NSW Syllabuses

Mathematics K–10 - Life Skills - Measurement and Geometry Two-Dimensional and Three-Dimensional Space

Two-Dimensional and Three-Dimensional Space: Recognising Objects and Shapes

Outcomes

A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-3WM

uses reasoning to recognise mathematical relationships

• MALS-30MG

recognises, matches and sorts three-dimensional objects and/or two-dimensional shapes

Related Stage 4/5 outcomes: MA4-14MG, MA4-17MG, MA5.2-12MG

Content

• Students:
• recognise three-dimensional objects in the environment
• identify and name three-dimensional objects that are used in everyday situations, eg cones, cubes, cylinders (Communicating, Understanding)
• identify three-dimensional objects in pictures, in computer displays and in the environment (Understanding)
• match three-dimensional objects based on an attribute, eg shape, colour, size, function
• sort three-dimensional objects based on an attribute, eg shape, colour, size, function
• sort objects on the basis of their shape, colour, size and function, eg crockery, cutlery, sports equipment, clothes for washing (Understanding)
• indicate the reasons for sorting objects in a particular way (Communicating, Reasoning)
• predict and describe the ways in which particular objects can be stacked and test predictions by stacking the objects (Communicating, Problem Solving, Reasoning)
• recognise three-dimensional objects when presented in different orientations using dynamic geometry software
• identify two-dimensional shapes found in the environment
• match two-dimensional shapes based on an attribute, eg size, shape
• match circles, squares, triangles and rectangles (Understanding)
• sort two-dimensional shapes based on an attribute, eg the number of corners or sides
• circle all the three-sided shapes in a group of mixed shapes (Understanding)
• construct a table classifying shapes according to their number of angles (Communicating, Reasoning, Understanding)
• match and sort two-dimensional shapes when presented in different orientations using dynamic geometry software

Two-Dimensional and Three-Dimensional Space: Features of Objects and Shapes

Outcomes

A student:

• MALS-1WM

responds to and uses mathematical language to demonstrate understanding

• MALS-2WM

applies mathematical strategies to solve problems

• MALS-31MG

identifies the features of three-dimensional objects and/or two-dimensional shapes and applies these in a range of contexts

Related Stage 4/5 outcomes: MA4-14MG, MA4-17MG, MA5.2-12MG

Content

• Students:
• describe the features of common three-dimensional objects using everyday language, eg flat, round, curved
• describe the features of common two-dimensional shapes using everyday language, eg sides, corners
• recognise similarities and differences between a variety of three-dimensional objects in a range of contexts
• recognise and describe the attributes of two-dimensional shapes
• identify circles, squares, triangles and rectangles in the built environment (Understanding)
• draw two-dimensional shapes using computer software (Communicating, Understanding, Fluency)
• identify the result of putting together (or separating) two-dimensional shapes, eg 'This house shape is made up of a triangle and a square'
• apply knowledge of the features of three-dimensional objects in a range of contexts
• pack a lunch box, organise a pantry, stack shelves (Problem Solving)
• complete a technology project involving materials of different shapes and sizes, eg a quilt for textiles, wood inlay (Problem Solving)
• construct and describe models involving a variety of three-dimensional objects (Communicating, Problem Solving, Understanding)
• apply knowledge of the features of two-dimensional shapes in a range of contexts
• make representations of two-dimensional shapes using a variety of materials (Communicating, Understanding)
• put a ticket/card into the correct slot in a machine (Reasoning, Understanding)