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Syllabus Outcomes:

MA2-15MG - manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features

MA2-1WM - uses appropriate terminology to describe, and symbols to represent, mathematical ideas

MA2-2WM - selects and uses appropriate mental or written strategies, or technology, to solve problems

MA2-3WM - checks the accuracy of a statement and explains the reasoning used

Unit Focus:

Identify, name and describe the features of Two-dimensional shapes, including special quadrilaterals and polygons.

Compare and describe the results of combining and splitting common shapes

Recording the arrangement of common shapes used to create other shapes using diagrams and sketching.

Identify lines of symmetry, and develop symmetrical patterns, pictures or shapes by translating, reflecting and rotating.

Catering for diverse learners using a variety of strategies including: Cooperative group work; Using ICT; Kinesthetic learning; Yunkaportas 8

ways of learning; explicit teaching and modelling; questioning; and guided whole class activities.

Lesson Syllabus Content Learning Experiences Resources Assessment

Lesson Compare and Revise two-dimensional (2D) shapes covered in year 3 using Word wall Diagnostic:

1: describe two- questioning. i.e. special quadrilaterals: (parallelograms, rectangles, Video 1: Teacher to

Exploring dimensional (2D) rhombuses, squares, trapeziums and kites) and polygons, discuss Classifying assesses prior

and shapes that result their features regular/ irregular, parallel sides, and angles. shapes knowledge

combinin from combining Students write a paragraph about their understanding in their journal. questions during whole

g and splitting Brainstorm a list of specific mathematical language relevant to this topic Venn diagram for class

quadrilat common shapes, and add to the word wall. IWB discussion and

erals with and without think-pair-share

Watch YouTube clip Video 1 Quadrilaterals Song (Radioactive) Group rules Loops

the use of digital activity using

- Do we need to add anything to our word wall? of string 1-2m

technologies an

(ACMMG088) Think-pair-share - Students classify two types of shapes (Appendix A), long each

anecdotal

sketch and discuss its features, then share with the whole class student needs to

(Communicating, records sheet

be able to hold a

Problem Solving) Display Venn diagram (Appendix A), with students assistance write and (Appendix B)

draw shapes within their guidelines (modeling sketching). corner each.

combine common

2D shapes, Collaborative learning: Stringy quads: Activity adapted from NRICH Geoboard Formative:

including special Teacher to explain that the students will be working in collaborative Workbooks Teacher to

quadrilaterals, to groups (3-4, mixed ability and gender) to create quadrilaterals and Journal assesses

form other other 2D shapes by manipulating loops of string. Useful for girls and Math open ref student

common shapes indigenous students allowing them to learn with and from their peers Differentiated understanding

or designs, (Geist & King, 2008). Remind students of group rules (Appendix A). teaching and during

learning strategies collaborative

describe and/or Students follow verbal instructions whilst each holding a corner they (DTLS): learning

name the shape stretch the loop to make a quadrilateral or polygon. e.g. Class activity, through

formed from a - Make a shape with four sides and matching opposite angles. discussion observation

combination of - Make a shape with one pair of parallel sides. Think-Pair- and

common shapes Students to discuss, describe and classify the shapes by their features Share (Kagan, questioning.

follow written or using mathematical language, then experiment by creating and 1989) suitable (Appendix B)

verbal classifying new shapes using the Venn diagram. for all students

instructions to Explain that two groups will now combine and join two different 2D as it allows them

create a common shapes together to create a new common shape e.g. Combine a to articulate their Formative:

shape using a rhombus and a triangle to form a trapezium. ideas before Student

specified set of - What if more groups combine what can you create? sharing with the journals and

two or more IT Geoboard: Students to Individually experiment with the geoboard whole class. workbooks to

common shapes, combining common 2D shapes to create new common shapes e.g. a Guided whole be assessed

use digital hexagon in as many combinations as possible. class activity for

technologies to understanding

Students to sketch, name and label their results in their workbooks. Questioning

construct a

Students to create a design/logo/pattern, e.g. initials, by combining Collaborative

design or logo by

combining shapes. Draw in their journal with a sentence that describes how they learning

common shapes created the logo/design and what shapes were used. Practice

Conclusion and reflection: Whole class discussion about 2D shapes IT

and their features. Students reflect in their journals and write down a Extensions for

description of a 2D shape that they had forgotten about or learnt today. early finishers

Lesson Compare and Review the previous lesson, how combining 2D shapes (including Tangram template Diagnostic:

