Assessment Two: CRAIG EDWARDS 11168546

2015
ASSESSMENT TWO
EMM310
CRAIG EDWARDS 11168546

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Unit Overview: Two-Dimensional Space 1
Geometry and
Stage: Two
Class: One
Measurement
Syllabus Outcomes:
MA2-1WM uses appropriate terminology to describe, and symbols to represent, mathematical ideas
MA2-3WM checks the accuracy of a statement and explains the reasoning used
MA2-15MG manipulates, identifies and sketches two-dimensional shapes, including special quadrilaterals, and describes their features
EN2-1A communicates in a range of informal and formal contexts by adopting a range of roles in group, classroom, school and community contexts
VAS2.1 Represents the qualities of experiences and things that are interesting or beautiful by choosing among aspects of subject matter.
Unit Focus:
Identify and name the special quadrilaterals presented in different orientations
Describe and compare features of shapes, including the special quadrilaterals
Students should be able to communicate using the following language: shape, two-dimensional shape (2D shape), circle, triangle, quadrilateral, parallelogram,
rectangle, rhombus, square, trapezium, kite, pentagon, hexagon, octagon, orientation, features, properties, side, parallel, pair of parallel sides, opposite, length,
vertex (vertices), angle, right angle.
Lesson
Syllabus Content
Learning Experiences
Lesson One
identify and name the special
Pre-Test
quadrilaterals presented in different
orientations, e.g.
will assess
through a pre topic test. This is to then be marked as a
(Pre topic)
students prior
Based off student understanding, as demonstrated in the

names of two-dimensional shapes as required.
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Pre-topic test
Appendix 1
pre-topic test, time should be spent going over the
Craig Edwards 11168546
Assessment
Teacher/s are to assess students prior knowledge

class.
Resources
knowledge.
Teacher/s are to facilitate discussions on quadrilaterals.
Questioning and
with others depends on shared use of
Teacher/s may point to a rectangle in the room or
depth of
social conventions, including turn-taking
display a picture of one on the interactive whiteboard,
responses will
patterns, and forms of address that vary
informing students that this a quadrilateral. Teacher/s
assess their
according to the degree of formality in
are to then ask the students what they think makes it a
knowledge as
social situations (ACELA1476)
quadrilateral. This is to be repeated for other
will questions
interact effectively in groups or pairs,
quadrilaterals- square, rhombus, parallelogram, kite,
posed by
adopting a range of roles
and trapezium, until the students are able to develop a
students.
use interaction skills, including active
definition of quadrilaterals, with teacher assistance and
listening behaviours and communicate
guidance, determining that they are a shape with four
in a clear, coherent manner using a
straight sides.
understand that successful cooperation
variety of everyday and learned
Once a definition has been developed students are to

then write it into their workbooks.
vocabulary and appropriate tone, pace,
Students are
pitch and volume (ACELY1688,

Students are to be shown a variety of shapes on the
able to correctly
use information to support and
interactive whiteboard and they are to determine
identify
elaborate on a point of view
whether or not they are a quadrilateral. Students may be
quadrilaterals
ACELY1792)
asked to place their hands on their heads if yes and

behind their backs if no.
Teacher/s are to facilitate discussions and assist

students to determine the six shapes that are classified
as quadrilaterals, - square, rectangle, rhombus,
parallelogram, kite and trapezium.
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Students are to then be given various quadrilaterals, in
Students are
different orientations (as found in Appendix 2). These
able to correctly
quadrilaterals should be printed at an appropriate size
Appendix 2
identify
and precut. Students are to match their shapes with its
quadrilaterals in
given name and stick it around a poster (as found in
different
Appendix 2) that has been previously placed around the
orientations
room.
Adjustments
Students may be placed into mixed ability pairs or

groups to assist with the placement of shapes.
Students may be given only shapes that are not in

different orientations.
Teacher/s are to then facilitate discussions on the

students placement of shapes, assisting students to
determine if any shape has been placed incorrectly.
Lesson Two:
Quick questions on quadrilaterals. Students are to
Revision to
identify quadrilaterals in different orientations using the
asses students
orientations, e.g.
PowerPoint file Revision Questions Two Dimensional
Shapes.ppt
Teacher/s are to facilitate discussions on the term
Revision Questionsknowledge and

