Shape Units of Work

• sort, compare and classify 2D and 3D objects such as triangle, square, oblong, circle, oval, pentagon, hexagon, diamond, box, cylinder, and sphere
• describe shape attributes in their own language

• use the language ‘side’ and ‘corner’ in describing shapes
• classify 2D shapes according to how many sides they have
• identify 2D shapes by name

• classify the shapes into categories
• discuss differences and likenesses of the shapes
• explore, experiment and talk about the form and function of the shapes in their own language
• follow a sequence of directions

• name 2-dimensional shapes: triangle, square, oblong (non-square rectangle), circle, oval, pentagon, hexagon and diamond
• describe shape attributes in their own language

• explore and describe faces, edges, and corners of 2D and 3D objects
• make, name and describe polygons and other plane shapes

• explain in their own language what line symmetry is
• describe the process of making shapes with line symmetry.
• name common two-dimensional mathematical shapes
• describe the differences between common two-dimensional mathematical shapes in relation to number of sides

• construct models of polyhedra using everyday materials
• use the terms faces, edges and vertices to describe models of polyhedra

Shapes With Sticks

Polyhedra (3D shapes)

• investigate properties of symmetry in shapes
• investigate spatial features of shapes
• use both English and Te Reo Māori to describe different polygonal shapes

• construct plan views of solid objects
• create nets that fold to form solid objects
• classify 3-dimensional shapes by their properties
• identify 3-dimensional shapes in the environment

• find all the lines of reflection symmetry in a given shape
• identify the order of rotational symmetry of a given shape (how many times it "maps" onto itself in a full turn)
• create designs which have reflection symmetry, rotational symmetry (orders 2, 3, 4, 6) and translational symmetry

• investigate the relationship between the diagonals and lengths of a rectangle
• investigate the relationship between the angle of the diagonal and length of rectangles sides
• use rulers, compasses and protractors accurately

• construct models of polyhedra using construction materials, like geoshapes or polydrons.
• use the terms faces, edges and vertices to describe models of polyhedral and look for relationships between these features.
• anticipate the features of the solid created when a Platonic solid is truncated.
• anticipate if an arrangement of regular polygons around a vertex will create a bounded polyhedron.
• create nets for regular and semi-regular polyhedra using knowledge of the faces and symmetry.

• use plans from different viewpoints to represent 3D objects
• draw isometric drawings of 3D objects
• create nets for polyhedra
• interpret the above representations to create a model of the 3D object

• construct triangles with specified dimensions using two different techniques
• design and construct nets for three-dimensional objects
• name basic three-dimensional objects, especially those made with equilateral triangles

• make an instrument to measure turning in a range of situations
• measure the angle
• investigate angles of polgons
• find counter-examples to incorrect conjectures

• apply Pythagoras' theorem
• use their knowledge of the sum of interior angles of a polygon
• construct angles based on halving and combining 90° and other straightforward angles
• apply knowledge of length and area

• construct perpendicular bisectors of lines
• construct bisectors of angles
• use these skills to construct equilateral triangles and squares with a given side length, parallel lines, parallelograms and trapeziums, and regular polygons with a small number of sides
• use construction techniques, given defined parameters, to produce nets and to illustrate loci

• devise an algebraic rule to identify tilted squares that can fit on geoboards of different sizes
• devise an algebraic rule to identify the size of the smallest square geoboard on which tilted squares can fit
• devise and use an algebraic rule for Pythagoras’ theorem
• devise algebraic rules to find Pythagorean triples