Download Issue 3 - Numeracy Skills Framework

Syllabus content
Welcome back!
This is our third issue of The
Mathematical Bridge. This issue
focuses on the Geometry section of
the Measurement and Geometry
strand and looks more closely at the
progress of Two-Dimensional Space,
Angles and Angle Relationships
across Stage 3 and 4 Mathematics.
We see these connections as
important as the links between
shapes and their angle properties
become foundational knowledge as
students develop geometric
deductive and reasoning skills. The
associated language, symbols,
notation and conventions are all
essential in developing an
appropriate level of understanding.
We hope you find these resources
useful and we welcome any
feedback and/or suggestions.
Pedagogy
Although it is now separate, the
connections between angles and
shapes should still be strongly
emphasised, particularly in Stage 3
where we begin to introduce
properties of shapes, all shapes
have angle properties. This will lead
into the Stage 4 substrands of Angle
Relationships and Properties of
Geometric Figures. These
connecting concepts are also further
developed as we link measurement
and geometry through finding area of
shapes and volumes of objects/
solids.
The first mention of angles in our
new syllabus is actually in Stage 2 in
Two-Dimensional Space 1:
• recognises the vertices of twodimensional shapes as the vertices
of angles that have the sides of a
shape as their arm
Katherin Cartwright, Mathematics
Advisor K-6 and Zdena Pethers,
R/Numeracy Advisor 7-12
Getting the right angle
In the new NSW mathematics K-10
syllabus Angles is now its own
substrand and appears in Stages 2
and 3. We currently teach angles in
primary as outcome b in TwoDimensional Space and angles are
introduced earlier, in Stage 1.
Teaching ideas
It will therefore be necessary to
explore the concept of angles as a
measure of turn in the environment
and in shapes prior to expecting
students to be able to recognise
them as vertices. When developing
your scope and sequence of learning
in Stage 2, teaching Angles and
Two-Dimensional Space together will
provide students with a deep
understanding of the concept of
describing shapes and their features.
This is a prior skill to seeing angles
as properties of shapes.
It is always best to start with the
known then move to the unknown.
The environment provides students
with a wide variety of angles being
used in the real world. They can
explore, identify, describe,
investigate and draw angles from
pictures and photographs of familiar
places.
• identify right angles in squares and
rectangles
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Starting with hands on tasks is also
important, beginning with concrete
examples and activities then
applying this knowledge to abstract
concepts is essential for all students
at every stage of learning from Early
Stage 1 to Stage 4 and beyond. This
enables students to try a broader
range of strategies to solve problems
when using geometric thinking and
allows students to feel comfortable in
taking risks, trialling ideas, testing
theories and predictions.
A different angle….
As students work mathematically
and think like mathematicians, we
encourage them to ask and pose
questions and prove their reasoning.
There are a number of aspects and
concepts around angles and lines
that would start robust discussion in
the classroom. Questions like: How
do we know lines are parallel? Can
you prove your reasoning? How
would you explain what horizontal
and vertical lines are?
Vertically opposite angles
GeoGebra Applet
Right Angle Challenge
From www.nrich.maths.org/2812
Can students do this without the
knowledge of right angles and what
perpendicular means?
Adjacent angles
GeoGebra Applet
This activity requires students to
manipulate two sticks to make right
angles.
Egyptian Rope
http://www.mathsisfun.com/perpendicularparallel.html
From www.nrich.maths.org/982
This activity allows students to use a
knotted rope to make various
triangles. Students can then
investigate angle features of shapes.
Teachers can also link angles to time
in the hands of a clock or to
themselves by looking at angles you
can make with your body. There is
also much to be explored about
angles in sport both with playing
fields and also looking at the amount
of turn Olympic divers, discus
throwers, ice skaters and gymnasts
make as part of their sport.
In my thinking, right angles and
perpendicular lines are a bit of a
‘chicken and the egg’ conversation. It
is difficult to explain one without
referencing the other. This can be
particular difficult when students
understanding of right angles (Stage
2 ) does not yet refer to exact
measuring of 90 degrees using
protractors (Stage 3).