2: describe 2D special quadrilaterals and polygons) created new common shapes. Video 2: Teacher to

Tangram shapes that result Introduce the Tangram on the IWB, explain that it is an ancient Problem cards write anecdotal

Time from combining & traditional Chinese geometric puzzle, consisting of three geometric Polyas Four-step notes based on

(PB) splitting common shapes. These 7 pieces can be rearranged to create many new and student respon-

method

shapes, with & interesting common shapes. The rules are: the pieces must lie flat; ses and partici-

Cardboard

without the use of they must touch and must not overlap. Use questioning to explore: pation in class

digital technologies Coloured pencils and group

What do you notice about this tangram?

combine comm.-on Scissors/Rulers discussions

What shapes can you see? Can you identify any quadrilaterals?

2D shapes, Online tangram (Appendix B)

Can you see in your mind any new shapes that you could create?

including special DTLS:

Watch Video 2, A Sages story: The story of a tangram (explain that we

quadrilaterals, to Class Formative:

use the term trapezium not trapezoid in Australia)

form other discussion observations

Collaborative learning: Tangram time Introduce the problem (App A).

common Questioning and anecdotal

Teacher to explain that the students in their set groups will be designing

shapes/designs Collaborative notes based on

and creating their own story using tangrams. Role cards will be used

describe and/or including: Group leader, time keeper, material manager, scribe & learning leads to group engage-

name the shape encourager (Appendix A). higher achiev- ment and

formed from a Each group receives 4-6 sheets of white and coloured A4 cardboard. ement in maths participation

combination of Groups follow the instructions and cut out their tangrams due to higher Groups

common shapes NOTE: teacher to have photocopied or pre-cut tangrams as back up. levels of reason- assessed on

follow written or Remind students of group rules (Appendix A), and reintroduce Polyas ing strategies achievement of

verbal instruct- four-step method to solving problems (Appendix A). used (Johnson & problem

ions to create a Johnson, 1990) criteria.

Students can chose their own medium in which to present their story.

common shape Kinesthetic feedback given

Students then individually draw, label and identify the features of one (Appendix B)

using a specified learning

set of 2 or more character/object from their story.

Problem solving

common shapes. Conclusion and reflection: Student groups present their stories to the

class. Then reflect on their learning in their journals. Role cards (Joh-

nson, Johnson, &

JohnsonHolubec,

1994)

Lesson Compare and Review combining shapes and explain that they are looking at splitting IWB Formative:

3: Shape describe two- shapes today, to find what shapes can be found within a common Workbooks anecdotal

splitting dimensional (2D) shape. Teacher to sketch a rectangle onto the IWB and explicitly teach String records based

(PB) shapes that result and model how to split the shape using think aloud strategies. If further on student

Worksheet

from combining scaffolding is required continue with a hexagon. progress and

and splitting Problem cards understanding.

Teacher to describe her results using mathematical language.

common shapes, Coloured (Appendix B)

Can you see any other possibilities?

with and without pencils/textas

Collaborative learning: Shapes in the environment Students to go

the use of digital into the playground in pairs and identify shapes within the environment Teacher to use

technologies DTLS: guiding

by photographing and sketching in their workbooks.

(ACMMG088) Class discussion questions to

Using string they can identify how a shape can be split into new

describe and/or Explicit teaching scaffold

common shapes. Students identify and classify the original shape, as

name the shape and modeling struggling

well as all the combinations of shapes within it.

formed from a Land Links students.

combination of Worksheets provided for students to identify, classify and split the Student

taking learning

common shapes shapes into new common shapes describing the results (Appendix A) workbooks

outside is

(Communicating) Can you find more than one new shape in any shape on the collected.

beneficial for

split a given shape sheet? What strategies could we use to determine we have all the Indigenous

into two or more possible answers? students Formative:

common shapes A Triangle split: Introduce and display the problem on the IWB developing Teacher uses

and describe the (Appendix A). Remind students of Polyas 4-step plan. Model understanding of workbook

result, eg 'I split highlighting key words. maths entries and

the parallelogram Students to work individually before combining with a peer to compare (Yunkaporta, 2009) completed

into a rectangle strategies. Teacher to scaffold students using questioning: Collaborative worksheets to

and two equal- What strategies can you use to identify all the triangles? learning determine

sized triangles' How will you know you have found them all? e.g systematical Questioning developing

EN2-1A Problem solving, students

If you use a different strategy will you get the same result?

