You are on page 1of 37

# Unit Overview

## Geometry and Measurement: Two-Dimensional Space 2 Stage: 2 Class: Year 4

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
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?

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.

## You must include:

- 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.

## You will need to:

- 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.

## Recording evidence of learning

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 Working towards Mostly skillful

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.

## APPENDIX A: UNIT RESOURCES AND WEBLINKS

NAME RESOURCE
LESSON 1
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 makes a quadrilateral?

- What are the features of a triangle?

## - What makes a parallelogram?

- How would you classify a kite?

## - How can we classify a rhombus?

- What shapes have one pair of parallel lines?

## - What shape is both a rectangle and a rhombus? Why?

- How would you classify a polygon?

## - What does an irregular pentagon look like?

- 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
Cooperative
learning group
rules

Geoboard An example of the
resource and what
be created using 2
shapes.

## Geoboard List of 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

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

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

## Reflective Reflective symmetry works

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
Template

Peer
assessment
sheet

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

## APPENDIX B: TEACHER ASSESSMENT TOOLS

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

## Mark Choo: Group as a unit:

!
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>.

## Board of Studies NSW, (2012). Up, up and away. Sydney.

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

## Ferreira, C. (n.d) Cooperative learning group labels. Retrieved from

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

Hernandez, A. [Alethia Hernandez]. (2014, January 14). Motion Geometry Rotations, Reflections
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
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),
sid=0e388cfa-2804-4e2f-bbe5-f5e6e2183f59%40sessionmgr4001&vid=1&hid=4204

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

## Math Open Reference. (2011). Types of quadrilaterals. Retrieved from

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

[Mr. Peters' Classroom]. (2014, April 1). Quadrilaterals Song (Radioactive) [Video file]. Retrieved
National council of teachers of mathematics, (n.d). Shape Tool [Online application]. Retrieved from
https://illuminations.nctm.org/Activity.aspx?id=3587

## NRICH, (1997 2017). Hexagon Transformations [Web page]. Retrieved from

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

## Teaching essentials. (n,d). Teaching essentials, Retrieved from

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

## The Brown-Bag teacher. (2013). Kagan Cooperative learning, Retrieved from

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

## Top drawer teachers. (2013). Polygons [PDF]. Retrieved from

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

## Yunkaporta, T. (2009). Aboriginal pedagogies at the cultural interface. Retrieved 20 November,

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