These kinds of justifications are not
reflected in the mathematics syllabus
until Stage 4. However, to assist
students in developing sound
knowledge and understanding of
these concepts, it may need to be
discussed from as early as Stage 1.
GeoGebra has many applets that are
interactive to show students how
angles move.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
Angles at a point
GeoGebra Applet
Angle relationships
In Stage 4, there is stronger
emphasis on more formal
understanding of angle relationships,
including the associated terminology,
notation and conventions, as this is
of fundamental importance in
developing an appropriate level of
knowledge, skills and understanding
in geometry.
Angle relationships and their
application play an integral role in
students learning to analyse
geometry problems and developing
geometric and deductive reasoning,
as well as problem-solving skills.
Angle relationships are key to the
geometry that is important in the
work of architects, engineers,
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designers, builders, physicists, land
surveyors etc. as well as the
geometry that is common and
important in everyday situations,
such as in nature, sports, buildings,
astronomy, art, etc.
(Angle Relationships Stage 4
Mathematics K-10 Syllabus online)
In Stage 4, students are expected to
use the correct terms and know their
meanings. Students should use
terms such as complementary,
supplementary, adjacent and
vertically opposite as they
communicate their reasoning in
solving problems involving angles at
a point.
Students are also expected to
identify, understand and use angle
relationships related to transversals
on sets of parallel lines and use the
terms alternate, corresponding and
co-interior when referring to these
angles. They should be able to solve
problems involving angles related to
parallel lines, and justify why two
lines are parallel.
A triangle can be classified by its
angle relationships as right, scalene,
equilateral or isosceles. Note the
convention of marking equal sides by
identical markers.
A right-angled triangle has one
angle of 90˚
Alternate angles between parallel
lines are equal
A scalene triangle has no equal
angles and no equal sides.
Corresponding angles on parallel
lines are equal
Complementary angles add up to 90˚
GeoGebra Applet
60
Co-interior angles between parallel
lines are supplementary
Supplementary angles add up to 180˚
GeoGebra Applet
Students should also be proficient in
using diagrams and symbols when
applying mathematical techniques
and reasoning to solve problems
involving angle relationships. For
example, using the correct notation
for right angles and equal angles in
diagrams and using capital letters
when naming points and intervals.
60
60
An equilateral triangle has all
angles of 60˚ and all sides are
equal.
Students are encouraged to
investigate and develop some of
these relationships using their
knowledge and skills about angle
properties from Stage 3 (e.g.
vertically opposite, straight angles).
Properties of Geometrical
Figures
Study of angle relationships links
smoothly to the investigation of
properties of geometrical figures.
Angle sum of a triangle is 180 ˚ and
angle sum of a quadrilateral is 360˚,
and students can use a variety of
ways to justify this. They build on
their work in Stage 3 relating to the
side and angle properties of triangles
and quadrilaterals, in a more
structured and formal way.
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An isosceles triangle has two
equal angles opposite two equal
sides.
It is important to expose students to
different orientations of the special
triangles from those shown above.
They need to be able to identify them
by their properties in ANY
orientation.
Angle relationships are also
important properties of quadrilaterals
and together with information about
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their sides, can be used to solve
geometrical problems. Students can
explore properties of triangles and
quadrilaterals through investigations
and find unknown angles by
developing a series of logical steps.
For example:
Find the size of ∠ BCE.
Note the convention: parallel lines
are shown by identical arrows, and a
right angle at E is indicated by a
square.
present different solutions to each
other, showing reasoning and
justifying their thinking. This deepens
their conceptual understanding of
angle relationships.
Students in Stage 4 should write
geometrical reasons without the use
of abbreviations to assist them in
learning new terminology, and in
understanding and retaining
geometrical concepts: e.g. 'When a
transversal cuts parallel lines, the cointerior angles formed are
supplementary'.
http://lrrpublic.cli.det.nsw.edu.au/lrrS
ecure/Sites/Web/geometer/
Transformations
110˚
E
Here is one way a student could
solve this problem:
Students should also build on their
work in Stage 3 on transformations.
Translation, rotation and reflection,
are called “congruence”
transformations as the figures
remain identical and side and angle
relationships remain unchanged. In
enlargements, lengths of sides
change but angle relationships
remain identical.
