Two-dimensional spatial structure A
Mathematics K–10 (2022) · Stage 1 · View this focus area on the NESA NSW Curriculum website ↗
Outcomes
MA1-2DS-01 recognises, describes and represents shapes including quadrilaterals and other common polygonsMA1-2DS-02 measures and compares areas using uniform informal units in rows and columnsContent dot points
Each dot point has its own page with resources matched to it.
2D shapes: Recognise and classify shapes using obvious features
- Explore, manipulate and describe features of polygons
- Use the terms ‘ side ’, ‘ vertex ’ and ‘ two-dimensional ’ to describe plane (flat) shapes
- Create repeating linear patterns with shapes, including two-shape and three-shape patterns
- Compare, sort and classify polygons according to the number of sides or vertices
- Select and name a shape from a description of its features, identifying triangles, quadrilaterals, pentagons, hexagons and octagons (Reasons about spatial relations)
- Recognise that shapes with the same name may have sides of equal or different lengths (Reasons about spatial relations)
- Identify shapes presented in different orientations
2D shapes: Transform shapes with slides and reflections
- Recognise that sliding or reflecting a shape does not change its size or features (Reasons about spatial relations)
- Identify and create a slide (translation) or reflection of a single shape and use the terms ‘slide’ (translation) and ‘reflection’ to describe the movement of the shape
- Make designs with symmetry from reflection using paper-folding, mirrors, drawings or paintings
Area: Indirectly compare area
- Indirectly compare the areas of two surfaces that cannot be moved or superimposed
- Predict which of two similar shapes has the larger area and check by covering
Area: Measure areas using uniform informal units
- Explore area using uniform informal units to cover the surface in rows or columns without gaps or overlaps
- Measure area by selecting and using appropriate uniform informal units (Reasons about relations)
- Explain the relationship between the size of a unit and the number of units needed to measure an area (Reasons about relations)
- Explain why the area remains constant when units are rearranged (Reasons about relations)
- Record areas by referring to the number and type of uniform informal unit used
- Identify any parts of units left over when counting uniform informal units to measure area
- Estimate areas by referring to the number and type of uniform informal unit used and check by measuring
Stage 1 planning resources
Stage- or course-wide documents (scope and sequences, guides) that cover this focus area alongside others.
- Unit/PlanningMaking connections – Stage 1 (parallel content)
- Unit/PlanningSample scope and sequence – Stage 1