The language itself conveys the shape category and should be emphasised and well understood.Īs students manipulate shapes that are the same, they ‘discover’ tessellation and come to understand that this is also an identifying characteristic of a shape.
The change in language from ‘sides and corners’ for two-dimensional shapes, to ‘faces, edges and vertex/vertices’ is not an insignificant one. They should be able to explain in their own words, what the abbreviations 2D and 3D mean. In understanding the way in which two dimensional plane shapes build three dimensional shapes, students need to have a clear understanding of the meaning and concept of ‘dimensions’. It is useful for students to see that two-dimensional shapes are like a print that technically cannot be ‘held’ because it has no thickness or depth. When students are given opportunities, they find their own systems for sorting shapes, justifying their categories and developing the important geometric language of attributes.Īs they work with three-dimensional shapes, students become aware that these are made up of flat or plane shapes that have two dimensions. In level one, students have been learning to name some common two-dimensional and three-dimensional shapes and have started to become familiar with their features (e.g.
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