![]() Note – In geometry, the term 'face' refers to a flat surface with only straight edges, as in prisms and pyramids, eg a cube has six faces. Students should be able to communicate using the following language – object, shape, two-dimensional shape ( 2D shape), three-dimensional object ( 3D object), cone, cube, cylinder, sphere, prism, surface, flat surface, curved surface, face, edge, vertex ( vertices). Possible student classifications could include: Possible prompts or adaptations could include ‘What is the same and what is different about these objects/shapes?’, ‘Which one doesn’t belong and why?’ It is likely there will be a range of responses which provide an opportunity to assess student reasoning and communicating proficiencies. Students will sort and classify a selection of 2D shapes and/or 3D objects, providing reasoning as to why the shapes/objects have been sorted and classified in that way (For example, students may group a square, rectangle, prism and cube together and justify this choice by explaining that all shapes and objects have 2D shapes with 4 sides and 4 vertices). 2D pattern blocks (or images of 2D shapes).3D objects, including real-life objects, such as tissue boxes and glue sticks (or images of 3D objects).When working towards the outcome MA1-15MG the sub-elements (and levels) of Interpreting fractions (InF1) and Understanding geometric properties (UGP2-UPG4) describe observable behaviours that can aid teachers in making evidence-based decisions about student development and future learning. National Numeracy Learning Progression mapping to the NSW Mathematics syllabus Explain the attribute or multiple attributes used when sorting three-dimensional objects (Communicating, Reasoning).Recognise and classify familiar three-dimensional objects using obvious features (ACMMG022)ĭescribe the features of three-dimensional objects (ACMMG043) sorts, describes, represents and recognises familiar three-dimensional objects, including cones, cubes, cylinders, spheres and prisms MA1-14MG.supports conclusions by explaining or demonstrating how answers were obtained MA1-3WM. ![]() uses objects, diagrams and technology to explore mathematical problems MA1-2WM.describes mathematical situations and methods using everyday and some mathematical language, actions, materials, diagrams and symbols MA1-1WM. ![]()
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