UNIT OUTLINE

Subject: Maths Course:Stage 4 Number of Weeks

Unit title: Angles and Year 7 4.5 weeks
two dimensional shape
Key Concepts/ Big Ideas The importance of this learning
Classify and determine properties of triangles and quadrilaterals
Use the language, notation and conventions Identify line and rotational symmetries
of geometry
Determine the angle sums of triangles and quadrilaterals
• Apply the geometric properties of angles
at a point to find unknown angles with Use properties of shapes to find unknown sides and angles in triangles and quadrilaterals
appropriate giving a reason
reasoning
• Identify and apply the properties of
corresponding, alternate and co-interior
angles on parallel
lines to find unknown angles with
appropriate reasoning
• Investigate conditions for two lines to be
parallel
• Solve simple numerical exercises based
on geometrical properties
• Classify and determine properties of
triangles and quadrilaterals
• Identify line and rotational symmetries
• Determine the angle sums of triangles and
quadrilaterals
• Find unknown sides and angles in
triangles and quadrilaterals with appropriate
reasoning
Unit context within Scope and
Sequence/Purpose
.
In Angles and two dimensional shape students
study the angle relationship and the properties
of two dimensional shapes.This unit develop
geometric and reasoning skills ,problem solving
skills.The students understand the importance
of measurement in geometry and understand
this skills are important in the field of
engineer,designer builders and recognise the
geometrical pattern in cultural artefacts.
Syllabus Outcomes
 A student: A student:
communicates and connects mathematical ideas using appropriate terminology, diagrams and
symbols MA4-1WM
 applies appropriate mathematical techniques to solve problems MA4-2WM
 recognises and explains mathematical relationships using reasoning MA4-3WM
 classifies, describes and uses the properties of triangles and quadrilaterals, and determines
congruent triangles to find unknown side lengths and angles MA4-17MG

 identifies and uses angle relationships, including those related to transversals on sets of parallel
lines MA4-18MG

Literacy Focus Numeracy Focus ICT Focus

Differentiation
Scaffolding
Class discussion and Extension
group discussion Youtube
supports students to use GeoGebra
mathematical language. Measurement of angles, Nrich maths interactives
Triangle card game calculations mathopenref.com
Word puzzle Solving problems in Maths is fun
Close worksheets Crickweb.co.uk
Quiz Resources/Illuminations/Interactives
Geometry literacy Nctm.org
Explanation of the Digital artefacts
reason in the https://www.geogebra.org/classic/mh6xx7tu
worksheets.
Week/ Syllabus Content Teaching and Learning Strategies including Resources
Sequence assessment for learning.

Lesson 1 Class discussion on what is same and what is different

in the shapes square and rhombus?
Use the language, notation, and The discussion help teacher to connect student prior
conventions of geometry
knowledge on shapes and angles. The teacher
• define, label and name
points, lines, and intervals
introduces the unit Angles and two-dimensional shape
using capital letters to the students and describes the objective and
• label the vertex and arms of outcomes of this unit.
an angle with capital letters Introduction to Geometry: Class discussion about the
importance of the study of geometry in real life.
• label and name angles using Group activity: Students in a group of 3 are made to
or notation
read and understand the information provided in the
• use the common
slip about one application of geometry in real life.
conventions to indicate right
angles and equal angles on Students are given enough time to read and
diagrams understand depending on their literacy level and then
each student from a group need to share the https://www.youtube.com/watch?v=Xp_hogQMJ6A
information in their own words. Students who are
unable to share information in their own words are
made to read the points clearly to the audience.
The teacher facilitates the discussion.
A student watches the video and engages in the
discussion.

Students prior knowledge on the language, notation,

Worksheet A1
and conventions of Geometry is tested using worksheet
A1.
Class discussion:
Teacher asks students to draw a diagram on the board
that represents right angle and equal angles and to
explains what is the difference between other angles.
Word puzzle
Teacher review the Geometric literacy using
powerpoint slide to support students of variable ability
students and discuss the point, ray, interval, line,
parallel lines, perpendicular lines, collinear points,
concurrent lines, and angles and students add on
vocabulary words that they learn in each lesson
throughout the unit.

Group activity: To introduce types of angles at the

beginning of the unit, the student's table are taped and
have them measure the angles with the protractor.
Students in a group of four measure the angles and
each one uses different colored whiteboard marker
pen to write the measurement and the other student
who measure the angle if the measurement is correct
moves on to the other angle, if not then student write
the correct measurement. Student corrects themselves
the measurement of angles and identifies the types of
angles.

Cloze activity: Students complete the passage in the Worksheet A2

cloze activity on types of angles such as acute angle,
right angle, obtuse angle, and straight angle, reflex
angle and the angle at a point.
Students work on worksheet A2 on types of angles to
develop fluency.

