Learning intention
- sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
Foundation Mathematics · AC9MFSP01
Sort, name and make shapes
Recognise familiar shapes, describe their features and sort or create them
Ready to project and teach
Learning goalsStart here
Australian CurriculumExact wording and teacher focus
Curriculum
- sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
Worked examplesWe do
Clean one-page examples
AC9MFSP01 - AC9MFSP01: Sort, name and create familiar shapes; recognise and describe familiar...
Example 1
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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Example 2
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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Example 3
creating familiar shapes using groups of people; for example, holding hands and creating a circle Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Example 4
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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
More examplesBuild understanding
Elaboration expansion and examples 1
- 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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
- 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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Elaboration expansion and examples 2
- E3: creating familiar shapes using groups of people; for example, holding hands and creating a circle Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
- 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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Elaboration expansion and examples 3
- E5: describing and naming shapes within objects that can be observed on Country/Place, recreating and sorting into groups based on their shape Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
- Describe features, not just appearance: TRIANGLE △ 3 straight sides and 3 corners. SQUARE □ 4 straight equal sides and 4 corners. CIRCLE ○ Curved boundary and no corners. Think aloud: Build or point to the model first, explain what each part shows, then state the answer.
- A shape is still the same when turned: □ ◇ Turning a square does not change its sides or corners. Use features to name it.
Teach, ask and checkTopic-aligned
AC9MFSP01 · AC9MFSP01: Sort, name and create familiar shapes; recognise and describe familiar...
Learning focus: sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
Model it: 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 Learning connection: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
Ask the learner: Name a shape with 3 straight sides.
Look for: The learner can sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons in a fresh example and explain the evidence or reasoning without copying the model.
If they are stuck: If the learner guesses or repeats a rule without evidence, return to the concrete or visual model and ask them to explain what each part shows.
Exit ticketReview and assess
Assessment-style questions and review hints 1
Questions
- Name a shape with 3 straight sides.
- Is a turned square still a square? Why?
Review hints
- Main idea: Recognise familiar shapes by their features, even when they are turned, resized or seen inside everyday objects.
- Useful routine: Look → Name → Trace features → Sort → Turn/Resize → Create
Assessment-style questions and review hints 2
Questions
- Name one everyday object that contains a rectangle or circle.
Review hints
- shape: the form of an object or outline
- side: a straight or curved boundary
Exit ticket
- Sort circle, triangle, square by number of corners.
Curriculum alignmentVictoria · NSW · International
Mapped skill: sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons
| Region | Curriculum framework | Closest level or code |
|---|---|---|
| Australia | Australian Curriculum v9.0 | AC9MFSP01 · Foundation |
| Victoria | Victorian Curriculum F–10 Version 2.0 — Mathematics | VC2MFSP01 · Foundation |
| New South Wales | NSW Mathematics K–10 Syllabus (2022) | MAE-2DS-01 + MAE-3DS-01 · Early Stage 1 |
| United States (USA) | Common Core State Standards for Mathematics | Kindergarten |
| Canada (Ontario) | Ontario Curriculum — Mathematics | Kindergarten |
| United Kingdom (England) | National Curriculum in England — Mathematics | Year 1, Key Stage 1 |
| India | NCERT / CBSE — Mathematics | Foundational Stage / Balvatika 3 |
Australian Curriculum v9.0 is the canonical source for this SkillrHub lesson. Victoria and NSW entries name the closest published state codes or outcomes; international entries are planning references rather than claims of identical curricula.
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