Foundation Shapes and Shape Sorting Activities

About This Foundation Maths Topic

Shape learning in Foundation begins with handling, sorting, creating and discussing familiar shapes. Students learn that shapes can be recognised by their features rather than only by their colour, size or position.

Children explore familiar two-dimensional shapes such as circles, squares, triangles and rectangles. They sort collections, create shape pictures, form shapes using their bodies and identify shapes within familiar objects.

Students also observe shapes in natural and built environments, including shapes found on Country and Place. They explain their sorting choices and give reasons for identifying a particular shape.

These teaching ideas and printable resources support the Australian Curriculum Version 9.0 content descriptor AC9MFSP01 and its associated elaborations.

Learning Intentions

Students will learn to:

• recognise and name familiar two-dimensional shapes;
• identify circles, squares, triangles and rectangles;
• sort shapes according to observable features;
• sort shapes by number of sides, colour or size;
• explain how a collection of shapes has been sorted;
• create familiar shapes using different materials;
• create pictures using combinations of shapes;
• form shapes using their bodies or groups of people;
• identify shapes within everyday objects;
• recognise shapes when their size or orientation changes;
• observe and describe shapes in natural environments;
• give reasons for identifying or grouping a shape.

Student Success Criteria

Key Vocabulary

Teacher Guide

Recommended Materials

• wooden, plastic or cardboard shape sets;
• circle, square, triangle and rectangle cards;
• sorting hoops or trays;
• everyday classroom objects;
• toy vehicles and building blocks;
• paper shapes for collage activities;
• drawing and tracing materials;
• craft sticks, string and modelling clay;
• photographs of familiar objects and places;
• natural objects such as leaves, stones and seed pods;
• large ropes or chalk for body-shape activities;
• magnifying glasses or digital cameras.

Suggested Teaching Sequence

1. Begin with familiar objects and invite students to describe what they notice about their shapes.
2. Introduce circles, squares, triangles and rectangles using large examples that students can handle.
3. Discuss visible features such as straight sides, curved edges and corners.
4. Sort shapes by one feature, such as colour, and then sort the same shapes using a different feature.
5. Ask students to explain the rule used for each sorting group.
6. Rotate and resize familiar shapes to show that their names do not change.
7. Search for familiar shapes within classroom objects and photographs.
8. Create pictures using cut-out or traced shapes.
9. Form shapes using craft materials, bodies or groups of people.
10. Explore shapes found outdoors, in natural environments and on Country and Place.
11. Encourage students to justify their shape identifications using observable features.

Teacher Questions

• What shape is this?
• How do you know?
• How many sides can you see?
• Does the shape have straight or curved edges?
• How many corners does it have?
• What is the same about these shapes?
• What is different about them?
• How could we sort these shapes?
• Can you sort them in another way?
• Why did you place this shape in this group?
• Is it still the same shape when it is turned?
• Can you find this shape in the classroom?
• Which shapes can you see in this object?
• Which shapes did you use in your picture?
• Why did you choose that shape?
• Can your group create a circle?
• What shapes can you see outside?
• What shapes can you observe on Country or Place?

Common Misconceptions

Foundation Shapes and Shape Sorting Activities

Differentiation

Support

• begin with circles, squares and triangles;
• use large shapes that students can handle and trace;
• provide shape-name cards with clear visual examples;
• sort according to one obvious feature at a time;
• use real objects before moving to pictures;
• provide verbal sentence starters;
• allow students to respond through pointing or matching;
• repeat shape hunts in familiar environments;
• outline sides and corners while naming them.

Extension

• sort shapes using two features simultaneously;
• create a sorting rule for classmates to identify;
• compare squares and rectangles;
• identify shapes shown in unusual orientations;
• create complex pictures using several shapes;
• record the number of each shape found during a hunt;
• design an object using only nominated shapes;
• describe shapes without saying their names;
• identify shapes within more complex environmental images.

Mathematical Sentence Starters

Assessment Ideas

Observe whether the student can:

• recognise and name familiar shapes;
• identify circles, squares, triangles and rectangles;
• recognise shapes shown in different sizes and orientations;
• sort shapes according to a nominated feature;
• create their own sorting rule;
• describe how a collection has been sorted;
• create a familiar shape using materials;
• use shapes to create a picture;
• identify shapes within everyday objects;
• identify shapes within natural environments;
• describe observable shape features;
• give a reason for identifying or grouping a shape.

Quick Exit Ticket

1. Name a circle, square, triangle and rectangle.
2. Sort four shapes into two groups.
3. Explain the sorting rule.
4. Identify one shape within a classroom object.

Printable Teacher and Student Resources

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Home Learning Ideas

Families can explore familiar shapes by looking at household objects, packaging, toys, furniture, signs and outdoor features.

Children can draw or photograph objects containing circles, squares, triangles and rectangles. They can then sort their examples according to shape.

Ask questions such as:

• What shape can you see?
• How do you know which shape it is?
• How many sides does it have?
• How many corners can you find?
• Does it have straight or curved edges?
• Can you find another object with the same shape?
• Can you sort these objects into shape groups?
• Can you create a picture using only shapes?
• Can you find shapes outside or in nature?
• Does the shape stay the same when you turn it?

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