M&G7.2 Students match one regular shape with another

Activities & Resources

Computes/IWB (e.g. Tux Paint)
Representations of different two-dimensional shapes

Assessment Record

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Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes using everyday language.

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning)

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)

Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.

Mae-15MG Manipulates, sorts and describes representations of two dimensional shapes, including circles, triangles, squares and rectangles, using everyday language.

Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-30MG Recognises, matches and sorts three-dimensional objects and/or two dimensional shapes.

MALS-31MG Identifies the features of the three dimensional objects and/or two dimensional shapes and applies these in a range of contexts.

HSC Life Skills 11-12 Outcomes 2007

4.3 Recognises and uses a range of three dimensional and two dimensional shapes.

Framework Indicators

Match to sample when given 1 shape.
Match to sample when given 2 shapes.
Match to sample when given 3 shapes.
WM Use laminated activity folders to match removable shapes.

Teacher Language

Make a statement

‘This is a shape’.

‘You are matching the shape’.

Say and sign ‘same’.

Ask a question

‘Which one is the same?’

Correction/prompt

‘Try again’.

‘Look again’

‘Do they match?’

‘Are they the same?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.

This goal is purely a matching activity. At this point we are not teaching identification or recognition of shapes. Shapes are used as symbols to be matched and to make students familiar with their form. The following table is an example of shapes that can be used to match. Teacher language as shown above should be used throughout the activity to reinforce the concept of matching through the use of the language ‘same’ and ‘different.’ Follow the sequence outlined in the table below.

Match to sample when given 1 shape

Errorless learning. (Provide only the correct option so there is no chance for error).

Match to sample when given 2 shapes

Teacher provides student with 2 shapes (one is the correct shape to be matched and one is the distractor). Teacher gives the student the shape to be matched and states ‘This is a shape. Which one is the same?’ ‘You are matching the shape’.

Match to sample when given 3 shapes

Teacher provides student with 3 shapes (one is the correct shape to be matched and two are the distractors). Teacher gives the student the shape to be matched and states ‘This is a shape. Which one is the same?’ ‘You are matching the shape’.