Two Dimensional Shapes.pptx
ability to recall
information
parallel. Students are to then identify parallel lines that

can be seen around the classroom. The phrase pair of
Questioning and
sides, if any, of each of the special
parallel lines is to be introduced to students to describe
depth of
quadrilaterals (Reasoning)
two lines that are parallel to each other. It may be
responses will
determine the number of pairs of parallel
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identify right angles in squares and

rectangles
helpful to relate this to other uses of the word pair,
assess their
such as pair of boots, pair of sunglasses, pair of socks.
knowledge.

Students are to then identify if a given quadrilateral has
parallel sides, and if so how many, using pictures of 2D
Students are
shapes and or 2D-shape blocks.
able to
Teacher/s are to facilitate discussions on right angles.
accurately
Students are to then identify where right angles are
identify parallel
found around the classroom.
lines and right
Students are to then identify if a given quadrilateral has
angles around
right angles or not, and if so how many, using pictures of
the room. They
2D shapes and or 2D-shape blocks.
are able to
Teacher/s are to ask students to identify specific
determine
everyday and learned vocabulary and
quadrilaterals around the room including square,
which
appropriate tone, pace, pitch and volume
rectangle, trapeziums etc.
quadrilaterals


listening behaviours and communicate in a
clear, coherent manner using a variety of
(ACELY1688, ACELY1792)
use information to support and elaborate
Adjustments
have these
properties
Students may be shown pictures on the Interactive

white board and students come up to the board and
on a point of view
circle all squares in blue, rectangles red etc.
Lesson Three:
Teacher to facilitate discussions on quadrilaterals to
Revision to
revise on the definitions of quadrilaterals. Students to
assess
orientations, e.g.
brainstorm quadrilaterals in the classroom.
students
knowledge and
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Within pairs students are to be given pictures of each

quadrilateral (Appendix 3). Using a ruler they are to
Appendix 3
measure the lengths of each side of the given
Rulers
ability to recall
information.
determine the number of pairs of
quadrilaterals, writing their measurements on each
Students are
parallel sides, if any, of each of the
shape.
able to use a
special quadrilaterals (Reasoning)
Adjustment
Students may be placed in groups of 3 or 4
rectangles
Students may focus on only one quadrilateral.
Teacher/s are to then facilitate discussions about the
kites using one or more attributes, e.g.
properties of each quadrilateral based off the side
quadrilaterals with parallel sides and
lengths. E.g. a square has 4 equal sides, a rectangle has
right angles
opposite sides equal.
lengths.
Students are
able to use their
measurements
to develop
use measurement to establish and

describe side properties of the special
Tic Tac Toe Game Quadrilateral Version
Pencils
quadrilaterals, e.g. the opposite sides of a
Teacher/s are to revise with students how to play
Paper
parallelogram are the same length
traditional Tic Tac Toe (noughts and crosses). The
manipulate, compare and describe
teacher advises the students that they will now play the
features of two-dimensional shapes,
Quadrilateral Version. Students are to be placed into
including the special quadrilaterals:
pairs. Each pair will need to have different coloured
parallelograms, rectangles, rhombuses,
pencils and are to be given a piece of paper on which
squares, trapeziums and kites
they will draw the Tic Tac Toe grid.
Adjustments:
Student pairs should be carefully chosen, with students

abilities taken into consideration.
Tic Tac Toe grid may be provided (Appendix 4)
Round One:
Students are to each choose a quadrilateral to use