Recognize the geometrical
Week 2 properties of angles at a point
use the terms 'complementary'
and 'supplementary' for
angles adding to 90° and
180°, respectively, and the
associated terms
'complement' and
'supplement'
use the term 'adjacent angles' to
describe a pair of angles
with a common arm and a
common vertex
identify and name right angles,
straight angles, angles of
complete revolution
and vertically opposite
angles embedded in
diagrams
Extension activity:
Students individually estimate the angles using weblink https://nrich.maths.org/1235 estimation of angles
in the tablets. This activity help students to develop an
understanding of the size of the angle. In this activity,
students need to record two example for each different
types of angles. This activity support student
estimation on angles as well as it demonstrates their
understanding of the classification of angles into
different types.
Word puzzle
Students discuss the complementary and
supplementary angles and identify the adjacent angles
in complementary and supplementary angles and
understand angle in a right angle is a complementary
(add up to 90⁰) and that in a straight angle is a
supplementary (add up to 180⁰). Worksheet A3 on Angles at a point.
Students work on few problems in worksheet A3and Worksheet A4 on vertically opposite angles
A4 to calculate angles at a point and vertically opposite
angles and complete the worksheets at home.
Students work on problems A5 on complementary and Worksheet A5 on complementary and
supplementary angles. supplementary angles.
Extension activity:
Student research using their tablets to identify the
complementary angles and supplementary angles in
  recognise that adjacent
angles can form right
angles, straight angles,
and angles of revolution
(Communicating,
Reasoning)
 Identify
corresponding, alternate and co-
interior angles when two straight
lines are crossed by a
transversal (ACMMG163)
identify and name perpendicular
lines using the symbol for 'is
perpendicular to' ( ),
eg
use the common conventions to
indicate parallel lines on
diagrams
identify and name pairs of
parallel lines using the
symbol for 'is parallel to' , angles which is on the right side of the worksheet and
eg
define and identify 'transversals',
including transversals of
parallel lines
identify, name and measure
alternate angle pairs,
corresponding angle pairs
and co-interior angle pairs
for two lines cut by a
transversal
real life such as in buildings, art and applications in
Worksheet A6 on parallel and perpendicular lines
science.
Class discussion on the research.
Class discussion: Students are encouraged to explain
parallel and perpendicular lines and identify those lines
in the classroom and work on the problem in the
worksheet A6 which help students to recollect the prior
knowledge and use symbols to represent parallel and
perpendicular lines.
Think-pair-share: Worksheet A7
Students in pair work on the worksheet A7. Worksheet
A7 helps to describe corresponding angles, interior
angles, alternate angles, vertically opposite angles and
identify transversals of parallel lines, and perpendicular
lines and students need to match the angles according
to the description. Students cut the diagram of the
then match to the description. Student works
individually and then discuss in pair and students are
given choice to draw the angles on the board by
naming the angles.
Class discussion on transversals of parallel lines.
Group activity: Students in a group of three Mathsisfun/geometry/parallel-lines
use Mathsisfun/geometry/parallel-lines to identify
angles formed by 2 parallel lines and a transversal. A
  use dynamic geometry
software to investigate
angle relationships
formed by parallel lines
and a
transversal (Problem
Solving, Reasoning)
recognise the equal and
supplementary angles
formed when a pair of
parallel lines is cut by a
transversal
 Investigate conditions
for two lines to be parallel
(ACMMG164)
use angle properties to identify
parallel lines
 explain why two lines
are either parallel or not
parallel, giving a reason
(Communicating,
Reasoning)
student from each group needs to explain any one type mathopenref.com/anglesalternateinterior
of angles formed by 2 parallel lines and a transversal.
Individual task: Students use activities from
mathopenref.com/anglesalternateinterior to
determine that the alternate angles are equal when
lines are parallel. Students slide the transversal on the mathopenref.com/anglescorresponding
parallel lines and notice the alternate angles changes
are equal. Students understand when the lines are not
parallel the alternate angles have no particular
relationship with each other and are not equal.
Students use mathopenref.com/anglescorresponding
to determine
Worksheet A8
 the corresponding angles are equal when lines
are parallel and corresponding angles have no
Worksheet A9
particular relationship when the lines are not
parallel. mathopenref.com/transversal
Students use mathopenref.com/transversal to
understand the angles formed at the intersection of
transversal on parallel lines are equal and that at
nonparallel lines are not equal.
Students work on problems using the worksheet A8
and A9. Students apply the properties of angles to test
Worksheet A10
the lines are parallel or not.
Think-pair-share activity:
Students work on worksheet A10 to find the missing
angles. The students have to apply the knowledge of
the corresponding angles, interior angles, alternate