EN2-8B suitable for gifted understanding.

Would it help if you numbered all the smaller triangles?

Conclusion and reflection: Whole group discussion about strategies and talented

and how many different strategies can be used to solve the same students,

problem. Then students reflect on their learning and make notes of any extending their

new strategies they have learnt. thinking.

Lesson split a given shape Review combining and splitting shapes and explain that the students will Attribute/ pattern Diagnostic:

4: into two or more be looking at how shapes come together (arrangement). blocks Teacher

Area and common shapes Investigating area: Adapted from ACARA 2012 Worksheet observes

arranging and describe the Discuss the concept of area by investigating ways to compare areas of Tangram students

shapes result, regular and irregular shapes using informal means (Brainstorm), participation

Cardboard

compare the area Create composite shapes by combining 2D shapes using attribute or and

Scissors understanding.

of the given pattern blocks. Outline and mark in the component parts.Draw dotted

shape with the Paper strips Uses this as an

lines on blank shapes to show three or four 2-D shapes within the

area of each of Pentagon slide opportunity to

shape. Cut along the lines, remake the shape within an outline of the

the shapes it is original shape, then swap parts with a classmate. change the

split into, DTLS: order of the

Extend students: Use the outline of a shape, i.e a square, and ask

(Communicating, Class discussion lesson if

students to show different ways 2-D shapes could have been used to

Reasoning) Brainstorm needed.

construct the square (e.g. using only squares, only triangles, both).

record the Reviewing the previous lessons worksheet, write area sentences using assesses prior

arrangements of knowledge and

mathematical language based on the shape splitting.

common shapes understanding

Students to sketch diagrams to explain their understanding show the

used to create Extension activity

arrangement of shapes used to create the common shape.

other shapes, Suitable for

Tangram & Polygon: Area In pairs explore the tangram, look at how

and the gifted and

the shapes are arranged to create the square. Students to experiment

arrangement of talented students

making squares using 2,3,4 and 7 pieces, then draw a diagram of the Formative:

shapes formed (Appendix A)

arrangement, and identify the 2D shapes used to create each square. Teacher

after splitting a Questioning

shape, in How can each square be compared to the area of the smallest observes and

Suitable for all

diagrammatic tangram triangle? records

students to

form, with and Explore the tangram house and its area (Appendix A). anecdotal

encourage

without the use Students could then explore their own character from previous lesson notes based on

higher order

students

of digital Discuss polygons - create a regular pentagon by folding a strip of paper. thinking participation

technologies Students predict what shapes the paper will show when unfolded and Collaborative and

record different explain the arrangement of the shapes (Appendix A). learning understanding

combinations of Hexagon transformations: Adapted from NRICH Regular of the topic

common shapes Students explore the hexagon (Appendix A), cutting, folding and drawing engagement and throughout the

that can be used in the shapes that can be combined to provide an area. Look at all the doing maths variety of

to form a combinations, what combinations of shapes can be used. suitable for boys activities.

particular regular How could it be cut into two pieces which, when put together, as they can

polygon, make a parallelogram, three pieces which make a rhombus and become bored

EN2-12E four pieces which make two triangles? (Geist & King,

Conclusion and reflection: Students record their understanding of 2008)

area as described using the combination of shapes within a shape.

Lesson Create symmet- Teacher to pose the question what is symmetry? Students fill in a KWL KWL chart Teacher to

5: rical patterns, chart followed by a whole class discussion and brainstorming activity Video 3 Motion assess

All about pictures & shapes, to be conducted and recorded on the IWB in MindMap format. Geometry students

symmetr with & without the Watch Video 3, 6:35 and/or Video 4 Rotations, understanding

y use of digital Class to discuss what they learnt from the video. Teacher to explicitly Reflections and through

technologies talk about symmetry, translating (sliding), reflecting (flipping), and Translation participation

create symmetrical rotating (turning) and add new vocabulary to the word wall. Video 4 Geometric and

patterns, designs, Identify objects in the classroom, school and nature that display Transformations observation.

pictures & shapes symmetry in all its forms, add to the mind map. Presentation

by translating Stringy quads symmetry: Adapted from NRICH (2017) String loops &

(sliding), reflecting lengths

Students return to their original cooperative groups. Teacher to suggest Teacher to

