Curriculum Area Topic Timeframe Teacher Class

Maths Geometry Term 4, 2018 Horopito Team Horopito Team

New Zealand Curriculum: Key Competencies Big Idea (Why am I teaching this?)

Thinking
Using creative, critical, and metacognitive processes to
make sense of information, experiences, and ideas.
Using language, symbols and text
Working with, and making meaning of, the codes in
which knowledge is expressed.
Managing Self
This competency is associated with self-motivation, a
“can-do” attitude, and with students seeing themselves
as capable learners. It is integral to self-assessment.
By studying mathematics and statistics, students develop the ability to think creatively, critically, strategically, and
logically. They learn to structure and to organise, to carry out procedures flexibly and accurately, to process and
communicate information, and to enjoy intellectual challenge.
By learning mathematics and statistics, students develop other important thinking skills. They learn to create models
and predict outcomes, to conjecture, to justify and verify, and to seek patterns and generalisations. They learn to
estimate with reasonableness, calculate with precision, and understand when results are precise and when they
must be interpreted with uncertainty. Mathematics and statistics have a broad range of practical applications in
everyday life, in other learning areas, and in workplaces.
Geometry and measurement – Geometry involves recognising and using the properties and symmetries of shapes
and describing position and movement. Measurement involves quantifying the attributes of objects, using
appropriate units and instruments. It also involves predicting and calculating rates of change.

Relating to Others
Interacting effectively with a diverse range of people in a
variety of contexts. This competency includes the ability
Assessment (What is informing my teaching?) Differentiated Learning
to listen actively, recognise different points of view,
negotiate, and share ideas.

Participating and contributing ➔ Tangram completion Classes are steamed both by age and sex to maximise
Having a sense of belonging and the confidence to ➔ Tessellation Artwork learning.
participate within new contexts. ➔ Completion of Quick starters

Achievement Objectives: Level 3 Achievement Objectives: Level 4

Geometry and measurement Geometry and measurement

Measurement Measurement
Use linear scales and whole numbers of metric units for length, area, volume and Use appropriate scales, devices, and metric units for length, area, volume and
capacity, weight (mass), angle, temperature, and time. capacity, weight (mass), temperature, angle, and time.
Find areas of rectangles and volumes of cuboids by applying multiplication. Convert between metric units, using whole numbers and commonly used decimals.
Shape Use side or edge lengths to find the perimeters and areas of rectangles,
Classify plane shapes and prisms by their spatial features. parallelograms, and triangles and the volumes of cuboids.
Represent objects with drawings and models. Interpret and use scales, timetables, and charts.
Position and orientation Shape
Use a coordinate system or the language of direction and distance to specify locations Identify classes of two- and three-dimensional shapes by their geometric properties.
and describe paths. Relate three-dimensional models to two-dimensional representations, and vice versa.
Transformation Position and orientation
Describe the transformations (reflection, rotation, translation, or enlargement) that Communicate and interpret locations and directions, using compass directions,
have mapped one object onto another. distances, and grid references.
Transformation
Use the invariant properties of figures and objects under transformations (reflection,
rotation, translation, or enlargement).

Geometry

Learning Intention Success Criteria Possible Resources/Learning Experiences

I am learning to... I am able to... 15TH TO 16 OCTOBER

WALHT: Define, name,
describe and draw 2D
(plane shapes) and 3D
shapes (prisms) by their
spatial features 2D
shapes/plane shapes:
● Sides ● Corners Maths
Progressions -
Geometry and
Measurement
● Angles ● Diagonals ●
Perimetre ● Centre 3D
shapes/prisms: ● Faces ●
Edges ● Corners ● Angles
● Vertices (vertex) ●
Surfaces
WALHT: Find all lines of
reflective symmetry for a
given shape or object
WALHT: Predict and check
whether a particular shape
will tessellate because it
has a right angle and
straight lines Note: There
are many opportunities for
students engaging in
investigations here.
Create a Tangram
Design a tessellation piece
Show reflective symmetry and rotation in a given shape
Explain my mathematical thinking orally, visually, in
writing or using digital tools
Engage in mathematical discussions with others
Take or defend a position or point of view about a
strategy/answer and justify with evidence e.g
recognising relationships, or using counter examples
Explain others’ strategies by repeating or re­voicing what
they have said
Use mathematical vocabulary
Make connections with what I am learning in maths to
other curriculum areas and daily life
Pose problems and conduct mathematical investigations
Geometry Task PDF
Task 19
Geometry and Symmetry
17TH TO 22ND OCTOBER
Geometry Powerpoint to present idea of Tangrams. What are they? How do they
work?
Students are to put themselves into teams of 4. Play Tangram Practice Game
Rules: every student must have a turn, no one can speak, hands on head or stand up
when successfully completed.
For teacher - two clues to be given after some time
The two large triangles are together on one corner
The square is important. It however, isn’t placed as it is usually seen
After students finish game, have them make up more tangram images using same
shapes.
In pairs students are to research different tangram ideas for them to begin to design
own tangram.
Continue with Geometry Powerpoint
Recap tangrams and task for everyone.
Show example images to expand students thinking.
Explain: once they’ve an idea they can draw a mockup to show teacher.
Once approved, they can begin construction using cardboard and paints.
Objective to have an area tangram challenge
WEEK 22ND OCTOBER ONWARDS
Starter for every maths lesson.Quiz and Numeracy
Break down numeracy and discuss solutions. Invite students to share their working. If
no-one offers, pull name out of cup
Follow powerpoint for each week’s starter - a mix of both a quick quiz and then a
numeracy equation.
 WEEK: 29TH OCTOBER
Geometry Booklet
Work through the questions to understand:
❏ Exploring rotation Unit 12
❏ Exploring translation Unit 13
❏ Describing patterns Unit 14
❏ Creating patterns Unit 15

WEEK: 5TH NOVEMBER

Rotational Symmetry powerpoint
Use video to present rotational symmetry
Show images have students decide if the shapes have rotational symmetry or not
Discuss the use of ¼ rotation and ½ rotation
Students are then to practice using geography booklet task 20
The rotational challenge
Students to go around school and take 5 photos of geometrical shapes.
Phase 2 has the students using pens and paper to draw the shapes and rotate them
after guessing whether the shape has rotational symmetry or not.

e-asTTle testing - completed

PAT testing - completed 6th November

WEEK: 14TH NOVEMBER

Planning a Vacation using the powerpoint present the project as a basis for preparing
to move into algebra. Students are to work in groups to prepare a holiday budget.
In conjunction with the powerpoint preparation they are also to prepare an excel
spreadsheet with the numbers as well as copies of math workings.
From here the presentation will be used to unpack algebra equations.

Tessellation Powerpoint follow powerpoint to present tessellation

Objective to have students prepare own individual tessellation artwork

Evaluation of Teaching and Learning

Each individual powerpoint as learning intentions and assessment requirements