Week 3 Classify triangles according to
their side and angle properties
and describe quadrilaterals
(ACMMG165)
label and name triangles
(eg triangle or )
and quadrilaterals
(eg ) in text and on
diagrams
use the common conventions to
mark equal intervals on
diagrams
recognise and classify types of
triangles on the basis of
their properties (acute-
angled triangles, right-
angled triangles, obtuse-
angled triangles, equilateral
triangles, isosceles
triangles, and scalene
triangles)
recognise that a given triangle
may belong to more than
one class (Reasoning)
angles, vertically opposite angles and identify
transversals of parallel lines, and perpendicular lines to
find the missing angles. Students work individually and
then discuss in a pair before sharing to the class.
Triangle cards Game: Triangle cards
Students in a group of four play a game using a triangle
card.
The triangle cards contain the properties of the type of
triangle. The cards are placed upside down on the
table. The student needs to draw a card and able to
draw the particular type of triangle and can take the
card. If not able to draw then need to return back after
other students complete their turn. The student with Home work sheet
more number of cards wins the game
Think-pair-share:
Triangle sort
Student Individually classifies the triangle and shape
based on the properties using shapes in the cricket web http://www.crickweb.co.uk/ks2numeracy-shape-
link. Students drag the shapes and place in the correct
and-weight.html#
position of the Venn diagram.
Students make a note on the type of triangle and
discuss with the pair.
Individual task: Student explore 2D shapes by
drawing on the virtual pinboard where they can Virtual pin board
control the pinboard background and transparency
http://www.crickweb.co.uk/ks2numeracy-shape-
of the shape, as well as the number of vertices.
and-weight.html#vpinboard4
Students are encouraged to draw a triangle belong

explain why the sum of the
lengths of two sides of a
triangle must be greater
than the length of the third
side (Communicating,
Reasoning)
sketch and label triangles from a
worded or verbal description
(Communicating)
to more than one type such as Acute scalene
triangle, Acute isosceles, obtuse scalene triangle.
This activity help students to recognise the triangle
can belong to more than one type.
Think-pair-share activity1:
Students in pair use Geostrips and three paper fastener
to form a triangle.
Some students may have chosen strips that will not Geo strips and a paper fastener
make a triangle, students are encouraged to think and
discuss in a pair before sharing to the class.
Discuss with the class the condition to make a triangle
shape, the sum of the lengths of the two shorter strips
must be greater than the length of the third strip,
otherwise, the two shorter strips will not meet.
Students from above activity understand their triangle
has a fixed shape and it is rigid and the purpose of
triangles used in the building construction especially in
bridges where the strength is required.
Students who have used strips of the same length are
asked to compare their triangles with their pair and
note their observation about the angles of the triangle
when all the sides are of equal length or two sides of a
triangle are of equal length and share to the class.
Students realize that it is impossible to construct the
two different triangles with the same side lengths and
understand the relationship between sides and angles
of the triangle.
investigate the properties of
special quadrilaterals
(parallelograms, rectangles,
rhombuses,
squares, trapeziums, and
kites), including whether:
the opposite sides are parallel
the opposite sides are equal
the adjacent sides are
perpendicular
the opposite angles are equal
the diagonals are equal
the diagonals bisect each other
the diagonals bisect each other
at right angles
the diagonals bisect the angles
of the quadrilateral
distinguish between convex and
non-convex quadrilaterals
(the diagonals of a convex
quadrilateral lie inside the
figure)
Quiz:
Students in pair conduct quiz using worksheet 2 who
am I?. and draw the type of quadrilateral from the
description and write the name of the quadrilateral. Worksheet 2 who I am I? Quiz on types of
The other student checks the answer and takes the Quadrilateral
turn.
Dice game: Students in a group of 4 rolls the dice,
if they can able to draw quadrilateral, they get the
points 5.Otherwise they lose. Who get the point
ten wins.
 Discussion: When it is possible to construct
quadrilateral from the 4 numbers
generated? and when is not possible?
 Can you able to construct more than one
type of quadrilateral from each set of four
numbers?
Students understand the condition to construct a
quadrilateral. It is the sum of the all three shorter strips
must be greater than the length of the longer stripes of
the quadrilateral. Otherwise, the three shorter sides
will not meet. Students note that quadrilateral is not
rigid as it can change shape and hence quadrilateral are
used where movement is required. ( eg: in a car Jack).
  use techniques such as Extension activity: Research on the list of triangular Tablets
paper folding or
and quadrilateral shape of instruments or buildings and
measurement, or
dynamic geometry explain the purpose of using these shapes.
software, to investigate Geometry literacy is explained in the class to make
the properties of
sure students understand the difference between
quadrilaterals (Problem
Solving, Reasoning) bisect, intersect and intercept as well as ‘similar’.
Class discussion:
 sketch and label The teacher explains the convex and concave
quadrilaterals from a
quadrilateral and students classify the Worksheet 3 on convex and concave polygons
worded or verbal
description quadrilateral using worksheet 3.
(Communicating)
classify special quadrilaterals on
the basis of their properties

 describe a quadrilateral
in sufficient detail for it
to be sketched
(Communicating)

