Download Learning Activities - 4B 2014 Term 2 Program

Bolwarra Public School
Mathematics Learning Sequence
Stage 2 Term 2
Unit 2
Outcome/Key
Ideas
Sample teaching, learning, working
mathematically activities
SGS2.2a Manipulates,
compares, sketches and
names two-dimensional
shapes and describes
their features
Ignition Activities
Shape Guessing
Hold a 2D shape hidden behind a screen. Gradually lift a small part into
view. Write down all the shapes children think it could be.
Slowly pull the shape up and ask the children to eliminate shapes from
their list. Discuss the properties of the shape. Hold the shape at tilted
angles to increase difficulty.
Note: SmartBoard have a shape program very similar to this and it
reveals one square at a time. Can be downloaded for free.
2002 K-6 Syllabus p126
Shape Hunt
In manageable groups (3 or 4), children go on a shape hunt in the
school grounds. They draw and label each shape they find.
Milestones in
Mathematics for NSW, Yr
3 & Yr 4
Identify and name
pentagons, octagons and
parallelograms presented
in different orientations
(Year 3)
Compare and describe
special groups of
quadrilaterals
(Year 4)
Language
Pentagons, octagons,
parallelograms, polygon,
orientation, quadrilaterals,
features, symmetry,
parallel, right, rhombus,
square, rectangle,
trapezium, kite, adjacent,
rotational symmetry,
regular, irregular,
Polygon: a two
dimensional shape having
three or more straight
sides
Quadrilateral: a polygon
with four sides
Parallelogram: a
quadrilateral with opposite
sides parallel
Celebrity Quadrilateral. (Played like Celebrity heads but with shapes
instead)Use hints about parallel sides, right angles and equal sides to
identify the quadrilateral.
Explicit Mathematical Teaching
What is a shape? A polygon (Greek term meaning many angles) is a
closed shape with three or more angles and sides. The angles are the
focus for the general naming system used for shapes.
What is a regular shape? Shapes which have equal angles and sides of
equal length. This means that a rectangle is an irregular shape. If you
turn (rotate) regular shapes they look the same. There are many more
lines of symmetry in regular shapes. There has to be a certain length to
sides of shapes to make it a closed shape eg a triangle cannot be
constructed from three straws if the sum of the lengths of the two
shortest straws is less than the longest straw
Shape Word Beginnings-Discuss the fact that many shape words have a
beginning element (sometimes a prefix) that has a specific meaning, eg
poly (many), octa (eight), tri (three) etc
Discuss metalanguage in lessons eg Why is a pentagon called that?
What does it have to do with the Pentagon in the US? (five sided
building) What does the prefix 'pent-' mean? What other 'pent-' words
can you think of? (Pentathlon, pentominoes).Are the following shapes
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
Differentiation
Resources
Additional Sample Units of
Work, Stage 2, 2D
RIC, NSW, Math
Assessment Stage 2
Planned Assessment
Pre Assessment –
Sort a group of shapes based on given
criteria eg, number of lines of symmetry,
regular/irregular shape, at least one pair
of parallel sides (remember that in
mathematics 'regular' shapes have all
sides equal, and all internal angles
equal).
2D shapes
Pre Assessment
Match up- match the shape name and
number of sides to the picture of the
shape.
Teaching Space and Geometry CD
ROM-Stage Two –Exploring
Quadrilaterals Unit Lesson Five-(assessment activity)
Parallelograms on the Geoboard
Using computer drawing tools to
create a variety of quadrilaterals
QT focus-Deep Knowledge
(refer to attached lesson)
pentagons? (Yes)
Why or why not?
What makes a regular pentagon?
Extension: Can a regular pentagon have a right angle?
Repeat for octagon.
Whole Class and Group Teaching
Exploring Quadrilaterals Unit of Work –need to be taught in
sequence
Lesson One
What are Quadrilaterals? Discovering the features of quadrilaterals
QT focus –metalanguage
Lesson Two
Four Sided frames Manipulating four-sided frames to create
different quadrilaterals
QT focus-substantive
communication
Lesson Three
Rigid and Non Rigid Shapes Manipulating shapes to explore their
rigidity
Lesson Four
Computer Quadrilaterals Using computer drawing tools to create a
variety of quadrilaterals
Show students the 'Quadrilateral tree' attached.
Is a square always a rectangle? Why or why not? Is a rectangle always
a square? Why or why not?
Discuss with students the refinements of a quadrilateral to form the
special quadrilaterals.
Geoboard Shapes
The students are asked to try and make a shape by stretching a rubber
band around a geoboard.
As each shape is made, the students can discuss and record their
observations.
Ask questions such as:
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
Teaching Space and
Geometry CD ROMStage Two- Exploring
Quadrilaterals Unit of
Work
(refer to attached lesson
sheets)
(refer to attached lesson
sheets)
QT focus-substantive
communication
(refer to attached lesson
sheets)
QT focus-student
engagement
(refer to attached lesson
sheets)
(refer to attached lesson
sheets)
How many sides does the shape have?
Can you find shapes that look like other shapes?
Can you make up names for them?
Do your shapes have sharp corners? Blunt corners?
What is the smallest number of sides you need to make a shape? Why
can’t we have a shape with two sides?
Irregular/Regular- Make a regular octagon, now make an irregular
octagon. Remember that an irregular shape does not have equal sides.
Repeat this with a triangle, and discuss the difference between
isosceles, equilateral and scalene triangles.
Computer Learning Objects
SHAPE OVERLAYS -STAGES 1-3
The Shape overlays series of learning objects requires the student to
manipulate 2D shapes, by sliding and overlapping, to create other 2D shapes.
DIGITAL GEOBOARD -STAGES 1-3
A digital version of a geoboard which enables a band to stretch
around the pegs on the geoboard to form a coloured shape.
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
BST/NAPLAN Questions to practise
2003 BST-YR 3
2006 BST Yr 5
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
2006 BST-YR 3 and Yr 5 question
Reflection Time should be allowed at the end of each class lesson
to revise learning outcomes shared and strategies used.
Working Mathematically is modelled throughout.
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
The Quadrilateral Tree
Quadrilateral: any four sided polygon
Trapezium: at least one pair of
parallel sides
Kite: at least one
pair of adjacent
sides equal
Parallelogram: two pairs of
parallel sides
Rhombus: all
sides equal
Rectangle: four right angles
Square
Sarah Rose – Mathematics Consultant K-12 – Hunter/Central Coast Region
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