1) ∠ ABC = 70˚ since it is co-interior
with ∠ DAB between parallel lines
AD and BC (co-interior angles are
supplementary – add up to 180˚)
2) ∠ BCD = 110˚ since it is cointerior with ∠ ABC between
parallel lines AB and DC (cointerior angles are
supplementary)
3) ∠ BCE = 70˚ since it is
supplementary to ∠ BCD (straight
angle)
http://www.schools.nsw.edu.au/learni
ng/712assessments/naplan/teachstrategi
es/yr2013/index.php?id=numeracy/n
n_spac/nn_spac_s4b_13
Other Resources
www.nrich.maths.org
Making Sixty
http://www.youtube.com/watch?v=F1
M1MncPq2c
Other interesting
websites:
Another way to solve this problem
could be:
This activity asks students ti
investigate and prove angle
properties related to triangles,
retangles using knowledge of
congruent triangles.
Right angles
1) ∠ ABC = 70˚ since it is co-interior
with ∠ DAB between parallel lines
AD and BC (co-interior angles are
supplementary – add up to 180˚)
2) ∠ BCE = 70˚ since it is alternate
with ∠ ABC between parallel lines
AB and DE (alternate angles are
equal)
http://www.resources.det.nsw.edu.au
/Resource/Access/f9a38f90-8e0d492b-9a5d-4a46dd3f5c22/1
In this activity students explore
creating triangles using points
around a circle.
There are often several ways to
solve a geometrical problem and
students should be encouraged to
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Continuum of learning Mathematics K-10 Measurement and Geometry
Strand
Stage 2
Stage 3
Stage 4
Two-Dimensional Space: A student
manipulates, identifies and sketches
two-dimensional shapes, including
special quadrilaterals, and describes
their features
MA2-15MG
Two- Dimensional Space: A student
manipulates, classifies and draws twodimensional shapes, including
equilateral, isosceles and scalene
triangles, and describes their properties
MA3-15MG
Properties of Geometric Figures: A
student classifies, describes and uses
the properties of triangles and
quadrilaterals, and determines
congruent triangles to find unknown side
lengths and angles
MA4-17MG
Part 1
Identify and describe shapes as ‘regular’
or ‘irregular’
Part 1
Identify, name and draw right-angled,
equilateral, isosceles and scalene
triangles
Part 1
Classify and determine properties of
triangles and quadrilaterals
ISSUE 1 | FEBRUARY 2014
Describe and compare features of
shapes, including the special
quadrilaterals
Explore angle properties of the special
quadrilaterals and special triangles
Classify and draw regular and irregular
two-dimensional shapes from
descriptions of their features
Identify line and rotational symmetries
Determine the angle sums of triangles
and quadrilaterals
Use properties of shapes to find
unknown sides and angles in triangles
and quadrilaterals giving a reason
Part 2
Identify congruent figures
Identify congruent triangles using the
four tests
Note: the key ideas listed above for Two-dimensional Space are only those that relate to angles, this is not a list of all
key ideas for Two-Dimensional Space
Angles: A student identifies, describes,
Angles: A student measures and
Angle Relationships: A student
compares and classifies angles
constructs angles, and applies angle
identifies and uses angle relationships,
relationships to find unknown angles
including those related to transversals
MA2-16MG
on sets of parallel lines
MG3-16MG
MA4-18MG
Part 1
Part 1
Use the language, notation and
conventions of geometry
Identify and describe angles as
Recognise the need for formal units to
measures of turn
measure angles
Apply the geometric properties of angles
Compare angle sizes in everyday
at a point to find unknown angles with
Measure, compare and estimate angles
situations
appropriate reasoning
in degrees (up to 360°)
Identify ‘perpendicular’ lines and ‘right
angles’
Record angle measurements using the
symbol for degrees (°)
Part 2
Draw and classify angles as acute,
obtuse, straight, reflex or a revolution
Construct angles using a protractor (up
to 360°)
Describe angle size in degrees for each
angle classification
Part 2
Identify and name angle types formed
by the intersection of straight lines,
including ‘angles on a straight line’,
‘angles at a point’ and ‘vertically
opposite angles’
Apply the properties of corresponding,
alternate and co-interior angles on
parallel lines to find unknown angles
with appropriate reasoning
Determine and justify that particular
lines are parallel
Solve simple numerical exercises based
on geometrical properties
Use known angle results to find
unknown angles in diagrams
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Stage 2 Teaching Ideas- Two-Dimensional Space and Angles
These lesson ideas are specifically for Stage 2 and form prior knowledge that is required for students
in Stage 3, as angles has its foundation in their relation to Two-Dimensional shapes. You may like to
explore these concepts with your Stage 3 students to gain knowledge of their current
understandings.
