Students investigate the properties of 3D shapes and objects and 2D shapes and how they can be changed through manipulation of concrete materials —for example, by:
  • folding or cutting rectangles of paper to make paper hats, paper planes, paper boats
  • folding or cutting paper to make different-shaped flowers for a class mural
  • folding squares of paper to make conversation starters (cruets)
  • folding and cutting rectangles of paper to make Chinese lanterns
  • folding and cutting squares of construction paper to make pinwheels
  • manipulating modelling material to create shapes to make toys, houses, jewellery.
This investigation provides students with opportunities to investigate geometric properties of and terms associated with 3D shapes and objects and 2D shapes; to visualise and represent shapes and objects; and to make representations of shapes using nets.


Investigationsshouldoccurinarangeofcontexts.Forexample,studentscouldinvestigate:

• howpackagescanbesortedtomakethebestuseofstoragespace

• what3Dshapeslooklikefromdifferentviewpoints

• howobjectscanbeillustratedinadvertisementsusingdifferentviews,suchasfront,back,topandside

• howobjectscanbereplicatedusingmanipulativeequipment

• netsbycuttingtheedgesofpackagingboxesandunfolding

• paperfolding.Studentsfoldapapersquareinhalf.Whathappens?Foldinhalfagain.Whathappens?Dothesame

withatriangle,rectangle,circle.

Code breaker

• Recognisecontentwords:face,corner,side,edge,square,rectangle,

triangle,cube,prism,sphere,cylinder,cone,pyramid.

• Recognisesemanticdifferenceofwordsusedinmathematicsand

everydaylanguagee.g.face,cone,corner,side,edge.

Text participant

• Comparethecommoncharacteristicsofcommon2Dand3Dshapes.

Text user

• Explainthedifferencesbetweensquaresandrectangles.Explainthe

differencesbetweenbasic3Dshapes.Explaintherelationshipbetween

trianglesandsquares—4trianglesfitinsideasquare.

Text analyser

• Seemathematicsasimportanttoeverydayliving.Recognisesituationsin

therealworldinvolvingshapeandline








Ways of working in this topic—BytheendofYear3,studentswillbeableto:



• reflectonandidentifythecontributionofmathematicstoeverydaysituations



• posebasicmathematicalquestionsandidentifysimplestrategiestoinvestigatesolutions



• useeverydayandmathematicallanguage,mentalcomputations,representationsandtechnologytogeneratesolutionsandcheckforreasonablenessofthesolution



• makestatementsanddecisionsbasedoninterpretationsofmathematicalconceptsinfamiliareverydaysituations



• identifymathematicsineverydaysituations.

Unique attributes of shapes, objects and time can be identified and described using standard and non-standard units

• Standardunits,includingcentimetre,metre,kilogram(halfandquarter)andlitre(halfandquarter),andnon-standardunitsofmeasurementcanbeusedtomeasureattributesofshapesand

objects,e.g.centimetresandhandspanmaybothbeusedtomeasurethelengthofadesktop.

• Measurementsoflength,area,volumeandmassofshapesandobjectsarecomparedandordered,usinginstruments,e.g.usescalestocomparethemassofarangeofobjects;useaonelitremeasuringjugtofillandcomparethevolumesofothercontainers.