AC9M2SP02: Recognise Describe and Classify Familiar Three Dimensional Objects Using Obvious Features.

Project Overview and Purpose

This overview extends children’s knowledge of 2D shapes and 3D objects through the identification, description and classification of them by their properties (for example, sides, edges, vertices and faces). Students will also investigate how shapes can be found in the world around them and use math language to explain what they know. To develop the child's ability to appreciate space. To develop the child's problem-solving skill through the exploration of shapes To relate mathematical concepts to the environment.

Description

This unit will help students explore 2D shapes and 3D objects they see every day. They will learn how to describe shapes by their features such as sides, corners, faces, and edges. Students will practise naming, drawing, sorting, and comparing shapes. The unit also links to art, where children can use shapes to create their own pictures. By the end, students should be able to talk about shapes in clear words and see how shapes are used in the world around them.

Inquiry Questions

1. What shapes can we find in our classroom or playground?
2. How do 2D shapes and 3D objects show up in buildings and art?
3. How can we describe shapes so others understand us?
4. How can shapes be put together to make new designs?

Reflection Questions

1. What did students show they understood about shapes?
2.  Were all children able to join in and explain their thinking?
3. Which teaching strategies worked best for different learners?
4. How can I link shapes more with art or the local environment?

Summary of Assessment Requirements

The assessment focuses on extending children’s understanding of 2D shapes and 3D objects by identifying, describing, and classifying them based on properties such as sides, edges, vertices, and faces. Key points to be covered include:

• Identification of common 2D and 3D shapes in the environment.
• Description of shapes using appropriate mathematical vocabulary.
• Classification and comparison of shapes based on features.
• Integration of shapes into creative activities like art.
• Encouraging observation of shapes in everyday surroundings.
• Promoting problem-solving skills through exploration and play.

The unit requires linking mathematical concepts to real-world contexts, fostering spatial awareness, and developing children’s ability to articulate their understanding clearly.

Approach by the Academic Mentor

The Academic Mentor guided the student through the assessment in a step-by-step structured process:

1. Introduction & Context Setting

   • Explained the purpose of the project: helping children explore shapes in the classroom, playground, and surrounding environment.

   • Discussed the importance of using clear mathematical language for describing shapes.

2. Exploration & Identification of Shapes

   • Encouraged the student to observe 2D and 3D shapes in familiar environments.

   • Guided on documenting findings with drawings or photographs, noting features like sides, corners, faces, and edges.

3. Description & Classification

   • Mentor helped the student categorize shapes based on properties (e.g., triangles, squares, cubes, spheres).
   • Advised on using precise terms to describe shapes so children could understand and communicate effectively.

4. Integration with Creative Activities

   • Suggested ways to link shapes to art projects, such as using shapes to make pictures or patterns.
   • Encouraged practical activities where children could build new designs using multiple shapes.

5. Reflection & Assessment of Understanding

   • Guided the student to ask reflection questions to evaluate children’s understanding and engagement.
   • Emphasized observing how children explain their thinking and adapt teaching strategies for different learners.

6. Linking to Environment & Real Life

   • Mentor supported the student in connecting mathematical concepts to the environment, showing how shapes are present in buildings, playground equipment, and artworks.

Outcome Achieved

• Children were able to identify, describe, and classify shapes accurately.
• Students demonstrated clear mathematical communication using proper terminology.
• Creative and problem-solving skills were developed through hands-on activities and art integration.
• Teaching strategies were adapted to accommodate different learning styles, ensuring all children participated effectively.
• Links between mathematics and the real-world environment were strengthened, making learning meaningful and contextual.

Learning Objectives Covered

• Understand and identify 2D shapes and 3D objects.
• Describe shapes using mathematical vocabulary (sides, edges, vertices, faces).
• Classify and compare shapes based on their features.
• Develop problem-solving skills through shape exploration.
• Connect mathematical knowledge to art, design, and the environment.
• Foster effective communication and reflection in explaining concepts.

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