Strand: Measurement and Space
Substrand: Two-Dimensional Space 1
Outcomes:
WM2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
WM2-3WM checks the accuracy of a statement and explains the reasoning used
MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals,
and describes their features
Students:
Compare and describe features of two-dimensional shapes, including the special quadrilaterals
 recognise the vertices of two-dimensional shapes as the vertices of angles that have the sides of the
shape as their arms
 identify right angles in squares and rectangles
 group parallelograms, rectangles, rhombuses, squares, trapeziums and kites using one or more
attributes, eg quadrilaterals with parallel sides and right angles
 identify and describe two-dimensional shapes as either 'regular' or 'irregular', eg 'This shape is a
regular pentagon because it has five equal sides and five equal angles'
To be taught in conjunction with…
Strand: Measurement and Space
Substrand: Angles 1
Outcomes:
WM2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-16MG identifies, describes, compares and classifies angles
Students:
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)
 identify 'angles' with two arms in practical situations, eg the angle between the arms of a clock
 identify the 'arms' and 'vertex' of an angle
Activity 1: Exploring angles on shapes
Pose questions to students to gain understanding of their knowledge of shapes and if they can identify
angles in two-dimensional shapes
T: What do these shapes have in common?
S: All 2D shapes, all have straight lines/ sides, all regular shapes, all ‘flat’, all have ‘corners’, all have
vertices…
T: When we look at the vertices, do you know another name or way of describing them?
Note: If students do not say ‘angle’ or ‘right angle’ show them the next image
Where else can you see them in the other shapes?
See if the students can also locate angles in the classroom, in pictures, photos and on objects
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Activity 2: Sorting and grouping shapes
Provide students with an assortment of quadrilaterals (shapes cut out of paper) use both regular and
irregular shapes
Have students work in pairs to sort the shapes into piles and share their reasons for sorting the shapes.
Do students only sort shapes according to ‘squares’ ‘rectangles’ etc or do students look at other features like
angles or length of sides?
You may need to prompt students to expand or explore other ways to sort the shapes
Could you sort the shapes into group of those with right angles and those without?
What about shapes that have parallel sides?
What about shapes with all sides equal?
What do you notice about shapes that have all sides equal? Specifically about their angles
You could pose the statement that ‘all shapes that have all sides of equal length have all angles of equal
size’ Allow the students to investigate this and prove it to be true or false. Providing reasons and discussing
strategies and the processes they used to explore the problem.
Students may like to pose their own investigations about angles and shapes.
Activity 3: Angle Arms
Many students have the misconception that the length of the angle’s arm influences the size of the angle.
E.g. ‘the longer the arms of the angle, the greater the angle size’
Draw a right angle on the board or IWB
Now draw another one (with longer arms)
Ask the students: Which angle is larger?
How do you know? Why do you think that?
Where do we measure the angle?
How could we check? What could we use to check? (Students may suggest a square pattern block, a piece
of paper)
Does it matter how long the arms are? Does this change the size of the angle?
Provide students with a square pattern block (the orange one) or a square of Brennex paper to take around
the class and outside to find right angles where the arms are different lengths or in different orientations.
Many students also believe there must be a ‘left’ angle if there is a right angle, for this reason it is important
to provide examples in different positions and orientations, including on the diagonal. Also allow them to find
right angles in different locations.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Stage 3 Teaching Ideas- Angles
Start with concrete and then move to abstract
This lesson is from the Teaching Space and Geometry K-6 CD, this resource is
currently being updated to align to the new mathematics K-10 syllabus outcomes and
will be available online for NSW DEC teachers in the future.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Stage 3 Teaching Ideas- Angles
Creating angle testers is one way of allowing students check and justify their angle estimations accurately
without using a commercial protractor. Students in the stages before Stage 3 may have had experience with
using bendable straws, a pipe cleaner in a straw, to look for angles smaller than or larger than a right angle.
