digital technology to construct and angles and investigate simple triangles, rectangles and related measure angles. Students connect combinations of transformations in shapes, and volumes of cubes and three-dimensional objects with their the plane, with and without the use of rectangular prisms. They form two-dimensional representations. digital technology. Students representations of They describe transformations of construct simple prisms and prisms, buildings and other two-dimensional shapes and identify pyramids. structures. They use simple line and rotational symmetry. combinations of transformations, with and without technology, to create geometric patterns and identify line and point symmetry, apply parallel line and transversal angle properties, angles sums in triangles and quadrilaterals, classify triangles and quadrilaterals, and construct them using compass and straight edge and dynamic geometry technology. Activities Proficiencies Describe prisms and pyramids using geometrical language, Fluency in naming the properties of 2D and e.g. a pyramid is a 3D shape where the base is a polygon 3D shapes such as a square and the other faces are triangles which Understanding through the ability to see meet in an apex over the base; a prism is a 3D shape where how geometric properties are related and the base and opposite face are the same shape. how some properties are dependent on Construct and describe prisms and pyramids others Consider the history and significance of pyramids from a Problem solving using visualising to range of cultural perspectives including those structures determine if a 2D net can be made into a 3D found in China, Korea and Indonesia shape Identify angles within shapes Reasoning about the properties that define shapes for example, that interior angles of a Use appropriate tools for determining angles triangle must add to 180 degrees Identify the size of a right angle as 90° and define acute, obtuse, straight and reflex angles Measure, estimate and compare angles in degrees and classifying angles according to their sizes Recognise and use the two alternate conventions for naming angles Investigate angles on a straight line, angles at a point and vertically opposite angles; use results to find unknown angles Considering different levels Level 5 Students who are working at this level could: Connect three-dimensional objects with their nets and other two-dimensional representations. Level 7 Students who are working at this level could: Draw different views of prisms and solids formed from combinations of prisms.
digital technology to construct and measure angles. Students connect three-dimensional objects with their two-dimensional representations. They describe transformations of two-dimensional shapes and identify line and rotational symmetry. angles and investigate simple combinations of transformations in the plane, with and without the use of digital technology. Students construct simple prisms and pyramids. triangles, rectangles and related shapes, and volumes of cubes and rectangular prisms. They form representations of prisms, buildings and other structures. They use simple combinations of transformations, with and without technology, to create geometric patterns and identify line and point symmetry, apply parallel line and transversal angle properties, angles sums in triangles and quadrilaterals, classify triangles and quadrilaterals, and construct them using compass and straight edge and dynamic geometry technology. Activities Proficiencies Describe prisms and pyramids using geometrical language, e.g. a pyramid is a 3D shape where the base is a polygon such as a square and the other faces are triangles which meet in an apex over the base; a prism is a 3D shape where the base and opposite face are the same shape. Construct and describe prisms and pyramids Consider the history and significance of pyramids from a range of cultural perspectives including those structures found in China, Korea and Indonesia Identify angles within shapes Use appropriate tools for determining angles Identify the size of a right angle as 90° and define acute, obtuse, straight and reflex angles Measure, estimate and compare angles in degrees and classifying angles according to their sizes Recognise and use the two alternate conventions for naming angles Investigate angles on a straight line, angles at a point and vertically opposite angles; use results to find unknown angles Fluency in naming the properties of 2D and 3D shapes Understanding through the ability to see how geometric properties are related and how some properties are dependent on others Problem solving using visualising to determine if a 2D net can be made into a 3D shape Reasoning about the properties that define shapes for example, that interior angles of a triangle must add to 180 degrees Considering different levels Level 5 Students who are working at this level could: Connect three-dimensional objects with their nets and other two-dimensional representations. Level 7 Students who are working at this level could: Draw different views of prisms and solids formed from combinations of prisms.