Demonstrate that the angle sum Hands-on activity: Think-pair-share activity:

Week 4.5 of a triangle is 180° and use this
(1.5) week to find the angle sum of a
quadrilateral (ACMMG166)
justify informally that the
interior angle sum of a
triangle is 180°, and that any
exterior angle equals the
sum of the two interior
opposite angles
Students are given choice to prove that the sum of the
angle in a triangle is 180 degree.
Activity: Students are asked to draw any triangle on the
paper and label the vertices of the triangle as A, B, and
C. Cut out the triangle and then tear each of the angles
from a triangle. Then reposition them so that the
vertices are all together. Use the ruler to show that the
angles form a straight line.

use the angle sum of a triangle
to establish that the angle
sum of a quadrilateral is
360°
use the angle sum results for
triangles and quadrilaterals
to determine unknown
angles in triangles and
quadrilaterals, giving
reasons
Class discussion:
 What type of angle do they form?
 How many degrees are in this type of angle?
 Will this rule work for all triangles? Repeat the
steps for different triangles.
 Discuss in a pair and with the other pair and
explain your findings.
Proof:
Students draw a triangle and name the interior angle of
a triangle ABC as x,y, and z and draw a line DE parallel
to BC through A. Students apply the knowledge of
corresponding angles, vertical angles, and
supplementary angles to prove that the sum of the
interior angle is 180 degree.
Student review on the exterior and an interior angle of
a triangle and understand the exterior angle is equal to
the sum of the two interior angles.
Students find the unknown angle in a triangle and Worksheet 4
exterior angle of a triangle using worksheet 4.
Think-pair-share :
 Students draw a quadrilateral and label the
angles as p, q, r, and s. Cut out the
quadrilateral and tear each angle from the
quadrilateral. Then reposition them so that the
vertices meet at a point and form a circle.
Students discuss the following questions in a
pair.
  What type of angle do they form?
 How many degrees are in this type of angle?
 Will this rule works for all quadrilateral? Repeat
the steps for different quadrilateral.
 Discuss in a pair and explain their findings.

Students prove that the sum of the angles in a

quadrilateral is equal to 360⁰₀ by dividing the
quadrilateral into two triangles along one of the
diagonal.
Students work on the problem to find the unknown Worksheet 5
angles of the quadrilateral using worksheet 5.

Think-pair-share:
Student use ww.nctm.org interactive activity to
recognise that the sum of the angles in the triangles is https://www.nctm.org/Classroom-
180⁰ and that in a quadrilateral is 360⁰ and understand Resources/Illuminations/Interactives/Angle-Sums/
degree varies with the length of the sides.

Extension activity: Students find the sum of the angle

of other polygons using interactive activity.
https://www.geogebra.org/m/vMKkRbxa
The student uses the Geogebra tool to recognise that
the exterior angle of a triangle is equal to the sum of
the two interior opposite angles.
Question: How could you prove theoretically that the
exterior angles are equal to the sum of the interior
angle.
  use dynamic geometry
software or other  Extension activity:
methods to investigate
 Prove that the sum of the exterior angle of a
the interior angle sum of
a triangle, and the triangle is 360⁰. Students provide a choice to worksheet 6
relationship between prove using Geogebra tool or paper cut hands-
any exterior angle and on activity.
the sum of the two
interior opposite angles
(Reasoning)
Students work on problems in worksheet 5 and 6.

Use the properties of special

triangles and quadrilaterals to
solve simple numerical problems
with appropriate reasoning
find unknown sides and angles
embedded in diagrams,
using the properties of
special triangles and
quadrilaterals, giving
reasons
 recognise special types
of triangles and
quadrilaterals
Class discussion on geometrical pattern.
embedded in composite Teacher shows geometrical design and art work.
figures or drawn in Questions:
various orientations
How geometrical patterns are formed? and
(Reasoning)
discuss the transformation Translation, reflection Worksheet 7 on Transformations
and rotation of the shapes that create a
geometrical pattern.

