All Lessons

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

1.MD.2 Express the length of an object as a whole number of length units, by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps.

(Y2) Compare and order several shapes and objects based on length, area, volume and capacity using appropriate uniform informal units (ACMMG037)

2.MD.4 Measure to determine how much longer one object is than another, expressing the length difference in terms of a standard length unit.

(Y2) Interpret simple maps of familiar locations and identify the relative positions of key features (ACMMG044)

2.MD.9 Generate measurement data by measuring lengths of several objects to the nearest whole unit, or by making repeated measurements of the same object. Show the measurements by making a line plot, where the horizontal scale is marked off in whole-number units.

(B) Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

(Y1) Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features (ACMMG022)

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

(B) Distinguish between attributes that define a two-dimensional or three-dimensional figure and attributes that do not define the shape

(Y1) Investigate and describe number patterns formed by skip-counting and patterns with objects (ACMNA018)

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

(D) Identify two-dimensional shapes, including circles, triangles, rectangles, and squares, as special rectangles, rhombuses, and hexagons and describe their attributes using formal geometric language

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes.

(G) Partition two-dimensional figures into two and four fair shares or equal parts and describe the parts using words

(H) Identify examples and non-examples of halves and fourths.

(Y1) Recognise and describe one-half as one of two equal parts of a whole. (ACMNA016)

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

(F) Compose two-dimensional shapes by joining two, three, or four figures to produce a target shape in more than one way if possible

(Y4) Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies (ACMMG088)

K.G.6 Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

1.G.3 Partition circles and rectangles into two and four equal shares, describe the shares using the words halves, fourths, and quarters, and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares.

(E) Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

(Y2) Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

(E) Decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts.

(Y2) Recognise and interpret common uses of halves, quarters and eighths of shapes and collections (ACMNA033)

2.G.3 Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds, four fourths. Recognize that equal shares of identical wholes need not have the same shape.

2.G.2 Partition a rectangle into rows and columns of same-size squares and count to find the total number of them.