(flipping) & Dot paper

2D shapes, groups predict how many lines of symmetry the shape will observe and

rotating (turning)

have then create it. Worksheet record

one or more

common shapes Make a shape with one line of symmetry. Is it possible? Shape tool photographs

use digital How could you convince someone else that your shape has just and anecdotal

one line of symmetry? Can you make any other quadrilaterals DTLS: records of the

technologies to

create designs by with just one line of symmetry? Brainstorm groups

copying, pasting, Students can then repeat the above for 2D shapes with two, three and Class discussion progress and

reflecting, four lines of symmetry. Red string can be used to help students Cooperative understanding.

translating & represent the line of symmetry (struggling students). learning groups

rotating common Two groups combine to translate, reflect and rotate shapes. ICT

shapes Symmetrical Vs Asymmetrical: Adapted from ACARA (2012)

describe the Students practice reflection symmetry on worksheet (Appendix A) Students to

creation of provide a copy

symmetrical Using dot paper students create different quadrilaterals with one, many of their shape

designs using the and no lines of symmetry. Pass sheets to a friend so they can peer tool creation

terms 'reflect', assess. Cut out the shapes and fold to check. onto their

'translate' & Create symmetrical patterns, designs, pictures and shapes using digital ePortfolio

'rotate' technologiy Shape tool - Students can experiment through the

(Communicating, creation of any geometric shape, by combining triangles, rhombi, KWL sheets to

Reasoning, squares, trapeziums and hexagons and rotate, translate and reflect. be handed in

Problem Solving) Describe symmetrical creation using metalanguage in context. for teacher

Conclusion and Reflection: Students return to their KWL chart and reflection.

explain their understanding using their new metalanguage. Then discuss

their reflections as a group.

Lesson record the The following lesson is adapted from Board of Studies NSW, 2012. Thick paper A4

6: arrangements of Class discussion about paper aeroplanes and their features. sticky tape/glue

Up, up common shapes Teacher describes the task to design and test paper planes using Scissors

and used to create knowledge of shapes, symmetry, measurement and angles. Ruler

away other shapes, and Based on existing knowledge each student individually builds and Formative:

Paper the arrangement of Tape measure Teacher

names their plane. Whole class throw to see which goes the furthest. Chalk to mark

planes shapes formed Cooperative learning: Paper planes observations

after splitting a distance and anecdotal

Groups (as per previous lessons) design and test 4 different planes Stopwatch

shape, in notes based on

based on different 2D shape combinations (all triangles, all rectangles,

diagrammatic Journals group engage-

all quadrilaterals, combination), decide on a method to record their

form, with and ment and

data i.e. table.

without the use of DTLS: participation

digital technologies Try an asymmetrical plane? Did it fly? Why/why not? (individuals and

Class discussion

EN2-1A Groups test each plane and record the time and distance of three trials, collectively).

Cooperative

EN2-8B then calculates the average (fair test). Students identify the features of Groups

learning groups

each design that contributed to its success or failure. Teacher to

EN2-10C

explain that a lot can be obtained from a failed flight. What features Outdoor education assessed on

achievement of

determined its success/failure? Competition

the problem

Based on their results each group selects their best paper plane for -suitable for boys criteria.

further testing and experimentation and discuss what can be changed as they are over- Feedback

to improve the flight capabilities of their plane. confident they given

Students to record each planes properties, i.e. materials size, area focus on the (Appendix B)

overall outcome,

shapes used and the length of and sharpness of each fold and create

striving for Journals

a labelled detailed diagram showing the development and changes

success (Geist & collected for

made to improve their design (predict how changes will affect the flight

King, 2008). teacher

of each plane). To maintain the integrity of the experiment and results,

students change only one variable at a time. Examples and reflection.

Each group presents their prototype paper plane to be entered into a templates

competition. There may be two categories of winner: the paper plane available for

that flies the farthest & in the air the longest. groups who need

Conclusion and Reflection: Class discussion about the successes and additional

failures justify and reason. Students write entry in journals. scaffolding.

Lesson create symmetrical Lesson adapted from National literacy and numeracy week 2016 Templates Formative:

7: patterns, Explain to the students that they will be creating a Trihexaflexagon. Scissors anecdotal

Hexaflex designs, pictures What could this mean? Coloured pencils records based

awhat? and shapes by Explain that they will be exploring symmetry and the reflections, on student

Video 5: The

translating translations and rotations that occur when manipulating the object. progress and

symmetry within

(sliding), understanding.

