Two-dimensional spatial structure A
Mathematics K–10 (2022) · Stage 2 · View this focus area on the NESA NSW Curriculum website ↗
Outcomes
MA2-2DS-01 compares two-dimensional shapes and describes their featuresMA2-2DS-02 performs transformations by combining and splitting two-dimensional shapesMA2-2DS-03 estimates, measures and compares areas using square centimetres and square metresContent dot points
Each dot point has its own page with resources matched to it.
2D shapes: Compare and describe features of two-dimensional shapes
- Describe and compare two-dimensional shapes, including parallelograms, rectangles, rhombuses, squares, trapeziums and kites
- Identify and describe polygons that have parallel sides and those that do not
- Identify quadrilaterals that have all sides equal in length
- Identify right angles in shapes
- Group quadrilaterals using one or more attributes
2D shapes: Transform shapes by reflecting, translating and rotating
- Identify lines of symmetry in pictures, artefacts, designs and the environment
- Draw lines of symmetry on given shapes and identify quadrilaterals that do not have lines of symmetry
- Create and record tessellating designs by reflecting, translating and rotating triangles
- Apply and describe amounts of rotation including half-turns, quarter-turns and three-quarter-turns when creating designs
Area: Use square centimetres to measure and estimate the areas of rectangles
- Create the array structure of area using squares (1 cm × 1 cm) in rows and columns
- Recognise that area can be measured in square centimetres
- Discuss strategies to estimate area in square centimetres
- Explain how the grid structure of rows and columns helps to find the area (Reasons about spatial structure)
- Estimate and measure the areas of squares and rectangles (within the range of 100 square centimetres)
- Record area in square centimetres using numerals and words
- Use efficient strategies for counting large numbers of square centimetres
Area: Use square metres to measure and estimate the areas of rectangles
- Recognise the need for a formal unit larger than the square centimetre to measure area
- Construct a square metre and use it to measure the areas of large squares and rectangles
- Recognise that an area of one square metre need not be a square (Reasons about spatial structure)
- Record areas in square metres using numerals and words
- Estimate the areas of squares and rectangles in square metres
Stage 2 planning resources
Stage- or course-wide documents (scope and sequences, guides) that cover this focus area alongside others.
- Unit/PlanningMaking connections – Stage 2 (parallel content)
- Unit/PlanningSample scope and sequence – Stage 2