SILO 2.2 (DRAFT)

Year 2, 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

What is the difference between a shape and an object?

In geometry, shapes are generally considered to be two-dimensional but objects have three dimensions.

Tangram activity

An introductory geometry activity using tangrams is as follows:

Alternatively, you could print the tangrams from this A4 template or provide step-by-step instructions for children to draw their own tangrams using this slideshow.

Using the pieces which you just created, try to make the following shapes:

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

Symmetry

Shapes and objects are symmetrical if they can be divided into two equal parts along a straight line. Some shapes and objects have multiples lines of symmetry and shapes and objects which are not symmetrical are described as being asymmetrical.The following video (3:14) provides a good overview of symmetry.


Activity: Write out the 26 letters of the alphabet in capitals and also the 10 digits. Identify which characters are symmetrical and draw all lines of symmetry.



Students should be able to draw a 6 x 6 grid and add the letters and numbers for themselves. Alternatively, an A4 worksheet is available here in PDF format.

How many characters are not symmetrical?

Which characters have the most lines of symmetry?


Week 3

Origami

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

 

Week 4

Angles

The following video (6:25) is an introduction to angles.


 

Week 5

Perimeter and area

Rope activity


 

Week 6

Volume

 

Week 7

Capacity

Cylinders

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

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:

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

(https://www.mometrix.com/blog/what-is-the-formula-for-the-volume-of-a-cylinder/)

There is a handy online calculator available at (https://www.omnicalculator.com/math/cylinder-volume).


Week 8

Naming shapes and objects

 

Week 9

Introduction to Venn diagrams

Backyard analogy of boundaries.

Problem solving with perimeter and area

Problem solving with volume and capacity


Week 10

Moderated self-assessment




 

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