85110332.a Space Teacher

A
Series
Student
Teacher
Space and
Shape
My name
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First edition printed 2009 in Australia.
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ISBN 978-1-921860-07-2
978-1-921860-02-7
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Series A – Space and Shape
Contents
Topic 1 1
Section – 2D
– Answers
space (pp.
(pp.1–14)
1–28) Date completed
l and curves____________________________1
linesspace_______________________________
2D / /
l closed
3D shapes, open lines_____________________
space_______________________________ 15 / /
l atching shapes with everyday objects_________

position________________________________
m 23 / /
l circles____________________________________ / /
squares___________________________________
l / /
Section 2 – Assessment
rectangleswith
l
answers (pp. 29–38)
_________________________________ / /
l
l
2D space_______________________________
triangles __________________________________29 / /
l
l
3D space_______________________________
properties 33
_________________________________ / /
l
l
position________________________________
explore___________________________________37 / /
Topic 23
Section – 3D space (pp.(p.15–22)
– Outcomes 39)
l language_________________________________ / /
l everyday objects___________________________ / /
l explore___________________________________ / /
Topic 3 – Position (pp. 23–28)

l language_________________________________ / /
l directions_________________________________ / /
Series Author:
Rachel Flenley
Copyright ©
2D space – lines and curves
These are straight lines. These are curves.
1 Draw 5 different straight lines. Draw 5 different curves.

straight lines curves
Drawings will vary. Drawings will vary.
2 Trace over the straight lines

in red. Trace over the curves
in green.
Teacher check.
3 On a big piece of paper draw 3 straight lines and 3 curves.

Swap your paper with a partner’s and draw more lines and
curves to turn them into pictures.
Space and Shape A 1 1

Copyright © 3P Learning SERIES TOPIC
2D space – closed shapes, open lines
Shapes are closed. Their lines always join up.
These are shapes. These are not shapes.

They are just lines.
1 Colour the shapes. Trace over the lines.

2 Draw either a line or a shape for your partner.

Ask your partner, ‘Line or shape?’
Give them a counter if they are right. Answers
Swap. will vary.
Play until you both have 5 counters.
2 A 1 Space and Shape
SERIES TOPIC Copyright © 3P Learning
2D space – matching shapes with everyday objects
1 Colour the matching shape.


2D space – circles
1 Say, trace and draw. Drawings will vary.

circle
2 Colour all the circles red.

3 Go on a circle hunt with a partner. Every time you find

a circle, draw it below.
Teacher check.
We found circles on our circle hunt.

2D space – squares

square
2 Trace over the squares. Draw a bear made of squares.

Drawings will vary.
3 Look at the black square.

We have put squares around it to make a bigger square.
Teacher check.
Make this yourself using square blocks.

Now, can you make it bigger again? Can you keep going?
How big can you make your square?
2D space – rectangles
1 Say, trace and draw. Drawings will vary. copy

rectangle
2 Colour all the rectangles green.

3 Cut out your rectangular brick below. Write your name

on it and decorate it with rectangles.
Build a class wall with all the bricks.
How many bricks are in your wall? What shape is your wall?


2D space – triangles

triang le
2 Loop all the triangles.

3 Draw a triangle below and turn it into your own sign.

Share your sign with your class.
Drawings will vary.

2D space – properties
All shapes have sides. corner

side
Some shapes have corners as well.
You will need: attribute blocks
What to do:
Find these blocks.
Count how many sides and corners on each shape. Record them.
A square has 44 sides and 44 corners.
A triangle has 3 sides and 3 corners.
A circle has 1 sides and 0 corners.
A rectangle has 4 sides and 4 corners.

2D space – explore
1 What shapes can you see? Colour them.

I can see I can see
I can see I can see
2 Draw your own shape picture using .

Swap with a partner and colour the shapes you can see
in their picture.
I can see
Drawings will vary.

How have we sorted these shapes?
Can you think of another way we could sort them?
You will need: a partner attribute blocks
What to do: I think you

put all the
Take turns sorting shapes with
straight sides
the blocks. here, and all
the shapes
Ask your partner with curved
to tell you how sides there.
they think you
sorted the blocks.
Are they right?
Swap jobs.
What to do next:
Sort them another way.
Answers will vary.