With this angle tester, students can find a greater variety of angles and can
also explore the angle properties of two-dimensional shapes, specifically
triangles.
This lesson is by Azim Premji Foundation and can be found here
http://www.teachersofindia.org/en/activity/handmade-math-tools-protractor
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Stage 3 Teaching Ideas- Angles
This activity is one of many that can be accessed via the NAPLAN Teaching Strategies website. There are a
number of activities to the teaching of angles.
Strand: Measurement and Space
Substrand: Angles 1
Outcomes:
WM3-1WM describes and represents mathematical situations in a variety of ways using mathematical
terminology and some conventions
MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles
Students:
 identify that a right angle is 90°, a straight angle is 180° and an angle of revolution is 360°
 identify and describe angle size in degrees for each of the classifications acute, obtuse and reflex
 use the words 'between', 'greater than' and 'less than' to describe angle size in degrees
(Communicating)
Activity: Angle Card Matching
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Stage 3 Teaching Ideas- Angles
Strand: Measurement and Space
Substrand: Angles 2
Outcomes:
WM3-1WM describes and represents mathematical situations in a variety of ways using mathematical
terminology and some conventions
MA3-16MG measures and constructs angles, and applies angle relationships to find unknown angles
Students:
 identify and name angle types formed by the intersection of straight lines, including right angles,
'angles on a straight line', 'angles at a point' that form an angle of revolution, and 'vertically opposite
angles'
 recognise right angles, angles on a straight line, and angles of revolution embedded in
 diagrams (Reasoning)
 identify the vertex and arms of angles formed by intersecting lines (Communicating)
 recognise vertically opposite angles in different orientations and embedded in diagrams
(Reasoning)
Activity: Identifying angles (lesson idea by Nagla Jebeile)
This activity requires students to identify angles in the environment in pictures. We have used a sample
photo. You may find it more useful to use images that the students take of the school, school community or
home environment. Choosing images that display a variety of angles (including vertically opposite angles,
adjacent angles and angles at a point) is important as these are all new angle types for students in Stage 3.
The Ferris wheel is a great image to explore for vertically opposite angles, adjacent angles and angles at a
point. Scissors are also a good example of vertically opposite angles that provide a concrete example for
students.
What types of angles can you see? Draw the different types of angles you can find
Adjacent
Acute
Obtuse
Right
Vertically Opposite
Straight Line
Reflex
http://upload.wikimedia.org/wikipedia/commons/9/9f/Luna_Park-Sydney-Australia.JPG
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
Revolution
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Stage 3 Teaching Ideas- Angles in Two-Dimensional Space
Strand: Measurement and Space
Substrand: Two-Dimensional Space 1
Outcomes:
WM3-1WM describes and represents mathematical situations in a variety of ways using mathematical
terminology and some conventions
WM3-2WM selects and applies appropriate problem-solving strategies, including the use of digital
technologies, in undertaking investigations
WM3-3WM gives a valid reason for supporting one possible solution over another
MA3-15MG manipulates, classifies and draws two-dimensional shapes, including equilateral, isosceles and
scalene triangles, and describes their properties
Students:
Classify two-dimensional shapes and describe their features
 explore by measurement side and angle properties of equilateral, isosceles and scalene triangles
 explore by measurement angle properties of squares, rectangles, parallelograms and rhombuses
Activity: Exploring angles using pattern blocks
There are number of great activities that use pattern blocks to look angles and angle relationships of
two-dimensional space.
Two lessons that explore angles using patterns blocks come from our Teaching about angles Stage
2 book. This book is currently being rewritten to align the lessons to the new mathematics K-10
syllabus outcomes. These two lessons attached are in draft form but can be used in the classroom.
We welcome any feedback about the success of these lessons.
This book, Developing Mathematics with Pattern Blocks by Paul Swan and Geoff
The book can be purchased through AAMT for $40 for members.
