Learning / Assessment Plan
Title of lesson: APP-ing properties of 2-D shapes
N.B. This lesson looks at 2-D shapes only – the 3-D aspects of the assessment criteria would have to be looked
at separately, if using this approach
Learning/Assessment
Objective
(select as appropriate)
Learning Outcomes
(select as appropriate)
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By the end of this work I
will be able to:
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Use mathematical
names for common 3D and 2-D shapes
(Level 2)
Describe their
properties, including
number of sides and
corners (Level 2)
Classify 3-D and 2-D
shapes in various
ways using
mathematical
properties such as
reflective symmetry
for 2-D shapes ( Level
3)
Level
2
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Level
3
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Use the properties of
2-D and 3-D shapes
(Level 4)
Use a wider range of
properties of 2-D and
3-D shapes and
identify all the
symmetries of 2-D
shapes (Level 5)
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Level
4
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Level
5
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Identify 2-D shapes from pictures e.g. square, triangle,
hexagon, pentagon, octagon
Talk about shapes using properties and features such as
edge, face, corner
Visualise frequently used 2-D shapes
Sort 2-D shapes according to a single criterion e.g. shapes
that are pentagons or shapes with a right angle
Recognise properties that are the same even when a shape is
enlarged e.g. comparing different size squares, circles,
triangles
Recognise and explain that a shape stays the same even
when it is held up in different orientations
Sort objects and shapes using more than one criterion, e.g.
pentagon, not pentagon and all edges the same length/not the
same length
Sort the shapes which have all edges the same length and all
angles the same size from a set of mixed shapes and begin to
understand the terms ‘regular’ and ‘irregular’
Recognise right angled and equilateral triangles
Demonstrate that a shape has reflection symmetry by folding
and recognise when a shape does not have a line of
symmetry
Recognise and name most quadrilaterals, e.g. trapezium,
parallelogram, rhombus.
Recognise right-angled, equilateral, isosceles and scalene
triangles and know their properties
Use mathematical terms such as horizontal, vertical, parallel,
perpendicular
Understand properties of shapes, e.g. why a square is a
special rectangle
Visualise shapes and recognise them in different orientations
Find lines of symmetry in 2-D shapes including oblique lines.
Recognise the rotational symmetry of familiar shapes, such as
parallelograms and regular polygons.
Classify quadrilaterals, including trapeziums, using properties
such as number of pairs of parallel sides.
Key Vocabulary
Shape, polygon, side, straight, curved, triangle, quadrilateral, pentagon, hexagon, classify, equilateral,
isosceles, right-angled, scalene, square, rectangle, rhombus, parallelogram, trapezium, kite, regular,
irregular,
Learning/Assessment Episodes
Starter (10-15 mins)
Visualisation activity. Pupils asked to close their eyes and imagine e.g. “You are piloting a space
ship… a shape comes in to view… it’s an equilateral triangle… slice it in half with your laser gun…
draw the two shapes you have created. What is the mathematical name of these shapes?”. Discuss /
compare in pairs. Then whole class discussion. Two or three other examples could be covered.
Learning/assessment episodes (35-40 mins)
Plenary (10-15 mins)
1. Share the learning objective and outcomes/success
criteria.
1. Refer to outcomes. Ask for
examples of each one, in turn,
from the class.
2. Classification activity in pairs/threes/fours. Pupils given a
set of shapes and asked to separate them in to two or
more piles, by criteria of their own choosing. After some
time/discussion pupils asked to separate each pile in to
two further piles of their own choosing.
2. Ask pupils to spend a little time
supporting each other in deciding
where they are, individually, in
relation to the outcomes.
3. Pupils share their outcomes with another group. At this
stage, it may be necessary to ensure the meaning of the
term ‘polygon’ is explicit and to ask them to sort in to
“polygons” and “not polygons”?
3. Ask pupils to write, “I can…” and
“To improve…” statements, (using
the outcomes). The latter
becomes their target for
improvement.
If time – may need to be done in following lesson:
4. “Peeping shapes” activity. Show one corner of a shape,
then ask, “What could this shape be?” Discussion and
agreement.
4. Pupils record own assessments
on their self-assessment sheets.
Focused Assessment Materials (FAM) – from ‘Levelopaedia’
Use mathematical names for common 3-D and 2-D shapes (Level 2)
Identify 2-D and 3-D
Show me a pyramid / pentagon / hexagon / octagon
shapes from pictures of
them in different
How can you change this shape to make it a pentagon / hexagon /
orientations, e.g. square, octagon? (using geoboards)
triangle, hexagon,
pentagon, octagon, cube, Convince me that this shape is a pyramid
cylinder, sphere, cuboid,
pyramid
True/Never/Sometimes: Hexagons have more sides than pentagons
Describe their properties, including number of sides and corners (Level 2)
Make and talk about shapes referring to properties and features such as
Show me a 3D shape
edge, face, corner
with rectangular faces
Sort 2-D and 3-D shapes according to a single criterion e.g. shapes that
are pentagons or shapes with a right angle
Visualise frequently used 2-D and 3-D shapes
Begin to understand the difference between shapes with two dimensions
and those with three
Recognise properties that are the same even when a shape is enlarged
e.g. comparing different size squares, circles, similar triangles, cubes or
spheres
Recognise and explain that a shape stays the same even when it is held up
in different orientations
How can you change this
shape and keep it a
pentagon / hexagon /
octagon? (using
geoboards)
Convince me that a
shape with three sides
has three corners?
True/Never/Sometimes:
 A shape with three
sides has three
corners.
A shape with four straight
sides is a square.
Use ordinal numbers (first, second, third…) to describe the position of
objects in a row or when giving directions
Classify 3-D and 2-D shapes in various ways using mathematical properties such as reflective
symmetry for 2-D shapes ( Level 3)
Sort objects and shapes using more than one criterion, e.g. pentagon,
Show me a
not pentagon and all edges the same length/not the same length
triangle/quadrilateral/cuboid,
and another, and another …
Sort the shapes which have all edges the same length and all angles
the same size from a set of mixed shapes and begin to understand the
Show me a shape with one
terms ‘regular’ and ‘irregular’
right angle/two equal sides,
and another, and another…
Recognise right angled and equilateral triangles
Demonstrate that a shape has reflection symmetry by folding and
recognise when a shape does not have a line of symmetry
Recognise common 3-D shapes e.g. triangular prism, square-based
pyramid
What is the same different
about (diagrams of) these
triangles / quadrilaterals, ...
True/Never/Sometimes: A
triangle has a rightangle/obtuse angle, ...
Relate 3-D shapes to drawings and photographs of them, including
from different viewpoints
Focused Assessment Materials (FAM) – National Strategies
Level 4
Level 5
Resources
Copy of the objective and learning outcomes for display.
Copy of shape cards needed for main activity. Copy of some shape cards needed for main activity (not
supplied, but session SS1 from the ‘Standards Unit: improving Learning in Mathematics’ has some that
can be used).
Progression Maps
Further support for this objective can be found within the Secondary National Strategy ‘Progression
Maps’: Shape & Space  Shape & Space  Steps 1, 2, 3 & 4.
Homework
N/A
Follow up
Review pupils’ self-assessments and plan appropriately for next lesson.