1 How many of each shape are there?

5 6 7

2 Draw some more circles, squares and triangles in the box

below. Ask a partner to write t in the triangles, c in the
circles and s in the squares.
Drawings will vary.

t

You will need: attribute blocks
What to do:
Look at the picture. Count how many of each shape.
5 1 5 14
What to do next:
Create your own picture using attribute blocks.
Count and record how many of each block you used.
I used …
Answers will vary.

You will need: a partner scissors

copy
What to do:
Cut out the shape cards. Combine your cards with your partner’s cards
and turn them face down.
Take turns turning over 2 cards. If the shapes match, you keep them.
It is OK if they are different sizes or in different positions.


You will need: 2 paper squares in different colours glue stick
What to do:
Ask your teacher to make 5 cm cuts
in one square like this and to cut the
other square into 5 cm strips.
Weave your strips through the square, going over

and under. Glue each strip at both ends or paste
your weaving onto a square of black cardboard.
What to do next:
Join your weaving with those of your classmates to make a great big rug.
Talk with your teacher and classmates to answer these questions.

What shape is the rug?
How many big squares are in the rug?
How many small squares might there be?
Answers will vary.

3D space – language group activity
You will need: partners a bag 3D shapes
What to do:
It has lots of
Ask your teacher to secretly straight sides and
pointy corners.
put a shape into the bag. I think I can feel
Take turns reaching into some sides that
are squares.
the bag and describing the
shape you feel. You can talk
about its corners, its faces, what
it reminds you of, or how different
parts of it feel.
Ask your teacher to record the
words you use on a big chart.
What to do next:
Ask your teacher to read these mystery clues. Use the shapes to help
you. Can you name the shapes?
I have no corners or edges. You find many of me in food

I feel smooth. cupboards.
I can roll. I have straight sides.
I have corners.
My faces are rectangles.
sphere/ball
I am a ___________________ cube/box
I am a ___________________

3D space – language
You will need: markers paper glue stick
a cardboard box
3D shapes have faces. face
face face
What to do:
Look at your box. Use your
paper and markers to draw
a face for each face of your
box. Glue them on.
Count and number the faces
on your box.
How many faces does it have?
6 faces
How many faces does

someone else’s box have?
6 faces

3D space – language
1 Write or tell someone what you call these shapes.

Draw an everyday object that is the same shape.
Drawings and answers Drawings and answers

will vary. will vary.
Drawings and answers Drawings and answers

will vary. will vary.

3D space – everyday objects
You will need: scissors glue stick a copy of page 19
What to do:
Cut out the pictures of the everyday objects on page 19. Sort and paste
them into the right boxes below.

3D space – everyday objects
copy

You will need: a partner 3D shapes
blocks and a plank
What to do: I think it

will roll.
Build a slide out of your blocks
and plank. A big, hard back book
will also work as a slide.
Which shapes will roll?
Which shapes will slide?
Test them out to see. Colour the right word.
roll roll
slide slide
roll roll
slide slide
What to do:
Will some shapes do both? Circle them if they do. Tell someone why you
think that is.

You will need: a partner 3D shapes
What to do:
Which blocks stack well?
Test them out.
Tick the blocks that stack. Cross the blocks that don’t.
   
What to do:
Choose the block you think will be best for building a tower.
Build it. How high can you go? Draw a picture of your tower.
Answers will vary.

You will need: smock paint paper
a cardboard box
What to do:
Look at the faces on your box. What shapes do you think they are?
Carefully paint one face of your box and then print it onto your paper.
Do the same for all of the box faces.
What shapes are there?
Does your box have different shaped faces or are they all the same?
Ask your teacher to write your findings on your paper.
What to do next:
Choose a different box or a cylinder and find out what kind of faces
it has.