It has a number of wonderful lessons that use pattern block for angles, other
special relationships and also for Fractions.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Stage 4 Teaching ideas – Angle relationships
Strand: Measurement and Geometry
Substrand: Angle Relationships
Outcomes: A student
MA4-18MG identifies and uses angle relationships, including those related to transversals on sets of parallel
lines
MA4-1WM communicates & connects mathematical ideas using appropriate terminology, diagrams &
symbols
MA4-2WM applies mathematical techniques to solve problems
MA4-3WM recognises and explains mathematical relationships using reasoning
In Stage 3, students investigate angle relationships in a more informal way, finding different types of angles
in their environment, developing a conceptual understanding of what angles are and their relationship to their
world. In Stage 4, students are expected to manipulate angles in a more abstract way, formally name them
and solve problems that involve angle relationships.
Naming practice
Excerpt from: Mathematics Stage 4 – Angles (Centre for Learning Innovation) can be found on TaLe –
secondary teachers – item code X00LB.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Once students have had a chance to work through activities like those below, a good way to differentiate
learning for all students would be to ask them to work in pairs of small groups, and make up diagrams and
similar problems for other students. This will deepen their understanding of angle relationships and give all
students the opportunity to work at a level that is appropriate to their ability.
Using Angle Relationships
In each diagram, use the angle given, to find the value of each
pronumeral, giving your reasons. Do not measure the angle using a
protractor as the diagrams are not drawn to scale.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Excerpt from: Mathematics Stage 4 – Angles (Centre for Learning Innovation) can be found on TaLe –
secondary teachers – item code X00LB.
Reasoning in geometry
X + 61 + 29 + 90
X=
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Page 2
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Reasoning and parallel lines
Excerpt from: Mathematics Stage 4 – Angles (Centre for Learning Innovation) can be found on TaLe –
secondary teachers – item code X00LB.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Page 2
Excerpt from: Mathematics Stage 4 – Angles (Centre for Learning Innovation) can be found on TaLe –
secondary teachers – item code X00LB.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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19
Stage 4 Teaching ideas – Properties of geometrical figures
Strand: Measurement and Geometry
Substrand: Properties of Geometrical Figures
Outcomes: A student:
MA4-17MG classifies, describes and uses the properties of triangles and quadrilaterals, and determines
congruent triangles to find unknown side lengths and angles
MA4-1WM communicates & connects mathematical ideas using appropriate terminology, diagrams &
symbols
MA4-2WM applies mathematical techniques to solve problems
MA4-3WM recognises and explains mathematical relationships using reasoning
The following investigation activities could be done in pairs or small groups where students are encouraged
to discuss, justify and give reasons for their decisions.
Investigation – Angles in quadrilaterals
Syllabus PLUS Series Recordings
Excerpt from: Mathematics Stage 4 – Properties of geometrical figures (Centre for Learning Innovation) can
be found on TaLe – secondary teachers – item code X00L9.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Investigation – Quadrilaterals
Excerpt from: Mathematics Stage 4 – Properties of geometrical figures (Centre for Learning Innovation) can
be found on TaLe – secondary teachers – item code X00L9.
PUBLIC SCHOOLS NSW – LEARNING AND LEADERSHIP DIRECTORATE
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Subscription link
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Conferences
Syllabus PLUS
NEW
Keep an eye out for the Syllabus
PLUS Maths K-6 Series 4 in
SchoolBiz Term 3, week 1.
Flyer attached.
Resources
Scootle
MANSW
NEW
MANSW have a new website, their
annual conference is also coming
up this Term. ‘Wonderland in
Wollongong… Curiouser &
Curiouser’
12-14 September at the Novotel
Wollongong. See website for
registration details.
Further information
Learning and Leadership Directorate
Primary Mathematics Advisor
[email protected]
Secondary Mathematics AC Advisor
[email protected]
Secondary Mathematics Advisor
[email protected]
Level 3, 1 Oxford Street
Sydney NSW 2000
9266 8091 Nagla Jebeile
9244 5459 Katherin Cartwright
© July 2014 NSW Department of Education
and Communities
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ISSUE JULY 2014