Unit Planner

Unit Topic/Focus:

Shapes, Lines and Angles

Date:

1/12/14-

AC Learning Area:

Mathematics

Year level(s):

2/3

AC strand (s):

Measurement and Geometry

Lesson durations:

1-2 sessions per session

AC sub-strand(s):

Shape. Geometric Reasoning

ACARA content
description e.g.

Year 2
Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042)
Year 3
Identify angles as measures of turn and compare angle sizes in everyday situations (ACMMG064)

Learning Intention
for Unit:

Students will:
-develop and use mathematical language for 2D shapes, lines and angles
-be able to identify different types of shapes, lines and angles by their features e.g. number of lines, symmetry, tessellation, corners,
straight, right angle etc.
-understand and be able to create a tessellating pattern

Assessment FOR Learning

ASSESSMENT
Assessment OF Learning

Short Q and A pre-test

Short Q and A post test

Assessment AS Learning
Identification and articulation of the mathematical
learning in group and class discussion
Anecdotal notes

Session no:
Time: Focus
Session 1:
1hr:
Properties of
Shapes

Session 2:
1 hr:
Lines

Learning Intention
and Success Criteria
Learning Intention: For
students to practice
using the correct
language to describe
2D shapes

Tune In

Introduction

Using all the

digits in the
number
62,703,
what
numbers can
you create
that are
higher/lower
Success Criteria: We
know we are successful than this
number?
when we have written
at least 1 who am I.
Students
complete a
pre-unit test
(attached)

Review the definitions of

sides and vertices.

Learning Intention: We
are using our
knowledge of the
different types of lines
to find them in the
environment

Discuss different types of

lines, draw on board and
label

Date Maths

Model making a who am I

for a shape
I have 4 sides,
I have 4 vertices,
two sides are parallel but the
other two are not.
I am a trapezoid

Extension:
Create a who am
I poster
Show example
(attached)

Share / Reflection
Assessment
Choose students to
read out some who
am Is? to the class

Resources
Pre-tests for grade 2 and
grade 3
Shape definitions sheet

Introduce a who am I
which include lines of
symmetry and explain
concept

Maths exercise books

pencils

Assessment:
Pre and post unit tests
Anecdotal notes

Who am I poster example

Show pictures of lines

on apple TV.

White board, large ruler,

markers

Show anchor chart.

Discuss what the
shapes are and what
types of lines they
have (identify parallel
and perpendicular
lines too!

Mathematics books

A4 paper

Display shape definitions

sheet (attached)

Draw up table on the board

(attached)
Explain activity

Success Criteria: We
know we are successful
when we have
completed the lines
naming sheet.

Learning
Activity
Students
complete a who
am I for one or
more shapes.

Line Hunt.
Students draw up
table in their
books
Students go on a
line hunt in the
yard to find types
of lines and write
them into their
books.
Teachers all have
an iPad and take
pictures of some

Print out one example

of each and stick
together to make line
anchor chart.

Pencils, rulers, erasers

Ipads
Anchor chart

1hr
Session 3:
Symmetry

Learning Intention: To
use the ipad app insta
mirror to find things
around the classroom
that do and do not have
symmetrical shape.

Show
images of
lines on the
board from
previous
lesson

Success Criteria: We
know we are successful
when we have used the
whole lesson to take
photographs of as
many objects as we can
with or without
symmetry.
Session 4:
1 hr:
Angles

Learning Intention: We
are learning how to
identify and create
different types of
angles

Success Criteria: We
know we are successful
when we have labelled
all the angles on our
table and the teacher
has taken a photo

Use images of bricks and

trees to discuss symmetry of
shapes and things in the
environment.
Explain symmetry
Explain lines of symmetry
of shapes.
Explain and model activity
Discuss which kinds of
things in the classroom
would have lines of
symmetry and which would
not.