Identify line and rotational
symmetries (ACMMG181)
• investigate and determine
lines (axes) of symmetry
and the order of rotational
symmetry of polygons,
including the special
quadrilaterals
• determine if particular
triangles and quadrilaterals
have a line and/or rotational
symmetry (Problem Solving)
• identify the line and
rotational symmetries in
pictures and diagrams,
eg artistic and cultural
designs
Teacher questions students to identify the basic
design unit which undergoes transformation to
create a geometrical pattern.
Students work on worksheet 2 to understand the
transformation of shapes and discuss the
difference in congruency and similarity of the
shapes.
Student Identify the line of symmetry and
rotational symmetry in the transformation of 1. line symmetry of triangles, quadrilateral,
shapes. and polygons.
https://www.geogebra.org/m/JS4KruVe
Think-pair-share:
students in pair use Geogebra tool 1 and 2 to
investigate a line of symmetry of triangles,
2. the line of symmetry of quadrilateral
quadrilateral, and polygons and define a line of
https://www.geogebra.org/m/AaCKNf7Y
symmetry.
Student work on worksheet 8
Student uses Geogebra tool 3 and 4 to investigate worksheet 8
the rotational symmetry of triangle and
3. Rotational symmetry of triangle
quadrilateral and define the rotational symmetry
https://www.geogebra.org/m/ZvVkxEuj
of the shapes and order of rotational symmetry.
Students work on worksheet 9
Students identify the symmetry in a Aboriginal art
4. Digital artifact: Rotational
and geometrical design to understand the pattern. symmetry of quadrilateral
https://www.geogebra.org/classic/mh6xx7tu

Add more rows for additional
weeks as needed
Assessment Details
Assessment is about the investigation of
the geometry of the structure of the
Sydney Harbour Bridge. Investigation
focus on the concepts of two-
dimensional shape, angles and symmetry
of the Sydney Harbour Bridge.
Sydney harbour bridge in which students
identify the shapes, angles, and
symmetry of the bridge and analyse how
worksheet 9 on rotational symmetry
worksheet 10
Outcomes
 communicates and connects mathematical ideas using appropriate terminology, diagrams and symbols
MA4-1WM
 applies appropriate mathematical techniques to solve problems MA4-2WM
 recognises and explains mathematical relationships using reasoning MA4-3WM
 classifies, describes and uses the properties of triangles and quadrilaterals, and determines congruent
triangles to find unknown side lengths and angles MA4-17MG
this geometry pattern supports the  identifies and uses angle relationships, including those related to transversals on sets of parallel lines
strength of the bridge. MA4-18MG

Students are given opportunities to

demonstrate their knowledge, skills, and
understanding through both formative
and summative assessment. The students
develop the understanding and skills
required to complete this assessment
from teaching and learning process
throughout this unit.
The students are provided with 3 week
time to complete this assignment.

Evaluation of the Learning and Teaching

 Was the unit is developed at the

appropriate level for all students?
 Were the unit goals achieved? What
evidence I have?
 Did the learning sequence help
students to complete the assignment
task?
 Which task and resources are most
effective?
 What went wrong and how I am
going to improve for future lesson?

Reference:
 NSW Syllabus of the Australian Curriculum. (2018).Mathematics K-10 Syllabus.Retrieved from

http://syllabus.nesa.nsw.edu.au/assets/mathematicsk10/downloads/mathematicsk10_full.pdf

 https://www.australiancurriculum.edu.au/f-10-curriculum/mathematics/

 https://www.resolve.edu.au/teachers-information-pack-read-first-1?special_topic=1784

 https://numeracyskills.com.au/images/pdfs/Numeracy_Activities_and_Lesson_Sequences_K-10.pdf

 https://nrich.maths.org

 https://www.aamt.edu.au/Better-teaching

 http://www.rundesroom.com/2016/06/5-activities-for-teaching-angles.html?m=1

 http://www.ultimatemaths.com/angle-properties.html

 https://topdrawer.aamt.edu.au/

5. Digital artifact: Rotational symmetry of quadrilateral

https://www.geogebra.org/classic/mh6xx7tu
A unit of work on Angles and two-dimensional shape for Australian curriculum is planned for

year 7 mixed ability students for average socioeconomic school. Understanding by design tool

is used to plan this unit of work and thus this unit focuses on teaching and assessing for

understanding and transfer (McTighe,n.d).

An attempt was made to hook the students in learning by open-ended questions such as what

is same and what is different in the Square and Rhombus shapes. Thus the open-ended

questions enable students to think across various contexts and relate their prior knowledge with

the new learning and engage the students in the lesson (Morgan, 2014).

As the class is of mixed ability students, differentiation instruction and activity is embedded in

a unit of work, as each student learns at different levels according to Vygotsky’s concept of

Zone of proximal development. The differentiated instruction in the form of scaffolds in the

range of worksheets such as cloze activity, word puzzle, quiz, games give clear instructions for

students to complete the activity (Anthony & Walshaw, 2009). Thus the unit of work focuses

on literacy activity apart from numeracy. The scaffold is provided in the worksheet about the

definition of the concept or the steps to solve problems that enable lower ability students to

achieve the learning goal (Morgan, 2014). Furthermore, extension activity is provided in the

worksheets to provide challenge learning for higher ability students.