Watch the video 5 (first 4 minutes). Does anyone think they can explain the

reflecting (Appendix B)

this? trihexaflexagon

(flipping) and Class discussion & Trihexaflexagon creation: Students to be & How to make

rotating (turning) provided with a template, Teacher to model and give instructions, with or Teacher to use

a

one or more guiding

without the help of video How to make a trihexaflexagon Once trihexaflexagon

common shapes completed discuss the 2D shapes seen within the object. questions to

Journals scaffold

apply and describe Students can explore then Think-Pair-Share their thoughts.

amounts of struggling

Class to discuss the features of the trihexaflexagon and how it functions. DTLS: students.

rotation, in both

Students can continue watching video, should they want to explore the Class discussion

'clockwise' and

'anti-clockwise'

concept further. Think-pair-share Student

directions, inclu- Teacher to explicitly discuss rotation, clockwise and anti-clockwise.

(Kagan, 1989) Journals

ding half-turns, Add to word wall. Using the trihexaflexagon template, discuss how Explicit teaching is collected.

quarter-turns and each triangle is a reflection, translation and rotation. Discuss the beneficial for all

three-quarter- rotational turn the triangle goes through in each segment. students and

turns, when Reflection and introduction of the summative assessment: Students required to

creating designs to discuss and reflect on the trihexaflexagon, then express their ensure students

(Communicating, understanding in their journals using mathematical language and understanding

Problem Solving) diagrams. during the lesson

Teacher introduces the summative assessment to be completed in the experience.

following lesson. Explain what the students need to do, the expectations Problem solving

and the marking criteria.

Lesson Refer to the Summative assessment Summative Teacher to

8: syllabus content Remind students that they will be designing a local park using all the assessment card provide any

The park above knowledge and skills developed during the unit. Students will be Cardboard poster scaffolding/

next door EN2-10C working individually however, they are encouraged to support and size review of any

EN2-12E encourage each other throughout the lesson. Computers/ iPads concepts if the

Remind students to use Polyas four-step plan and highlight the Pencils, markers, need has been

important features of the task. crayons etc determined

Refer to Summative assessment task form and Marking Rubric at the Scissors during

conclusion of the unit for more information. formative

Rulers

Within cooperative learning groups students will present their park next Peer assessment - assessment.

door concept. Each student will provide feedback to their peers by 2 Two-stars and

stars and one wish to other students designs. one wish sheets

Conclusion and Reflection:

Students return to the paragraph they wrote about their understandings

of 2D shapes in lesson 1 at the beginning of the unit. Students can

add too, correct, and elaborate upon the ideas.

Unit Reflection: This unit has been designed to differentiate learning for a variety of student needs including high number of boys, indigenous

students and gifted and talented students. The learning experiences have used a variety of teaching and learning strategies to ensure all

students have the ability to learn and achieve. Have the strategies included within the unit been effective? How could they be improved?

SUMMATIVE ASSESSMENT TASK

Stage 2 (Year 4)

Activity name: The park next door

Context

This activity is designed to accompany and conclude a stage 2 unit based around two-

dimensional shapes.

Prior to this activity students have:

- Explored the features of two-dimensional (2D) shapes including special quadrilaterals and

polygons.

- Manipulated 2D shapes, creating them with string, paper and sketching them to develop

understanding.

- Utilised a 7-piece tangram set to tell a story and indentify 2D shapes in different orientations.

- Compared and described the 2D shapes that can be created by combining and or splitting

common shapes. Students have used sketching, written communication, verbal

communication and digital technologies to communicate their understanding.

- Compared area of a given shape with the area of each of the shapes it has been split into.

- Use symmetry and the new metalanguage that has been introduced i.e. translating (sliding),

reflecting (flipping) and rotating (turning), to create patterns, pictures, shapes and designs.

Description of activity

You need to design the floor plan of a new local park.

The park could contain features such as: Sand pit, swings, slides, cubby house, play

equipment, eating area, trees, gardens, chairs and tables, baby area, maze or skate park.

You can include footpaths as well as any additional detail you like.

You can colour and decorate however you chose.

- A polygon with more than 5 sides and 5 angles

- 4 quadrilaterals inc 1 irregular

- 2 triangles

- Park overall is required to have reflection or rotational symmetry (one or two lines)

- 3 areas must be made from symmetrical shapes containing a minimum of 2 lines of

symmetry.