Date Math

Introduce angles: the space

between two straight lines.
Demonstrate acute, obtuse
and right angle using
classroom things A book,
scissors, two rulers.

lines students
find.
In pairs chosen
by student.
Students use the
iPad app
nstamirror to
make
symmetrical
images found
around the room.

Share images of Apple

TV comment on
symmetry of objects

Apple TV

Can you think of any

shapes with more than
3 lines of symmetry?
More than 4? 5? 10?

Ipads

lines images

Whiteboard

Assessment:
Anecdotal notes

Extension: Edit
images write
whether or not
the images have
symmetry .
Table groups

Each student gets

a long piece of
marking tape. In
table groups
students create
What is a ___ angle?
long lines across
Choose two students to come their tables,
to the front, lay down and
crossing over one
create that angle.
anothers lines.
The label the
angles they have
made by writing

Rocket Writing:
3 things I learnt
2 things I liked
1 question I have

Whiteboard, pens
ipad
Masking tape

Assessment:
Anecdotal notes

Scrap paper
Pencils, maths books

of scrap paper
and sitting it in
the angle.
The teacher takes
a photograph.
Session 5:
1hr
Tessellation

Learning Intention: We
are learning about
tessellation, what it
means and which
shapes tessellate

Success Criteria: We
know we are successful
when we have
completed our
tessellation creation
and coloured it in.

My dog is
as half as
old as I am.
My mum is
double my
age.
How old
might we
each be?

Watch tessellation video

http://pbskids.org/cyberchas
e
/math-games/cant-waittessellate/
Explain tessellation. Ask
students if they have seen
shapes tessellated anywhere
before

Show images of tessellation

in our environment

Individually
Students get a
square template
each, then cut a
section out of the
template and
stick it to the
opposite side.
Students then use
it as a template to
trace the shapes
on an A4 card
and create a
tessellation.
Colour it in.

Share some
tessellations, discuss
how irregular shapes
can also tessellate.

White board

Rate yourself 3-1 on

todays effort.

Objects of shapes for

students to trace

Images of tessellation and

video

A4 sheets
Assessment:
Anecdotal notes

Grey leads and Colouring

pencils

Explain activity
Extension: create
a more
complicated fish
tesselation
Session 6:
1hr
Lines and
Angles in

Learning Intention: We
are learning about the
different types of lines
and angles

Whats my
number?

Review what the types of

lines and angles are by
pointing things out in the
room.

Pairs

Maths books, pencils

Ipads

STATEMENTS
Always true:
Pairs choose Sometimes true:
the same flag Never True:
Both draw the

Flags
Success Criteria: We
know we are successful
when we have
answered all our
investigation questions
about 1 shape.

Explain activity
-work in pairs but draw a
flag each
-dont colour until you have
labelled with lines
-if you finish early and
research you might not find
your flag, choose a different
country.

4
5

flag in their
maths books Assessment:
dont colour Anecdotal notes
in!
The circle the
type of angles
and lines they
can find in
their flag.
Show teacher
Colour in flag

QR code x 2 http://www.sciencekids.
co.nz/sciencefacts/countrie
s.html

Early finishers
Use QR code to
research
information
about that
countries or
another countries
flag.

Session 7:
1hr
Shape
Investigation

Learning Intention: We
are learning about the
features of different
shapes
Success Criteria: We
know we are successful
when we have
answered all our
investigation questions
about 1 shape.

Number
Hangman

Show students anchor chart,

Review what each column
means (e.g. sides, vertices,
angles, lines etc)
Explain activity

Groups of 3
Groups are given
one shape (cut
outs are given)
each to explore
and investigate.
They must
answer all
questions about
their shape on the
anchor chart

Fill out the anchor

chart as a class.
POST TEST
Assessment:
Pre and post unit tests

Anchor Chart
Maths books, rulers,
pencils
Whiteboard, pen
Shape cut outs
POST TEST SHEETS

displayed on the
board

Pre and Post Assessment Results