instead of Os or Xs
measure side
group parallelograms, rectangles,

rhombuses, squares, trapeziums and
ruler to
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Appendix 4
conclusions
about each
shape.
Round Two:
Students are to use multiple quadrilaterals on their turn.
Students are
They are to use quadrilaterals that have the same
able to correctly
properties e.g. those with have parallel lines, those with
identify
have right angles.
quadrilaterals
Adjustment
with the same
Lesson Four:
The table from Appendix Six can be used to assist
students to identify quadrilaterals with the same
properties
Teacher/s to review the properties of quadrilaterals.
Revision to
In pairs, using their work from previous lesson to
asses students
assist them, students are to then complete a
knowledge and
worksheet (Appendix 5) on quadrilateral properties.
name a shape, given a written or verbal
ability to recall
Teacher/s to facilitate discussions on students

answers.
Students are
able to

As a class students are to then develop a description of
accurately
a square based off its properties. Teacher/s are to
identify the
assist students to develop full sentence descriptions of
properties of
explain why a particular quadrilateral
each property. For example: A square has four equal
each
has a given name, eg 'It is a
sides. Students are to copy these sentences into their
quadrilateral.
parallelogram because it has four sides
workbooks.
Appendix 5
information
description of its features (Reasoning)
Appendix 6
rectangles
property
4x4

ACELY1792)
To increase difficulty the grid size may be increased to
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and the opposite sides are parallel'
Using this as a basis, students are to then individually
Students are
(Communicating, Reasoning)
develop descriptions of the other quadrilaterals.
able to develop
Writing their sentences into their workbooks
written
Adjustment
descriptions of
Students may develop the descriptions with a partner.
each
Students having difficulty developing the sentences may
quadrilateral.
complete the cloze exercise (Appendix 6).
Appendix 6
Students are to
In partners, students are to take it in turns reading
accurately
their description of one of the quadrilaterals. Their
identify a
partner is to then attempt to identify which
quadrilateral
quadrilateral it is.
based off a
written
description
Lesson Five:
Teacher/s are to facilitate discussion, reviewing
Revision to
asses students
properties of each quadrilateral.
knowledge and

Each student is to be given a copy of Appendix 8.
Individually they are to work through the hints and
identify the quadrilateral that corresponds to each
person.
orientations
Appendix 8
ability to recall
information
Students are
Adjustments
able to correctly
Students may be provided with the adjusted
use properties
quadrilaterals and/or clues.
to identify the
It may be completed in pairs
quadrilateral
that
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Extension
corresponds to
Students are to create their own clues
each person
If time permits students are to then work through the

Appendix
Students are
treasure hunt activity (Appendix .) , following the
able to work
clues to find the hidden treasure.
though the clues
to find the
appropriate
quadrilaterals
and hence
treasure

ACELY1792)
Lesson Six:
determine the number of pairs of parallel
Quadrilateral Animals Competition
Revision to
asses students
sides, if any, of each of the special

quadrilaterals (Reasoning)
rectangles
The town Zoo is holding a competition. They would like
knowledge and
the class to design a Quadrilateral Mural to be painted on
ability to recall
the wall as you enter the Zoo for everyone to see.
information
The Zoo will display their favourite 5 quadrilateral
pictures.
The Zoo has asked you to develop a new animal made
entirely of quadrilaterals. You are to draw a picture of this
animal and its enclosure. The plants in the enclosure are
also made up of quadrilaterals. You must also come up

with a name for your new animal. Be creative!
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Questioning and
Paper
Pencils
Rulers
depth of
responses will
assess their
knowledge as
will questions

listening behaviours and communicate in
a clear, coherent manner using a variety of
everyday and learned vocabulary and
Adjustment
posed by
Students may only use specific numbers of shapes in the
students.
design e.g. 4 parallelogram, 2 squares, 1 kite, 3

rectangles, 1 rhombus.
Students may redraw a known Zoo animal using
quadrilaterals
appropriate tone, pace, pitch and volume