Position – language
The star is
above
next to
below
1 Draw an

above the girl below the girl next to the girl
or
2 Draw:

 y ourself in the
middle of the box
 friend next to you
a
Drawings will vary.
 plane above you
a
 worm below you
a Teacher check.

in out on off
copy
You will need: a partner your lunchbox
a teddy or an animal counter scissors
What to do:
Cut out the words. Mix them up and put them face down.
Take turns picking a card. Use your lunchbox and put your teddy in the
right place. If your partner thinks you have done the right thing, you
can keep the card. Play until all the cards are gone.
What to do next:
Ask your teacher if you can go out to the playground with your class.
Ask your teacher to tell you to get on, off, in or out of something.
Watch out, their instructions will be fast!

in out on off
in out on off
You will need: a partner scissors

copy
What to do:
Cut out the cards. Put them in a pile, face down.
Take turns taking a card and telling your partner where the star is
compared to the other object.
You could start your sentence with ‘The star is …’. If your partner agrees
that your sentence makes sense, take the card.
Play until all the cards are gone.
What to do next:
You could play again, this time saying where the star is not.

Teacher check.
1 Ask your teacher to read these instructions to you. Watch out,

the picture will be a bit crazy!
 raw a pig in the middle of the box.

D
 raw clouds underneath the pig.
D
 raw a tree above the pig.
D
 raw a snake next to the pig.
D
 raw a hat on the snake.
D
 raw a sun underneath the snake.
D
 raw a mouse far away from the snake.
D
Drawings will vary.
Teacher check.

You will need: your teacher or a helper
What to do:
The words below all tell us about position – where something is.
Your teacher will use these position words to tell you where to stand or
how to move. They might say, ‘Stand next to a chair’, or ‘Go under
the table and around my chair’.
They will tick off the words you understand. Teacher check.
under over around
above below along
in front behind beside
next to between side by side
towards away from inside
close to outside apart
What to do next:
Find a partner and play the same game with each other.

Position – directions
What words do we use when we give directions to someone?
You will need: a partner another team
What to do:
You are going to direct people to get to a particular place. Decide
with your partner where this is. It could be the library, the office or
another classroom.
Practise going there with your partner and decide on the directions you
will give people. You might say things like:
‘Go straight down the hallway. Just before Mrs Lee’s room,
turn and go out the door …’
Find another team and give them the directions. Were your directions
right or did you have to change them a bit as you went?
Go straight ahead
for about 20 steps.
What to do next:
Talk with others about all the different words we can use when we give
directions. Ask your teacher to record them for you.

2D space Name____________________
1 Trace over the straight lines in red.

Trace over the curves in green.
2 Colour in the closed shapes.

Trace over the open lines.

Copyright © 3P Learning Series A Topic 1 Assessment 29

2D space Name____________________
4 Colour the squares.

5 Colour the rectangles.

6 Colour the triangles.

7 Colour the circles.

8 Trace the sides.

Loop the corners.
Skills and understandings Not yet Kind of Got it

l Recognises and names lines, curves and shapes
l Identifies and represents: circles, squares, rectangles
and triangles in different orientations
l Recognises and names sides and corners
30 Series A Topic 1 Assessment Copyright © 3P Learning

2D space Name____________________
1 Trace over the straight lines in red.

Trace over the curves in green.
2 Colour in the closed shapes.

Trace over the open lines.


2D space Name____________________
4 Colour the squares.

5 Colour the rectangles.

6 Colour the triangles.

7 Colour the circles.

8 Trace the sides.

Loop the corners.

l Recognises and names lines, curves and shapes
l Identifies and represents: circles, squares, rectangles
and triangles in different orientations
l Recognises and names sides and corners

3D space Name____________________
1 Colour the matching 3D object.

2 Colour all the red. Colour all the yellow.

Colour all the blue. Colour all the green.

3D space Name____________________
3 ill these shapes roll, slide, or do both? Colour the words that
W
match.
roll roll
slide slide
roll roll
slide slide
4 escribe these 3D objects. You can write or tell your teacher

D

about them.

l Matches 3D objects with everyday objects
l Sorts 3D objects
l Predicts the movement of 3D objects
l ames and describes the features of common 3D
N
objects using everyday language

3D space Name____________________
1 Colour the matching 3D object.