- Students split the size of the park by deciding on what item inside the park will be

chosen to create the area e.g. 10 x sandpits = park size

You can chose to present your floor plan using grid paper, project cardboard, or another

method of your choice.

- Label the features of your design and specifically name the shapes used.

- Label and identify the lines of symmetry and describe the effect they have on the

overall design.

- Explain your reasoning and justify the choices you have made.

Would you do anything differently if you had the chance?

Within cooperative learning groups students will present their park next door concept. Each

student will provide feedback to their peers by 2 stars and one wish to other students

designs.

Outcomes

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

quadrilaterals, and describes their features

MA2-1WM - uses appropriate terminology to describe, and symbols to represent,

mathematical ideas

MA2-2WM selects and uses appropriate mental or written strategies, or technology, to

solve problems

MA2-3WM - checks the accuracy of a statement and explains the reasoning used

Criteriaforassessinglearning

Students will be assessed on their ability to:

- Follow the written instructions for the task to create a creative and engaging project.

- Use and identify Two-Dimensional shapes including special quadrilaterals:

(parallelograms, rectangles, rhombuses, squares, trapeziums and kites) and

polygons.

- Visualise shapes and their symmetrical properties, and sketch accurately.

- Appropriately uses symmetry and understands the concepts.

- Accurately represents translation, reflection and rotational symmetry.

- Checks accuracy of the park design against the requirements and uses reasoning to

justify the choices made in the design.

- Has a knowledge and understanding of human interaction and considers the size and

spacing of items in the park.

Evidence of learning will be recorded in the following ways:

- Work sample Poster design of the new local park

- Student mini presentation

- Student reflection

- Anecdotal records

mastery

A B C

Correctly identifies, The student has an The student has a The student has

describes and extensive thorough knowledge sound knowledge of

sketches the features understanding of two- of two-dimensional two-dimensional

of two-dimensional dimensional shapes shapes and can shapes and can

shapes and their features. appropriately sketch identify most features

Student can and identify the without any teacher

independently identify, shapes features assistance.

sketch, describe and without assistance.

reconstruct a shape.

Appropriately uses The student has an The student has a The student has a

symmetry and extensive knowledge thorough sound knowledge of

understands the of symmetry and understanding of symmetry and with

concepts. Accurately always represents the symmetry and limited teacher

represents translation, symmetry accurately correctly represents scaffolding can

reflection and and with appropriate each form and can accurately represent

rotational symmetry. written support. differentiate between each form in a variety

them. of means.

Checks accuracy of The student has The student has The student has

the park design successfully achieved achieved the achieved the majority

against the all the requirements of requirements of the of the task

requirements and the task and can task and can justify requirements and can

uses reasoning to justify their choices choices using a justify and explain

justify the choices using appropriate combination of choices and may

made in the design. metalanguage. metalanguage and understand where

childrens language. mistakes were made.

The design is creative The student has The student has The student has

and user friendly and creatively developed creatively and with a creatively designed a

proportionately a project that takes high level of park with elements

accurate in design. into consideration all competence shown that are user friendly

the requirements of their understanding of and proportionately

the task as well as the user requirements. correct.

users of the park.

NAME RESOURCE

LESSON 1

Quadrilaterals YouTube: Quadrilaterals Song (Radioactive) 2:43 minutes.

video

Think-Pair Think-Pair-Share rules to be discussed p

share Rules task and displayed for all students to see

Think-Pair- QUADRILATERALS QUESTIONS Print and cut out for student pairs

Share Teacher to add/edit questions based on the prior knowledge of the students.

- What are the features of a triangle?

- How would you classify a kite?

- What shapes have one pair of parallel lines?

- How would you classify a polygon?

- What are the features of a rectangle?

Classifying Teacher to project onto IWB.

quadrilaterals Teacher to model how to write a shape and draw it into the Venn diagram wh

Venn diagram fits based on its features.

Teacher to ask students to come up and add new shapes.

Teacher supports the students to interpret the diagram and make mathematic

statements to classify quadrilaterals, e.g.

A rectangle is a quadrilateral. It is also a type of trapezium and parallelogram

Note: For more advanced students the language can include the properties o

each of these classifications in the description, e.g.

A rectangle is a quadrilateral. It may also be considered to be a trapezium th

both pairs of opposites parallel and equal. A rectangle is also a special type o

parallelogram that contains a right angle.