In order to accommodate 21-century students in the classroom who are digital natives, dynamic

geometric software such as Geogebra, crickweb, nctm classroom interactives are embedded in

the activity. As this unit focus on the study of geometry that develops students spatial

awareness, geometric intuition and ability to visualise and provide a breadth of two-

dimensional shape geometrical experience, this dynamic geometry software enables teacher

and students to generate and manipulate the geometrical diagram quickly and explore their
relationship (Jones, 2002). In this unit, the digital artifact is created using Geogebra tool on

rotational symmetry of quadrilateral. This supports students to recognize the order of rotational

symmetry quickly. Furthermore, ICT resources provide a stimulating and collaborative

environment in learning space that limits the misbehaviour of students as they show an interest

in learning and engage in the activity (Ferrarello, Mammana, & Pennisi, 2014).).

A range of formative assessment such as class discussion, Individual task, and collaborative

group activity, think -pair share activity and hands-on activity develop students

communications of mathematical ideas which is essential for them to apply mathematics to real

life. Hence summative assessment is developed to investigate the geometry of the Sydney

harbour bridge in which shapes, angles, and symmetry of the bridge is identified and analyse

how this geometry pattern supports the strength of the bridge. A range of activity in this unit

of work would enable students to advance through the level of thought in geometry according

to the Van Hiele model of geometry (Jones, 2002).

 References

 Anthony, G., & Walshaw, M. (2009). Effective pedagogy in mathematics. Brussels:

International Academy of Education.

 Ferrarello, D., Mammana, M., & Pennisi, M. (2014). Teaching/learning Geometric

Transformations in High-school with DGS. The International Journal for Technology
in Mathematics Education, 21(1), 11-17.

 Jones, K. (2002), Issues in the Teaching and Learning of Geometry. In: Linda
Haggarty (Ed), Aspects of Teaching Secondary Mathematics: perspectives on practice.
London: RoutledgeFalmer. Chapter 8, pp 121-139. ISBN: 0-415-26641-6

 McTighe, J. (n.d.). Understanding by Design. Retrieved from Three Stages of

Backward Design: Frequently Asked Questions:
mcgrawhillnetworks.com/pdf/White_Papers/8352_networks_UnderstandByDesign_
WhitePaper2.pdf

 Morgan, H. (2014). Maximizing Student Success with Differentiated Learning. The

Clearing House: A Journal of Educational Strategies, Issues and Ideas, 87(1), 34-38.
 Assessment Task-Investigation

Stage 4 Year 7 class

 Investigate the geometry of the structure of

the Sydney Harbour Bridge. The investigation
focuses on the concepts of two-dimensional
shape, angles, and symmetry of the Sydney
Harbour Bridge.

Name
Class
Time 3week
duration
Due to 4th week

The following questions in the table guide the process of Investigation.

Identifying and describing  Understanding and 1. Communicating and

 Choose the photos of applying Justifying.
Sydney harbor bridge
and enlarge the photo Research and apply the  Give justification for how
that enables you to geometrical properties these shapes, angles, and
identify the geometrical to analyze how this symmetry of the Sydney
structure of the Sydney shapes, angles, and harbor bridge supports
Harbour Bridge. symmetry of the bridge the strength of the
 Identify the two-dimensional supports the strength of bridge.
shapes and record the the bridge.
number of shapes of
different types.
 Describe the properties of
the shapes.
 Measure the angles of the
structure, arch, pillars and
classify the angles and
mention which angle found
to be the most?. Describe
each angle.
 Identify the parallel and
perpendicular lines and
count the number of each
line.
 Have you identified the
symmetry of the bridge?
Outcomes

 communicates and connects mathematical ideas using appropriate terminology, diagrams

and symbols MA4-1WM
 applies appropriate mathematical techniques to solve problems MA4-2WM
 recognises and explains mathematical relationships using reasoning MA4-3WM
 classifies, describes and uses the properties of triangles and quadrilaterals, and determines
congruent triangles to find unknown side lengths and angles MA4-17MG
 identifies and uses angle relationships, including those related to transversals on sets of
parallel lines MA4-18MG
 Rubric
A B C D
Identifying and Student identify The student Student identify The student is not
describing and describe Two- identifies and and describe few able to identify
 Students identify dimensional describes the shapes, and describe the
and describe Two- shapes most shapes, angles and shapes, angles,
dimensional Angles angles, and symmetry. and symmetry
shapes symmetry symmetry correctly.
Angles accurately. accurately.
Symmetry
 Identify and Identify and
describe the Identify and Identify and describe a few Not able to
parallel and describe all describe most of parallel and identify the
perpendicular parallel and parallel and perpendicular parallel and
lines. perpendicular perpendicular lines. perpendicular
lines accurately. lines accurately. lines.
Understanding and Demonstrate a Demonstrate Demonstrate little
applying. good Demonstrate an some or no
understanding of understanding of understanding of understanding of
the concept and the concept and the concept and the concept and
can able to apply can able to apply need some purpose of the
for the purpose of for the purpose of assistance to investigation.
the investigation. the investigation. apply for the Need teacher
purpose of the assistance.
investigation.
Communicating and A student can A student can A student can A student not able
Justifying effectively communicate the communicate the to communicate
communicate the concept concept clearly the concept
concept using accurately using using some of the clearly.
mathematical some of the mathematical
language and mathematical languages and
justify the reason. languages and explain the
justify the reason. reasons.
 Worksheet A1