(ACELY1688, ACELY1792)
talks about and thinks about their
intentions for art making and recognises
how these affect their selection of ideas,
materials, tools and techniques and
methods of working
Lesson Seven:
Revision
Revision to
After playing YouTube clip on Quadrilaterals. Teacher
asses students
facilitates revision discussion of quadrilaterals.
knowledge and
Quadrilateral Rap (Simpson, 2010)
ability to recall
https://www.youtube.com/watch?v=rh93AfCyOik
Team Quadrilateral Outside Activity
group parallelograms, rectangles,
All students are to go outside the classroom into the
rhombuses, squares, trapeziums and
playground or gym and are to be placed into groups of
kites using one or more attributes, e.g.
4. Students should be placed into mixed ability groups.
quadrilaterals with parallel sides and
Each group is provided with 6-8 metre length of

rope/ribbon/cord/twine
right angles
information
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Students are
able to correctly
rope/ribbon
/cord/twine
create the given

quadrilateral

each group of students are to use the rope and their
bodies to create the shape.
The teacher calls out the name of a quadrilateral and

Students are
able to create an
Once students have mastered this skill the teacher is to
call out a property of a quadrilateral, such as has four
appropriate
equal sides and the students must create an appropriate
quadrilateral for
quadrilateral. Students may be questioned as to why
the given
orientations
they have made their specific quadrilateral.
property and
can justify their

Adjustment
To assist with determining the quadrilaterals based off
their properties students may be provided with pictures
of 2D shapes and or 2D-shape blocks of each quadrilateral.
selection
Students are
Celebrity Quadrilateral Heads (Board of Studies
able to
Teaching and Educational Standards, 2014)
effectively
ACELY1792)
Students work as a class or in small mixed ability
Sticky Notes,
question their
groups. One student is the Quadrilateral Guesser. The
paper hat or
peers in order
teacher/s or another student writes the name of one
students cap
to correctly
of the special quadrilateral onto a sticky note and
or beanie.
identify their
affixes it to the Quadrilateral Guessers forehead or
hat so they cannot see it.
Inform the Quadrilateral Guesser that they can only
have a maximum of two guesses of the name of the
quadrilateral. Inform the students that they can only

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quadrilateral.
respond with yes or no and should not provide any
other hints.
Adjustment
Increase or decrease maximum guesses the
Quadrilateral Guesser is allowed

Teacher/s are to advise students that next lesson they will
be assessed on their knowledge and understanding on
Quadrilaterals. Advise the students that they will have
three choices; Cartoon Strip, Song or create a PowerPoint.
Lesson Eight:
Compare and describe features of two-
Summative Assessment:
dimensional shapes, including the
Students are to display their knowledge and
special quadrilaterals
understanding of quadrilaterals and their properties by
completing one of the assessments below:

Students are
Appendix
able to develop
Nine
a cartoon strip,
PowerPoint or
Write a cartoon strip including all the
poem displaying
quadrilaterals using the template provided
their knowledge
Students create a PowerPoint slideshow about
and
quadrilaterals. This may be a story.
understanding
Write a poem about quadrilaterals.
of
quadrilaterals.
Appendix
Eleven

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orientations, e.g.



rectangles group parallelograms,
rectangles, rhombuses, squares,
trapeziums and kites using one or more
attributes, e.g. quadrilaterals with
parallel sides and right angles
Reflection:
How did the unit rate in these areas?
Time allocated for topic
Student understanding of content
Opportunities for student reflection on learning
Suitability of resources
Variety of teaching strategies
Integration of Quality Teaching strategies
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Integration of ICTs
Literacy strategies used
Numeracy strategies used
SMART targets addressed
Continuum clusters addressed
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Appendix One:
Students Name: ___________________________________
Pre-Topic Test: Stage 2

Two-Dimensional Space 1
Label the shapes below using the correct term.
Parallelogram Rhombus Trapezium Square Rectangle