2 Colour all the red. Colour all the yellow.

Colour all the blue. Colour all the green.
b y
b
g g g b b
g
y r r r r b b
r b b
r g g g y
r

3D space Name____________________
3 ill these shapes roll, slide, or do both? Colour the words that
W
match.
roll roll
slide slide
roll roll
slide slide
4 escribe these 3D objects. You can write or tell your teacher

D

about them.
Answers will vary. Teacher check.

l Matches 3D objects with everyday objects
l Sorts 3D objects
l Predicts the movement of 3D objects
l ames and describes the features of common 3D
N
objects using everyday language

Position Name____________________
1 Draw an

on the table off the table under the table
2 Draw:

middle of the box
 y our mum next
to you
 a friend on the
other side of you
 a cloud above
you
 grass below you
 tree far away
a
from you
 flower near you
a

l escribes the position of objects using everyday
D
language

Position Name____________________
1 Draw an

on the table off the table under the table
2 Draw:

middle of the box
 y our mum next
to you
 a friend on the
other side of you Drawings will vary.
 a cloud above
you Teacher check.
 grass below you
 tree far away
a
from you
 flower near you
a

l escribes the position of objects using everyday
D
language

Series A – Space and Shape
Curriculum Outcomes
Sort, describe and name familiar two-dimensional shapes and three-
National ACMMG009
dimensional objects in the environment
Curriculum
ACMMG010 Describe position and movement
Manipulates, sorts and represents three-dimensional objects and

MAe-14MG
describes them using everyday language
Describes mathematical situations using everyday language, actions,

NSW MAe-1WM
materials and informal recordings
Uses concrete materials and/or pictorial representations to support

MAe-3WM
conclusions
Sort, describe and name familiar two-dimensional shapes and three-

ACMMG009
AusVELS dimensional objects in the environment
ACMMG010 Describe position and movement
Copyright © 3P Learning Series A Outcomes 39

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l atching shapes with everyday objects_________

Topic 3 – Position (pp. 23–28)

These are straight lines. These are curves.

1 Draw 5 different straight lines. Draw 5 different curves.

straight lines curves

Drawings will vary. Drawings will vary.

2 Trace over the straight lines

3 On a big piece of paper draw 3 straight lines and 3 curves.

Space and Shape A 1 1

Shapes are closed. Their lines always join up.

These are shapes. These are not shapes.

1 Colour the shapes. Trace over the lines.

2 Draw either a line or a shape for your partner.

Space and Shape A 1 3

3 Go on a circle hunt with a partner. Every time you find

We found circles on our circle hunt.

4 A 1 Space and Shape

Drawings will vary.

3 Look at the black square.

Make this yourself using square blocks.

3 Cut out your rectangular brick below. Write your name

6 A 1 Space and Shape

3 Draw a triangle below and turn it into your own sign.

Drawings will vary.

Space and Shape A 1 7

All shapes have sides. corner

You will need: attribute blocks

A square has 44 sides and 44 corners.

A triangle has 3 sides and 3 corners.

A circle has 1 sides and 0 corners.

A rectangle has 4 sides and 4 corners.

8 A 1 Space and Shape

1 What shapes can you see? Colour them.

I can see I can see

I can see I can see

2 Draw your own shape picture using .

Drawings will vary.

Space and Shape A 1 9

How have we sorted these shapes?

Can you think of another way we could sort them?

You will need: a partner attribute blocks

What to do: I think you

Answers will vary.

10 A 1 Space and Shape

2 Draw some more circles, squares and triangles in the box

Drawings will vary.

Space and Shape A 1 11

You will need: attribute blocks

Answers will vary.

12 A 1 Space and Shape

You will need: a partner scissors

Space and Shape A 1 13

You will need: 2 paper squares in different colours glue stick

Weave your strips through the square, going over

Talk with your teacher and classmates to answer these questions.

Answers will vary.

14 A 1 Space and Shape

You will need: partners a bag 3D shapes

I have no corners or edges. You find many of me in food

Space and Shape A 2 15

You will need: markers paper glue stick

These are shapes. These are not shapes.

 raw a pig in the middle of the box.

4 escribe these 3D objects. You can write or tell your teacher

4 escribe these 3D objects. You can write or tell your teacher