Expected level of development
Australian Curriculum Mathematics V9: AC9M2SP01
Numeracy Progression: Understanding geometric properties: P3
At Year 2 level, students develop their reasoning when comparing and classifying shapes by their attributes. They develop the spatial language to describe shapes.
Develop students’ spatial language and make explicit the component parts and properties of shapes. For example: a square has four equal sides and four corners; a rectangle has four straight sides, opposite sides are of an equal length and are parallel. Follow a similar approach when investigating other polygons.
Investigate shapes in the local environment.
Use digital tools such as interactive simulations and virtual geoboards to construct a range of shapes and explore their properties. Physical geoboards and elastic bands can also be used.
Teaching and learning summary:
- Provide physical materials to compare and classify 2D shapes.
- Explicitly teach and model how to describe key features of shapes.
- Use digital tools to explore shapes.
- Investigate geometric shapes in everyday life.
- use special language to describe shapes
- select common shapes from descriptions of their features
- compare and classify shapes according to their properties
- accurately represent 2D shapes
- identify geometric shapes in their everyday life.
Some students may:
- get confused when counting the edges of a shape and may need to be reminded to mark each edge in some way
- think the name of the shape changes as it is turned (orientated) a different way.
The Learning from home activities are designed to be used flexibly by teachers, parents and carers, as well as the students themselves. They can be used in a number of ways including to consolidate and extend learning done at school or for home schooling.
- We are learning about shapes.
- We are looking at the features that make a shape special, which we call its ‘properties’.
Why are we learning about this?
- The shape of something often makes it useful.
What to do
- Play shape bingo.
- Find something that matches the description in each box.
I have corners
I am round
I have three straight sides
I have more than four sides
I have four sides. My opposite sides are parallel.
I am a sphere
When I’m cut in half I make a rectangle.
I am curved but not a circle
I have twelve sides and am worth half of one dollar
- Take one of your shapes and tell us about it.
- What is the name of the shape?
- Draw the shape and describe what is special about it.
- How is it useful?
- Compare your shape to another one you found.
- How are they different?
- How are they alike?
- describe features of shapes (what is special about them)
- find a shape that matches its description
- draw different 2D shapes and name them.
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A collection of evidence-based teaching strategies applicable to this topic. Note we have not included an exhaustive list and acknowledge that some strategies such as differentiation apply to all topics. The selected teaching strategies are suggested as particularly relevant, however you may decide to include other strategies as well.
Explicit teaching is about making the learning intentions and success criteria clear, with the teacher using examples and working though problems, setting relevant learning tasks and checking student understanding and providing feedback.Go to resource
Metacognitive skills are those that students need to be able to reflect on their own learning, set goals for themselves, monitor their progress and make improvements to move forward.Go to resource
Use metacognitive strategies to empower your students
Metacognitive strategies empower students to think about their own thinking.Go to resource
A worked example is not just a pre-worked question that is given to the students. There are several types of worked examples and ways of using them.Go to resource
Concrete, Representational, Abstract (CRA)
The CRA model is a three-phased approach where students move from concrete or virtual manipulatives, to making visual representations and on to using symbolic notation.Go to resource
There are many different types of feedback that can be given to students. It has been shown that good feedback can make a significant difference to a student’s future performance.Go to resource
Culturally responsive pedagogies
Culturally responsive pedagogy is a form of teaching that incorporates learners’ cultural background and histories into classroom practice.Go to resource
A range of resources to support you to build your student's understanding of these concepts, their skills and procedures. The resources incorporate a variety of teaching strategies.
Students identify a variety of four-sided shapes and describe the features of square, rectangle, rhombus and kite.Go to resource
Students identify a variety of three-sided shapes and describe the features of all triangles.Go to resource
Stage 1: space and geometry – 2D
Students name and describe common 2D shapes.Go to resource
Square dotty grid
Use this online interactive to create 2D shapes using a square grid.Go to resource
Isometric dotty grid
Use this online interactive to create 2D shapes using an isometric grid.Go to resource
Use physical or virtual geoboards to explore shapes and describe their properties.Go to resource
reSolve: Reasoning with 2D Shapes
Explore shape properties and develop student skills in manipulating shapes using transformations.Go to resource
2D shapes and their features
A Year 1/2 teacher explores the language of 2D shapes and their features with her students.Go to resource
By the end of Year 2, students are comparing and classifying shapes, describing features using formal spatial terms.
3D shape – sort and classify
Students sort and classify a selection of 2D shapes and/or 3D objects, providing reasoning as to their classification.Go to resource
Use this task to assess students’ knowledge and understanding of properties of shapes and language they use when describing common features.Go to resource