Kite Quadrilaterals
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
____________________________________
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____________________________________
____________________________________
Appendix Two:
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____________________________________
P a g e 16 |
P a g e 17 |
Rhombus
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Square
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Rectangle
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Trapezium
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Kite
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Parallelogram
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Appendix Three:
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Appendix Four
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Appendix Five:
Use your workbook to help you complete the sentences below.
Square:
A square has __________ equal sides
A square has _____ pairs of ______________ lines
A square has _____ right ________________
Rectangle:
The ______________________ sides of a rectangle are _____________________
A rectangle has ______ pairs of _____________________ lines
A rectangle has _____ right _________________
Parallelogram
A parallelogram has ______ pairs of equal sides
The _____________________ sides of a parallelogram are _____________________
A parallelogram has _______ pairs of ____________________ lines
A parallelogram has _______ right _________________
Rhombus
A rhombus has ________ equal sides
A rhombus has _______ pairs of _____________________ lines
A rhombus has _______ right _____________________
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Trapezium
A trapezium has ___________ pairs of equal sides
A trapezium has _____ pair of_____________________ lines
A trapezium has _________ right _____________________
Kite
A kite has ____________ pairs of equal sides
A kits has ________ pairs of ________________ lines
A kite has __________ right _____________________
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Appendix Six
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Appendix Seven:
1.
2.
3.
4.
The shape is a quadrilateral

The shape has 2 sets of parallel sides
The shape does not have any right angles
The shape has all equal sides
Which Quadrilateral am I? ____________________________________
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How many pairs of opposite

equal sides?
How many pairs of opposite
parallel sides?
Does it have 4 equal sides?
Does it have 4 right angles?
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square
rhombus
rectangle
parallelogram
trapezium
kite
Students to complete the table
Appendix Eight:
Shape Cards
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Shape Cards Adjusted
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Instructions:
Six students are to share the 20 shapes. Find each students favourite shape.
Alice likes shapes with exactly one set of parallel sides. Colour all of her shapes BLUE.
Brandon likes shapes with all equal sides. Colour all of his shapes RED.
Carly likes shapes with right angles and equal sides. Colour all of her shapes GREEN.
Dan likes parallel sides but does not like equal sides and right angles. Colour all of his shapes YELLOW
Simon likes parallel sides and right angles but does not like shapes with equal sides. Colour all of his
shapes ORANGE.
Charlie-Rae does not like right angles. Colour all of her shapes PINK.
ADJUSTMENT
Instructions:
Six students are to share the 20 shapes. Find each students favourite shape.
Alice likes shapes with exactly one set of parallel sides. Colour all of her shapes BLUE.
Brandon likes shapes with all equal sides. Colour all of his shapes RED.
Carly likes shapes with right angles and equal sides. Colour all of her shapes GREEN.
Dan likes parallelograms. Colour all of his shapes YELLOW.
Simon likes rectangles. Colour all of his shapes ORANGE.
Charlie-Rae does not like right angles. Colour all of her shapes PINK.
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Appendix Nine:
Students Name: ___________________________________
Topic Test: Stage 2

Two-Dimensional Space 1
You are to select one of the following.

1. Write a cartoon strip including all the quadrilaterals using the template provided
(Appendix 10)
2. Students create a PowerPoint slideshow about quadrilaterals. This may be a story.
3. Write a poem about quadrilaterals.
Remember to include any special quadrilaterals learnt about and their properties.
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Appendix Ten
Cartoon Strip Template:

Students may add as many boxes as required to complete assessment.
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Appendix Eleven:
Marking Criteria
Presentation
Spelling and
Grammar
Content
E
Poorly
prepared and
presented
No pictures
used
(PowerPoint
and Cartoon)
D
Poorly
prepared and
presented
Minimal use
of pictures
(PowerPoint
and Cartoon)
C
Adequately
prepared and
presented
Some use of
pictures
(PowerPoint
and Cartoon)
B
Neatly
prepared and
presented
Good use of
pictures
(PowerPoint
and Cartoon)
Incorrect
4-5 spelling
spelling of all
of
quadrilaterals,
quadrilateral
errors
>10
grammatical
7-9
errors
grammatical
errors
No evidence
Little
of learning
evidence of
Few
learning
quadrilaterals Some
utilised
quadrilaterals
Does not
utilised
include
Minimal use
properties of
of the
each
properties of
quadrilateral
each
quadrilateral
2-3 spelling
of
quadrilateral
errors
3-6
grammatical
errors
Adequate
evidence of
learning
Most
quadrilaterals
utilised
Some use of
the
properties of
each
quadrilateral
1 spelling of
quadrilateral
errors
1-2
grammatical
errors
Good
evidence of
learning
All
quadrilaterals
utilised
High use of
the
properties of
each
quadrilateral
Grade
Comments :
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A
Excellent
preparation
and
presentation
Detailed use
of pictures
(PowerPoint
and Cartoon)
No spelling or
grammatical
errors
Excellent
evidence of
learning
All
quadrilaterals
utilised
Detailed use
of the
properties of
each
quadrilateral
References
Board of Studies. (2012). Mathematics K-10 NSW Syllabus. Sydney: Board of Studies.
Board of Studies Teaching and Educational Standards. (2014). Program Builder. Retrieved from Board of Studies
Teaching and Educational Standards: https://pb.bos.nsw.edu.au/units
Simpson, K. (2010, Jan). K2 - Quadrilateral - Pitbull 1234. Retrieved from YouTube:
https://www.youtube.com/watch?v=rh93AfCyOik
P a ge 1|

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2015

CRAIG EDWARDS 11168546

Unit Overview: Two-Dimensional Space 1

Identify and name the special quadrilaterals presented in different orientations

Describe and compare features of shapes, including the special quadrilaterals

identify and name the special

quadrilaterals presented in different

through a pre topic test. This is to then be marked as a

Based off student understanding, as demonstrated in the

pre-topic test, time should be spent going over the

Craig Edwards 11168546

Teacher/s are to assess students prior knowledge

Teacher/s are to facilitate discussions on quadrilaterals.

with others depends on shared use of

Teacher/s may point to a rectangle in the room or

social conventions, including turn-taking

display a picture of one on the interactive whiteboard,

patterns, and forms of address that vary

informing students that this a quadrilateral. Teacher/s

according to the degree of formality in

are to then ask the students what they think makes it a

social situations (ACELA1476)

quadrilateral. This is to be repeated for other

interact effectively in groups or pairs,

quadrilaterals- square, rhombus, parallelogram, kite,

adopting a range of roles

and trapezium, until the students are able to develop a

use interaction skills, including active

definition of quadrilaterals, with teacher assistance and

listening behaviours and communicate

guidance, determining that they are a shape with four

in a clear, coherent manner using a

understand that successful cooperation

variety of everyday and learned

Once a definition has been developed students are to

vocabulary and appropriate tone, pace,

pitch and volume (ACELY1688,

use information to support and

interactive whiteboard and they are to determine

elaborate on a point of view

whether or not they are a quadrilateral. Students may be

asked to place their hands on their heads if yes and

Teacher/s are to facilitate discussions and assist

Craig Edwards 11168546

Students are to then be given various quadrilaterals, in

different orientations (as found in Appendix 2). These

quadrilaterals should be printed at an appropriate size

and precut. Students are to match their shapes with its

given name and stick it around a poster (as found in

Appendix 2) that has been previously placed around the

Students may be placed into mixed ability pairs or

Students may be given only shapes that are not in

Teacher/s are to then facilitate discussions on the

identify and name the special

Quick questions on quadrilaterals. Students are to

quadrilaterals presented in different

identify quadrilaterals in different orientations using the

PowerPoint file Revision Questions Two Dimensional

Teacher/s are to facilitate discussions on the term

Revision Questionsknowledge and

parallel. Students are to then identify parallel lines that

sides, if any, of each of the special