A NSW Government website

Navigation Menu
start portlet menu bar

Strand overview: Measurement and Geometry

Display portlet menu
end portlet menu bar

Strand overview: Measurement and Geometry

Can't find what you're looking for? Search Resources

New NSW Curriculum Reform syllabus: Implement from 2023

English and Mathematics for K−2

Content relating to K−2 is now replaced by the new syllabuses available in the Digital Curriculum.

The new syllabuses must be taught in Kindergarten to Year 2 in all NSW primary schools from Term 1, 2023.

Measurement enables the identification and quantification of attributes of objects so that they can be compared and ordered, while geometry is the study of spatial forms and involves representation of the shape, size, pattern, position and movement of objects in the three-dimensional world or in the mind of the learner. The study of geometry enables the investigation of three-dimensional objects and two-dimensional shapes, as well as the concepts of position, location and movement.

The presentation of Measurement and Geometry as a single strand recognises and emphasises their interrelationship.

The term ‘geometry’, derived from the Greek geo, meaning ‘earth’, and metria, meaning ‘measure’, traditionally has included relationships between the magnitude of the sides and angles of geometrical figures. While the units used to measure the magnitude of the sides may change, the relationships between the sides remain constant. A focus on the development of units of measure is pivotal in distinguishing the key ideas studied in measurement from the key ideas studied in geometry.

Important and critical skills for students to acquire are those of recognising, visualising and drawing shapes and describing the features and properties of three-dimensional objects and two-dimensional shapes in static and dynamic situations. Manipulation of a variety of real objects and shapes is crucial to the development of appropriate levels of imagery, language and representation. ICT, and dynamic geometry software in particular, can be used to facilitate the exploration and manipulation of shapes, geometric relationships and two-dimensional representations of three-dimensional objects.

Geometry uses systematic classification of angles, triangles, regular polygons and polyhedra. The ability to classify is a trait of human cultural development and an important aspect of education. Class inclusivity is a powerful tool in reasoning and determining properties. Justification and reasoning in both an informal and, later, a formal way are fundamental to geometry in Stage 4 and Stage 5.

When classifying quadrilaterals, for example, students need to begin to develop an understanding of inclusivity within the classification system. Quadrilaterals are inclusive of the parallelograms, trapeziums and kites, while parallelograms are inclusive of the rectangles and rhombuses, which are inclusive of the squares.

Measurement involves the application of number and geometry knowledge, skills and understanding when quantifying and solving problems in practical situations. Students need to make reasonable estimates for quantities, be familiar with commonly used units for length, area, volume and capacity, and be able to convert between these units. They should develop an idea of the levels of accuracy that are appropriate to particular situations. Competence in applying Pythagoras’ theorem to solve practical problems is developed in Stage 4 and applied throughout the topics involving measurement.

Copied
Complementary Content
${loading}