SILO 1.2 (DRAFT)

Year 1, Term 2: Shapes and objects Focus: Classification Scope and sequence: Perimeter, Area, Volume, Capacity, Venn diagrams
Learning intention: Students recognise, represent and classify familiar two-dimensional shapes and three-dimensional objects.
NSW Syllabus	Australian Curriculum (version 9.0)
"A student recognises, describes and represents shapes including quadrilaterals and other common polygons." (MA1-2DS-01) "A student recognises, describes and represents familiar three-dimensional objects." (MA1-3DS-01)	"Students learn to make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them." (AC9M1SP01)

Week 1

Introduction to topic

Tangram activity

An introductory geometry activity which also involved careful listening and following instructions is as follows:

Give each student a piece of paper and ask them to rule up their own Tangrams sheet by following verbal instructions.
After each step, draw the instruction for all to see.
For example; "Draw a straight line between the top-right corner and bottom-left corner."

Tangram activities (cont.)

Using the pieces created in the last session, create the following shapes and then draw them:

DEF triangle
DEF trapezium
CDEG rectangle
DEF parallelogram
DEG rectangle
CDEG parallelogram
DEF rectangle
DEC trapezium
CDEG trapezium

(https://www.hand2mind.com/glossary-of-hands-on-manipulatives/tangrams)

Week 2

Origami

(https://www.amnh.org/explore/ology/physics/thinking-in-three-dimensions2/activity-instructions)

Week 3

Perimeter

Week 4

Area - Rope activity

Using a long rope joined together at both ends, find a large space such as outside.
Step inside the rope with the children so that the rope is behind your waist and everyone is facing in.
Try making different shapes and ask the children to estimate if the area of each shape is the same or different.
Return to the classroom and examine the following three shapes which all have the same perimeter of 12.
The teaching point is that area is affected by shape, not just perimeter.

Week 5

Volume

Week 6

Capacity

Cylinders

Task: Give each child a piece of A4 paper and ask them to make a cylinder.

Q: Which configuration will produce the greatest volume?

An A4 piece of paper is 210 x 297 mm. Rounding this off to centimetres would give us 21 x 30 cm. The following formula is not formally introduced until Years 7 and 8 but the teaching points are:

Shape is a determining factor when dealing with volume and area.
Mathematical formulas embody these relationships. Knowing that there is a formula is more important in Year 1 than knowing how to use the formula.
Mathematics is not just about questions but can be a way of explaining things.