1. Give the two possible names for these intervals.

a) I I
A B -------------

b) I I -------------
C D I
c) I Y ------------
X
2. Give the two possible names for these lines.
E F H P
G
Q

------------- ---------- ---------

3. Name these rays. L N

J ● K
●
O● ---------
--
------------- -------- ●M
Name the two rays and vertex of these angles.
A D
F
B C E
Rays: ______, Vertex: ___ Rays: ______, Vertex: ____
 4. Name these angles with the symbol.
a) X
Angle: ________

Y Z

b) R
Angles: ______
P Q ______
O
S U Angles: _____, ____
_____, _____
V O T
c) A
Angles: _____, ___

D E _____, ___

B F C
 Worksheet A2

1.Classify the following angles

 2. Complete the table below:
Angle Classification
135 ⁰
68⁰
90⁰
172⁰
230⁰
360⁰

3. In the following diagram, name the given angles.

P R Q
Acute angle

Obtuse angle
S
T
Straight angle

E Acute angle
F
D Obtuse angle

Straight angle

Right angle
A B C
 Worksheet A3
Angle at a point:

The sum of angle at a point is 360. To find the size of an unknown

angle subtract all the given angle from 360 degree.

 Find the unknown angle.

1.

a = 360 - 305

a
a=
305

2.

3p=
p p
p=
p

3.

t
t t

t t
t

4.
s
s s

130
 Worksheet A4

1) In each diagram, write the angle that is vertically opposite to the marked
angle:

D C
A B

D C A B

2) Find the value of the letters below:

y 2y=
y
y=

n
n=
m=
m 65

25
3. Find the value of these letters using vertically opposite and supplementary
angle properties:

A=
75

a
B=

25 b
C=
c

q=
118 q
p

44
P=
 Worksheet A5

1. Find the complement of :

a) 26

b) 47

c) 18

d) 72

e) 53

2. Find the supplement of:

a) 84

b) 63

c) 92

d) 126

e) 169
3. For each diagram find the value of pronumerals.
a) Name the pair of complementary angles in the diagram.
How do you know that the angles you named are
complementary?
What type of angle is PQR?

a⁰

38⁰
⁰
Q R

4. For each diagram find the value of pronumerals

a)

b) a⁰
a⁰
c)

c⁰ 45⁰

d)

e)

f)

45⁰

35⁰
 Worksheet A6
1. From the diagram answer the following questions.
K
E G I

A B
N M

C
O D

J
F H

a) Use the symbol to name the lines that are parallel to

each other.

b) Use the symbol to name the lines that are perpendicular

to each other.

c) Which line is parallel to AB? And write in symbol.

d) Which lines are perpendicular to AB? And write in
symbol.

e) Name the lines that intersect CD.

f) Name the three right angles.

g) Which line is parallel to GH?

h) Is EF II KL?

i) Is IJ is perpendicular to AB and CD? Give reason.

 Worksheet A7
Match the following:
1. Angles on a Straight Line
Add Up to 180°

2. Alternate Angles are Equal

3. Corresponding Angle

4. Vertically Opposite Angles

are Equal.
5. Co-interior angles add up to
180°

6. Parallel lines are the

lines that point in the
same direction but
never intersect.

7. Perpendicular lines
are the lines that
intersect at right
angles to each other .
 Worksheet A8

1. For each diagram, circle the angle that is co interior to the

marked angle:
p
a
a b b
r s c e g
c d
fg
e h
t u
f g

2. Colour the angle that is alternative to the marked angle:

b
a a
c
c d
b
e e
d
g f
f g

a a
d c
b b
e c
f d e
g g f
3. Circle the angle that is corresponding to the marked angle:

a a
c
b c b
e
d e f
d g
g f

a a b
c b c

d e e
d f
g f g
 Worksheet A9

1)State if these angles are corresponding, co interior or alternate angles and

define each angle.
2) State if these angles are corresponding, alternate or co interior and find the value of the
letter:
y

60 Y=
+

20 Y=
+

y
Y=
88 +

135
y
Y=
+
3) Find if the lines below are parallel lines, and give reason.

