AC9MFSP01: Sort, name and create familiar shapes; recognise and describe familiar...

Use features to explain

Name a familiar shape and trace its boundary. Notice straight sides, curved boundaries and corners. Turning it, changing its colour or making a larger copy does not change its shape.

Keep the sorting rule

Sort a red triangle, a blue triangle and a red circle into shapes with three straight sides and shapes without three straight sides. Where does each go?

Compare and turn shapes

Compare a square with a rectangle that has two long sides and two short sides. What is the same and what is different? Then turn the square.

Create a shape picture

Use familiar shapes to make a pretend vehicle. Name two shapes you chose and explain how you used them.

Ready to move on

Find a circle-like part and a rectangle-like part of objects nearby. Trace or point to each part and explain your choice.

1. Keep the sorting rule

Sort a red triangle, a blue triangle and a red circle into shapes with three straight sides and shapes without three straight sides. Where does each go?

2. Turn and check

Turn a square cut-out so one corner points upwards. Has it become a different shape? Explain what stayed the same.

3. Create a shape picture

Use familiar shapes to make a pretend vehicle. Name two shapes you chose and explain how you used them.

E1

sorting a collection of shapes into groups based on different features such as the number of sides, colour or size, and describing how they have been sorted

Teaching example: Sort the same shape collection first by colour, then by number of straight sides. State the new rule before moving any shape.

E2

creating a picture using a variety of shapes and a range of materials, including objects to trace around, describing the shapes they have created or used and sharing why they chose each shape in their picture

Teaching example: Make a vehicle picture with traced shapes. Name the shapes and explain which vehicle parts they represent.

E3

creating familiar shapes using groups of people; for example, holding hands and creating a circle

Teaching example: With space and adult guidance, form a circle as a group. Compare its continuous curved outline with the straight sides and corners of a large triangle made from rope.

E4

recognising and naming shapes that are (close to) rectangles, squares, triangles and circles in component parts of everyday items; for example, on bicycles, toy vehicles or kitchen pantry items

Teaching example: Find a circular wheel outline and a rectangular panel on familiar objects. Point to the particular part rather than naming the whole object as a flat shape.

E5

describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape

Teaching example: Observe accessible natural objects on Country/Place with local guidance. Sketch observable outlines and sort by shape without collecting protected objects or assigning invented cultural meanings.