Know students and how they learn.

Pre-Assessment – 2D & 3D Shapes

Qu. 1: Recording the sides/corners/naming of shapes (2D Shapes)

Low Medium High

- Unable to identify - Able to identify - Competent in naming
names/corners/side edges/vertices both names/
s - Able to identify vertices/edges
names partial
- Able to answer
squares/rectangles/t
riangles

Qu. 2:
Low Medium High
- Unable to identify - Able to identify - Competent in naming
faces/corners/vertic edges/vertices and identifying
es - Able to identify faces/edges/vertices
names partial - Able to name all
- Able to answer shapes
cube/prisms/pyrami
ds
=

Qu3. Yes or no
Yes No

Qu 4: Low/mid/high
Low Medium High
- Unable to identify - Able to identify - Can match all nets to
cube/rectangular their 3D shape
prism/pyramid
- Missing some
understanding of
net/3D shapes with
unfamiliar
Know students and how they learn.

Pre-Assessment Information:
Qu. 1 - Majority of students within the class are competent in naming both names, vertices
and edges of 2D shapes however do require some refreshing of concepts.
Those who are within the medium level of understanding know regular shapes
(squares/rectangles/triangles) or are unable to identify the name of shapes. Interestingly,
students are able to provide answers for vertices and edges.
Students who identify within low categories are those who receive SSO support and are
provided additional time to work through concepts. Concepts will be taught at their
identified learning level to ensure access to learning and scaffolded accordingly.

Qu. 2 – Split understanding of 3D shapes with students able to identify real-world 3D shapes
and contextualise their understanding. Students who are within the high level have a clear
understanding of shape and require extension when working through activities.
Students meeting medium level of understanding, know the ‘common’ 3D shapes however
unable to name shapes such as cylinder, etc.

Qu. 3 – Majority of class able to identify real-world 3D shapes. Students were confused with
‘soccer’ balls as they appeared to be 3D, however their clip-art was 2D. Further explanation
required when teaching.

Qu. 4 – Entire class able to engage with nets and 3D shapes. This is not required to be
taught again as it meets the satisfaction of the curriculum.