Math open ref This is a tool that alows students to see the changing shapes, lines and angl

Tool for quadrilateral as it is an online interactive tool.

scaffolding

students

understanding

of

quadrilaterals

Cooperative

learning group

rules

Stringy Quads

Geoboard An example of the

resource and what

be created using 2

shapes.

shapes list Create these common shapes in as many ways as you can by combining 2 o

more common shapes.

Square

Parallelogram

Kite

Rhombus

Square

Hexagon

Trapezium

Pentagon

Octagon

Triangle

Experiment with combining, 2 shapes, 3 shapes, 4 shapes

LESSON 2

Tangram

template:

project on IWB

https://www.activityvillage.co.uk/sites/default/files/downloads/tangram_templa

A Sages story: Engaging YouTube video using Tangram pieces to tell a story. The video sho

The story of a many examples and how to construct each shape as they are created in real

tangram 5.49

min

Tangram

Problem

solving

Cooperative

learning: Role

cards

Polyas 4 point

problem solving

strategy

Tangram

instruction

sheets

ICT Students can have access to an online tangram tool; here they will find ideas

megatangram combining shapes into the required objects for the problem. They could use t

tools to screen shot and create a story in a word or PowerPoint presentation.

Select icon in top right to clear the template and leave the screen blank for a

creation.

https://www.ejectamenta.com/megatangram-fullscreen/

Example of

possible

student work

Examples

LESSON 3

Shapes In this lesson students write the name and classify the shape based on its

worksheet features.

Students the

the shape in

many comm

shape(s), or

combination

shapes as th

can see. Tea

to recomme

using differe

coloured pe

Triangle

problem

Triangle Splitting the triangle

working out

Answer:

The puzzle contains 15 triangles: The largest one, and six single triangles

(excluding the shape marked x, as it has four sides) plus eight triangles form

from two or more singles: 1 + 2, 1 + 2 + 3, 2 + 3 + 4, 3 + 4, 3 + 4 + 5, 5 + 6, 5

x + 1, and 6 + x + 1 + 2.

LESSON 4

Where are Extension activity, allows students to develop a sense of area as per isometr

they? paper. Students could also use square grid paper and create the same shape

develop deeper understanding.

Tangram house Tangram house. Students explore how the area of the house can be describe

using the smallest tangram triangles.

Can they see a pattern?

Folding a

pentagon

hexagon Students are given a sheet of hexagons to cut out and experiment with the

fold, cut, draw on etc.

Can you provide different combinations of common shapes to create th

hexagon e.g. 2 trapeziums, 3 rhombuses, 6 identical triangles.

What other combinations are there?

Are there any

combinations us

different shapes

How could it be

into two pieces

when put togeth

make a

parallelogram?

How could it be

into three piece

which, when pu

together, make

rhombus?

How could it be

into four pieces which, when put together, make two equilateral triangle

LESSON 5

K-W-L chart

Students to be provided with a print out of this K-W-L chart that will be used

throughout the unit of work. It provides students with an overview of their tho

process as well as their learning progress.

Students may need more than 1 copy.

Video 3 Motion Geometry Rotations, Reflections and Translation

Video 4 Geometric Transformations Presentation

symmetry http://teachingimage.com/s

worksheet and-space-worksheets/refl

symmetry-1.pdf

Shape tool

LESSON 6

Fold N Fly Paper airplane designs - http://www.foldnfly.com/#/1-1-1-1-1-1-1-1-2

LESSON 7

Trihexaflexagon The symmetry within the trihexaflexagon & How to make a trihexaflexagon

video links

Template

Peer

assessment

sheet

Students to peer assess each others narrative writing using the 2 stars and o

wish sheet.

NAME RESOURCE

Form 1: Full class checklist to be used to assess student participation during the intro

Observation lesson of the unit. This will provide the teacher with an insight into the studen

checklist Whole interest in the to

class studied.

Form 2: Teacher to record anecdotal notes about students participation in the lesson

Anecdotal notes sitting and listening and asking appropriate questions.

Student Name Notes

! !

! !

! !

! !

! !

! !

! !

! !

! !

! !

! !

! !

! !

! !

!

Form 3: Teacher to use this form throughout the group work process to write anecdo

Group and noting any additional help required, areas to improve etc.

individual

formative Group work and individual formative assessment anecdotal notes

assessment Asher Southwell: Bronte Smith:

sheet

!