78
78

92

78

89

85
 Worksheet A10

1. Find the missing angles in the following diagram.

 Extension:
2. Explain using mathematical language how you calculated each
angles.
 Home worksheet

1. Describe the properties and draw the diagram of the following triangles.

Equilateral triangle Isosceles triangle Scalene triangle

Acute angled triangle Obtuse angled triangle Right angled triangle

 2. Tick the property that applies to the following quadrilaterals:

Square Rectangle Parallelogram Trapezium Rhombus Kite

Adjacent sides are
perpendicular
Diagonals bisect
each other
Opposite sides are
equal
Opposite angles
are equal
Diagonal bisect
each other at right
angles
Opposite sides are
parallel
Diagonal bisect
the angles of the
quadrilateral
 Guess Who am I? and draw me

Questions Answer
1. I can be called a rectangle ,a
quadrilateral, a rhombus, and a
parallelogram. All of my sides are equal
and I have four right angles. Who am I?

2. I am a quadrilateral.Two of my sides
are parallel and two are not.Who am I?

3. I am a quadrilateral with two pairs of

parallel sides. My opposite sides are
equal in length and my opposite angles
are equal. Who am I?

4. I am a 4 sided figure with no parallel

sides. Who am I?

5. I am both a quadrilateral and a

parallelogram. All four of my sides are
the same length. My opposite angles
are equal. Who am I?

6. I am both a parallelogram and

quadrilateral. My opposite sides are
equal. I also have four right angles Who
am I?
 Worksheet 3

1. Classify the following shapes in to convex and non

convex polygons and draw the shapes in the following
table.
Note: A polygon is convex if all If one or more of the interior angles is more
the interior angles than 180 degrees the polygon is non-convex
are less than 180 degrees. (or concave).
Convex Polygons Concave Polygons
 Worksheet 4

1) Find the missing angle, then classify (name the type of) the triangle:

42
68

y
30

128

26 68
 36

58 y

Extension- Find the value of p, q or r.

6p 5q

4r

20

45 r

55
p
 Worksheet 5

1) Find the value of each pronumeral by applying the properties of quadrilaterals:

a
115

125
45

130 50

a 130

35
135

100

120 a
60 60
  Extension

25

155 155

75
230

20

a 230

50
55

p 140 60
 Worksheet 6

1. Find the value of the following pronumerals by using the properties of exterior angles,

n= 52+46

46
n=

52 n

55

75 p

15

k
165
Extension: find the value of the pronumerals.

130

42
 1) Given the exterior angle, find the pronumerals.

144 46

49

n 119

168
 120 150

1) Apply the triangle properties to find the value of the angles:

a a 126
 1) Find the pronumerals by applying the properties of exterior angles:

r
q

110

85 40

125 135

p
 p

D
60

5C

20C

5C 80
1.Translate the following shape according to the direction
given.

1. 3units right and 2 units up

2. 4 units left and 3 units down

3. 2 units right,2 units down and one unit right

4. 4 units left ,3 units down and 4 units right

2.Reflect each shape across the dotted line.

Note: Matching points on the original and reflected shape

should be the same distance from the line of reflection.
3.Rotate each shape by the given angle about the point O.

90⁰
clockwise

180⁰

O
 90⁰
clockwise
O

270⁰
anticlock
wise

4. Why don’t rotations of 180⁰ need the label ‘clockwise’ or ‘anticlockwise’?

 Worksheet 8
1. Mark and count the number of line of symmetry in the
following shapes.

_________ _________ _________

_______ __________ ________ __________

______ _________ _______ ________

 2. Draw a shape that has :
a) No line of symmetry b) one line of symmetry

c) Two line of symmetry d) Three line of symmetry

3. How do you know you mark a line of symmetry in the

above shapes. Explain.
4. Which floral design has a line of symmetry?
 Extension activity:
 The three pieces below can be fitted together to make
shapes with at least one line of symmetry.

The vertices of each piece must lie on grid points, and you must not
overlap two pieces. The pieces must be placed edge to edge. Can you
find all the possible solutions? (There are more than six.)
 Worksheet 9
For each shape, state whether or not it has rotational
symmetry, and if it does, copy the shape, mark its center of
symmetry and find its order of rotational symmetry.
Extension activity:

 Look at the image below. How do you think it was created?

Did you notice any symmetry in the image?
Does this help you to imagine how the image was made?

 Create some images of your own by rotating a shape through

multiples of 90∘.You might like to start with a triangle, or you
might want to use other shapes.
 Worksheet 10
a) Identify the basic unit of the design;
b) discuss in groups how these designs are formed from basic units;
c) the transformation used in forming the pattern.