Maths Unit
Subject - Maths
Unit Focus
The focus of this unit is for students to
progress their learning about regular and
irregular shapes. They will be able identify
the shapes by knowing what qualities they
have. They will measure different shapes
in informal ways. Students will then
compare the different informal
measurements to other shapes.
Throughout this unit students will develop
their Mathematical vocabulary about
shape through collaborative learning.
Students will learn about shape nets and
how they create three dimensional
shapes. The unit will look at what shapes
lines of symmetry. Students will form
these types of shapes with technology
and without.
Students will identify and learn about
using a protractor and learning about
what an obtuse and acute angle is.
Students will have the opportunity to use
a protractor. Students will look at how
angles are used in the real world. They
will do this by looking at angles of online
maps. Then they will have a go at
creating their own map and directions for
their peers to follow.
Area - Geometry and Shape Year Level 4/5
Strand Concepts Elaborations
Measurement and Geometry Shape
Year 4
- Compare the areas of regular and
- Comparing areas using metric units,
irregular shapes by informal such as counting the number of
means ​(ACMMG087 - Scootle ) square centimetres required to cover
two areas by overlaying the areas
- Compare and describe two with a grid of centimetre squares
dimensional shapes that result - Creating two-dimensional shapes
from combining and splitting from verbal or written instructions
common shapes, with and without
the use of digital technologies
(ACMMG088 - Scootle )
- Create symmetrical patterns,
pictures and shapes with and
without digital technologies
(ACMMG091 - Scootle ) - Identifying the scale used on maps
of cities and rural areas in
Australia and a city in Indonesia
- Use simple scales, legends and and describing the difference
directions to interpret information
contained in basic maps
(ACMMG090 - Scootle ) - Creating angles and comparing
them to a right angle using digital
- Compare angles and classify them technologies
as equal to, greater than, or less
than, a right angle ​(ACMMG089 -
 Scootle )
Year 5
- Connect three-dimensional objects
with their nets and other
two-dimensional representations
(ACMMG111 - Scootle )
- Use a grid reference system to
describe locations. Describe
routes using landmarks and
directional language ​(ACMMG113
- Scootle )
- Describe translations, reflections
and rotations of two-dimensional
shapes. Identify line and rotational
symmetries ​(ACMMG114 -
Scootle )
- Apply the enlargement  
transformation to familiar two
dimensional shapes and explore
the properties of the resulting  
image compared with the original  
(ACMMG115 - Scootle )  
- Estimate, measure and compare
angles using degrees. Construct
angles using a protractor
(ACMMG112 - Scootle )
- Identifying the shape and relative
position of each face of a solid to
determine the net of the solid,
including that of prisms and pyramids
- Representing two-dimensional shapes
such as photographs, sketches and
images created by digital technologies
- Creating a grid reference system for 
the classroom and using it to locate 
objects and describe routes from 
one object to another 
- Identifying and describing the line 
and rotational symmetry of a 
range of two-dimensional shapes, 
by manually cutting, folding and 
turning shapes and by using digital 
technologies 
- Using a grid system to enlarge a 
favourite image or cartoon 
- Measuring and constructing 
angles using both 180° and 360° 
protractor 
Achievement Standard

Year 4

- Students compare areas of regular

and irregular shapes using
informal units.
- Students create symmetrical
shapes and patterns.
- They classify angles in relation to
a right angle.

Year 5

- Students connect
three-dimensional objects with
their two-dimensional
representations.
- They describe transformations of
two-dimensional shapes and
identify line and rotational
symmetry.
- Students use a grid reference
system to locate landmarks.
- They measure and construct
different angles.

Week 6
Learning Experience 1
- Looking at what students already
know
Inquiry Project
Students will be participating in an
formative assessment that looks at their
prior knowledge of Shape and Geometry.
Learning Experience 2
- You will be able to identify and
describe flip, slide and turn
symmetry of two-dimensional
shapes.
Vocab being developed
- Slid
- Flipped
- Symmetry
Inquiry
During this learning experience students
will not be able to ask for feedback on
how they are going with the task
The class will play a game called guess
who. The game has the same principles
as guess who but we are playing a shape
version.
The pretest will look at focusing on the
different names of two/three dimensional
shapes. The document will be shared
through google classroom that will allow
teachers to view the prior knowledge of
the students.
Once students have finished the formative
assessment we will have a class
discussion about shapes that students
see and use everyday.
The educator will go through a powerpoint
that looks at what symmetry is and how
can shapes have a line of symmetry. The
powerpoint will also look at what happens
to shapes when they are flipped, slide and
turn.
The teacher will go through
demonstrations of different shapes being
flipped, slid and being cut into lines of
symmetry. To make sure that students
understand the vocabulary that the
teacher is using. The teacher should try
and use hands-on visual models that
students can flip and slide.
 The students will then be asked to go
back onto their computers to do the
activities that are set up on google
classroom. The activities are questions
that target students to focus on symmetry
of shapes and challenge activity.

The end of the lesson will conclude with

going through the answers and having
classroom discussion on how it went.

Once students are finishing up they will

need to write in their Maths journal. They
will need to write about how they felt
about not being able to receive feedback.

Learning Experience 3 The class will have a recap of what we did

- You will be able to enlarge familiar last lesson. The teacher will facilitate the
two-dimensional shapes and discussion so the vocabulary is still being
compare the properties of the voiced throughout the conversations.
resulting shape with those of the
original. The aim of this learning experience is for
students to learn about what it means to
Vocab enlarge a shape and how to do it. The
- Enlarged teacher will go through with visual
- Scale demonstration on how to do the activity.

