life experience: Shape Walk: Go on a shape walk around the school. Ask students to complete a shape quest. For example: Find 6 circle shapes around the school. Routines and Transitions: Classroom Shapes: As students move to the next activity ask the students to locate a specific shape within the classroom. Storyboards Introduce the idea that a storyboard is a row of squares used to plan a story. Ask children to storyboard their ideas for an alternate ‘thingamabob’ story.

Assessment*Give the student one of each of the shape types: circle, square, rectangle, and triangle. Ask them to select a shape, describe two attributes (e.g. it is curved and has one side that goes all the way around) and then name the shape (circle). This could be done as a transitional activity. *Background*Reading!Identifying a shape by using the sense of touch rather than sight can assist children to visualise the shape through its properties. This task also requires the use of language to connect the visual picture with properties of shapes. A polygon is a closed figure made by joining line segments, where each line segment intersects exactly two others. A triangle is a three-sided polygon. The sum of the angles of a triangle is 180 degrees. A rectangle is a four-sided polygon having all right angles. The sum of the angles of a rectangle is 360 degrees. A square is four-sided polygon having equal-length sides meeting at right angles. A square is a special kind of rectangle. The sum of the angles of a square is 360 degrees. A circle is a perfectly round plane figure. Every point on the line enclosing the circle is at the same distance from the centre. A circle is not a polygon. For more detail please go to: http://www.mathleague.com/help/geometry/polygons.htm#polygon Year*three*NAPLAN*Numeracy*test*links!2010 Question 11 – Recognise 2D shapes with exactly four sides. 2009 Question 14 – Recognise common 2D shapes *Links*to*other*MAG’s!P.1.9 2D Shapes 1.3.9 3D Shapes 2.2.8 2D Objects 2.2.10 Flips and Turns