Strand: Sub-strand: Recommended teaching time: Measurement and Geometry Location and Transformation 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Create symmetrical patterns, pictures and shapes with and without digital technologies Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of Students use scaled instruments with Students choose and use suitable length, mass and capacity to metric units to measure and compare metric and other units for measurement measure, order and compare length, mass, capacity and of length, angle, area, volume, capacity objects. They associate angle temperature. They compare shapes and mass. They calculate the perimeter with measure of turn and and objects using familiar metric units and area of rectangles, and construct compare angles in everyday for area and volume, and compare specified angles using protractors and situations. They tell the time in angles with respect to a right angle. other relevant technologies. Students minutes and convert between Students use 'am' and 'pm' notations, use 12 and 24 hour time systems, with units of time. They use simple and solve simple time problems, measurements and conversions to grids in maps and identify including conversions between units seconds. They use grid reference symmetry. of time. They construct new shapes systems to describe location and by combining or splitting common connect three-dimension objects with shapes, and create symmetric two-dimensional representations. They patterns, pictures and shapes with translate, reflect and rotate shapes with and without the use of technology. and without the use of technology, and They interpret and use basic maps identify point and line symmetries. They with simple scales, directions and explore similarity of familiar shapes legends. through enlargement. Activities Proficiencies Recognise lines of symmetry which are not vertical or Fluency is recognising shape and symmetry in horizontal art and the environment. Identify multiple lines of symmetry in a shape Understanding includes making connections between the features of shape and how shapes Recognise that there may be no lines of symmetry in a they appear in real life and in symmetry shape that appears to have 'two halves' Problem solving – includes matching Explore symmetry using materials such as: transformations with their original shape, the motifs in Central Asian textiles creating continuous patterns using the same Tibetan artefacts shape including rotation and flipping. Indian lotus designs Reasoning – describing with accuracy and correct vocabulary the features of a Yolngu or Central and Western Desert art symmetrical pattern or picture. Create symmetrical patterns, pictures and shapes with and without digital technologies Considering different levels
Strand: Measurement and Geometry Sub-strand: Location and Transformation Recommended teaching time: 2 weeks Mapping to F–10 curriculum in Victoria Content descriptions Create symmetrical patterns, pictures and shapes with and without digital technologies Achievement standard (excerpt in bold) Level 3 Level 4 Level 5 Students use metric units of length, mass and capacity to measure, order and compare objects. They associate angle with measure of turn and compare angles in everyday situations. They tell the time in minutes and convert between units of time. They use simple grids in maps and identify symmetry. Students use scaled instruments with metric units to measure and compare length, mass, capacity and temperature. They compare shapes and objects using familiar metric units for area and volume, and compare angles with respect to a right angle. Students use 'am' and 'pm' notations, and solve simple time problems, including conversions between units of time. They construct new shapes by combining or splitting common shapes, and create symmetric patterns, pictures and shapes with and without the use of technology. They interpret and use basic maps with simple scales, directions and legends. Students choose and use suitable metric and other units for measurement of length, angle, area, volume, capacity and mass. They calculate the perimeter and area of rectangles, and construct specified angles using protractors and other relevant technologies. Students use 12 and 24 hour time systems, with measurements and conversions to seconds. They use grid reference systems to describe location and connect three-dimension objects with two-dimensional representations. They translate, reflect and rotate shapes with and without the use of technology, and identify point and line symmetries. They explore similarity of familiar shapes through enlargement. Activities Proficiencies Recognise lines of symmetry which are not vertical or horizontal Identify multiple lines of symmetry in a shape Recognise that there may be no lines of symmetry in a shape that appears to have 'two halves' Explore symmetry using materials such as: the motifs in Central Asian textiles Tibetan artefacts Indian lotus designs Yolngu or Central and Western Desert art Create symmetrical patterns, pictures and shapes with and without digital technologies Fluency is recognising shape and symmetry in art and the environment. Understanding includes making connections between the features of shape and how shapes they appear in real life and in symmetry Problem solving – includes matching transformations with their original shape, creating continuous patterns using the same shape including rotation and flipping. Reasoning – describing with accuracy and correct vocabulary the features of a symmetrical pattern or picture. Considering different levels