The students will then complete a series

of problem solving questions about
enlarging and general knowledge about
two/three dimensional shapes.

The students will then be enlarging their

 own shapes. Instead of doing shapes
students will be able to do cartoons and
heads and logos. Students will be given
grid paper to enlarge these pictures.

Week 7

Learning Experience 1 The class will have a refresher of what

- Students will learn about the they learnt last week about shape.
polygons and measuring Students will try and highlight some of the
compound and irregular shapes. activities that we did and the learning that
was done.

Vocab The lesson will look at the teacher

- Compound shapes introducing what polygons are. The class
- Irregular shapes will then have a discussion about what
- Polygons polygons they see. The next area of the
lesson will look at comparing the areas of
compound shapes and irregular shapes.
The teacher will then go through how this
can be done, by showing visual
demonstrations to the class.

The activity for today will be for students

to compare the area of shapes that are
normal, compound and irregular shapes.
The work will be completed on their
devices and they will share their work to
their site once done.

If the students finish the tasks early they

can go onto
https://www.splashlearn.com/area-and-pe
rimeter-games
 Which is a game that applies the
knowledge of areas of complex shapes.

Learning Experience 2 The activity for this learning experience is

- The learning intentions of this for students to complete a set of problem
lesson is to see where the solving activities. These activities will look
students are at with the knowledge at content that the class has already
of the content looked at.

The aim of this activity is to see where

Inquiry students are at with their learning. By
During this learning experience students students posting these problem solving
will not be able to ask for feedback on activities back to their site, the teacher will
how they are going with the task be able to see how they are travelling.

Once students are finishing up they will

need to write in their Maths journal. They
will need to write about how they felt
about not being able to receive feedback.

Learning Experience 3 A conversation about how students felt

- Students are going to look at about how they couldn't receive feedback
prisms and what prisms are. and what strategies they implemented in
order to work around the challenge.

The class will then discuss what they

already know about prisms. Once the
ideas of the students have died down.
The teacher will then go through a
powerpoint that looks at all different
prisms.

The activity for today is for students to

explore and use a program called

Learning Experience 1
- You will be able to describe
combinations of two-dimensional
shapes used to create nets of
three-dimensional objects.
Vocab
- Polygons
- Symmentary
- Flip
- Nets
Inquiry Project
- Students will receive feedback
through an application called
screencastify. This will provide
students with both written and
verbal feedback.
Learning Experience 1
Geogebra which looks at students
drawing prisms and other shapes on a
website. The website will allow students
to be creative with their thinking of prisms.
Week 8
The class is going to look at polygons and
symmetry. The class is going to do some
kirigami which is the art of cutting and
folding paper. The aim of this activity is for
students to create a polygon star. This
star will then look at the symmetry that the
star has. This will then lead into the class
having a discussion about nets and what
nets are. Students will then have a
discussion about what they have done in
the past.
The teacher will then go through a net
and how a net is a combination of two
dimensional shapes that combined in
making three dimensional shapes.
Students will then go through an activity
powerpoint which they will do on their
devices. Students will also have the
opportunity to construct their own cube.
Their cube will turn into a dice. With this
dice students will be able to play a game
of Yahtzee with other peers.
Week 9
The class will engage in a lesson that
 - You will be able to measure and
construct angles using both 180
and 360 degree protractors.
Vocab
- Acute Angle
- Obtuse Angle
Learning Experience 2
- Student to explore the different
angles around the world
Learning Experience 3
- Students develop an
understanding about grid
references, legends and
communicating directions.
Inquiry Lesson
- During this lesson students will
only be able to receive written
feedback.
looks at what students already know
about angles.
The teacher will then go through an
obtuse and acute angle with the class.
Also look at how to use a protractor. The
teacher will then give students some time
to play around with the protractor to get
used to it. The teacher will call out
random angles and see if students are
able to draw the angle and label if it is an
acute or obtuse angle.
The student will then complete a problem
solving powerpoint that will look at the
new content that has been taught.
Students will post their
The class will participate in a classroom
kahoot to see how their knowledge of the
subject is going. Since there has been a
large break since the last Maths lesson. It
will be a good way to refresh students'
brains about the shape content that is
being learnt.
Students will design their own maps of the
school. They will need to use the correct
layout of the school. The map needs to
include a scale, a legend and key
 features. The maps need to be built of
Vocab hard terrain and can be taken outside.
- Angles
- Scale Once students have done that they need
- Legend to create a set of instructions that they
can use for people and direct them
around the school. The teacher will look
at angles and examples of steps for their
map. Students need to set a goal and see
if they can achieve it by students listening
to the directions given to them.

At the end of the lesson students will

need to write in their Maths journal. They
will need to write about how they felt
about not being able to receive feedback.

Week 10

Learning Experience 1 This lesson students will be giving peers

their directions and their maps to see if
peers can understand the map and where
they need to go.

Students will reflect on the lesson and see

if their goal was achieved. Students at the
end of the lesson will fill out a reflection
sheet. This reflection sheet will look at
how successful their directions and map
was but also how their peers went.

Learning Experience 2 Students will have a big class discussion

about all the content that they can name
throughout the five weeks.

Then the students will then look at playing

a who am I geometry shape which can
look at 2-3 dimensional shapes and
angles.

The main activity is for students to

participate in an outdoor game called
geometry toss. This activity is for students
to apply their knowledge of geometric
features and their attributes. This is a
competitive game where students need to
throw the right bean bag on the described
shape.

Final assessment task