REFERENCES

Australian Curriculum, Assessment and Reporting Authority (ACARA), (2012). Year 4 unit

overviewAustralian Curriculum: Mathematics Australian Curriculum v3.0: [PDF]. Retrieved

from www.australiancurriculum.edu.au/Mathematics/Curriculum/F-10>.

Australia. Retrieved 28.12.2016 from https://syllabus.bostes.nsw.edu.au/stem-support/stem-

stage-3-activity-3/

Department of Education and Training DET, (2015). Trihexaflexagons. (Website) Retrieved from

https://www.literacyandnumeracy.gov.au/trihexaflexagons

https://www.mathsisfun.com/geometry/pentagon.html

https://au.pinterest.com/pin/40039884161461762/

Geist, E.A & King, M. (2008). Different, Not Better: Gender Differences in Mathematics Learning

and Achievement. Journal of Instructional Psychology , 35(1), 43-52. Retrieved, from

http://ezproxy.csu.edu.au/login?url=http://search.ebscohost.com/login.aspx?

direct=true&db=ehh&AN =31780829&site=ehost-live

Hernandez, A. [Alethia Hernandez]. (2014, January 14). Motion Geometry Rotations, Reflections

and Translations [Video file]. Retrieved from https://www.youtube.com/watch?

v=NY2cDTpsvBA&feature=youtu.be

Johnson, D., & Johnson, R. (1990). Using cooperative learning in math. In N. Davidson (Ed.),

Cooperative learning in mathematics: a handbook for teachers. Retrieved from:

https://doms.csu.edu.au/csu/file/2a507d83-ffa3-4f9c-b171-6d3219e82635/1/johnson-d.pdf

Johnson, D. W, Johnson, R.T & Johnson Holubec, E. (1994). New Circles of Learning. Retrieved

From http://reader.eblib.com.ezproxy.csu.edu.au/(S(exyaeywxbhefrkyh3zjkgwin))/Reader.aspx?

p=513967&o

=476&u=2y2Qkpkrwqp1cgOQ4CF7%2bg%3d

%3d&t=1460256384&h=B261A0D190F8A6381FEEC6E1776

964AC8FBB8D92&s=43870003&ut=1443&pg=1&r=img&c=-1&pat=n&cms=-1&sd=2#

Kagan, S. (1989). The structural approach to cooperative learning. Educational Leadership, 47(4),

12. Retrieved from http://web.a.ebscohost.com.ezproxy.csu.edu.au/ehost/pdfviewer/pdfviewer?

sid=0e388cfa-2804-4e2f-bbe5-f5e6e2183f59%40sessionmgr4001&vid=1&hid=4204

Lee, F. [Florence Lee]. (2012, June 14). Geometric Transformations Presentation [Video file].

Retrieved from https://www.youtube.com/watch?v=7h46hKwyahQ&feature=youtu.be

http://www.mathopenref.com/tocs/quadrilateraltoc.html

[Mathverick]. (2010, March, 8). A sage's journey: The story of tangrams [Video file]. Retrieved from

https://www.youtube.com/watch?v=X5mc-dkYLfI

[Mr. Peters' Classroom]. (2014, April 1). Quadrilaterals Song (Radioactive) [Video file]. Retrieved

from https://www.youtube.com/watch?v=kzJ6l-Hr7lc

National council of teachers of mathematics, (n.d). Shape Tool [Online application]. Retrieved from

https://illuminations.nctm.org/Activity.aspx?id=3587

https://nrich.maths.org/504

NRICH, (1997 2017). Stringy quads [Web page]. Retrieved from https://nrich.maths.org/2913

NRICH, (1997 2017). Where are they? [Web page]. Retrieved from https://nrich.maths.org/1058

Porter, L. (2006). Student behaviour: Theory and practice for teachers (3rd ed.). Crows Nest:Allen

& Unwin.

Seely Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2013). Literacy in Australia: Pedagogies for

Engagement. Milton, AUS: Wiley. Retrieved from

http://site.ebrary.com.ezproxy.csu.edu.au/lib/csuau/detail.action?docID=10865371

http://www.sawyoo.com/post_quadrilateral-venn-diagram_516401/

http://www.teachingessentials.co.uk/peerassessment2.html

http://thebrownbagteacher.blogspot.com.au/2013/11/kagan-cooperative-learning.html

http://topdrawer.aamt.edu.au/Geometric-reasoning/Big-ideas/Plane-shapes/Polygons

2016, from http://researchonline.jcu.edu.au/10974/4/04Bookchapter.pdf

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