D
Student Book
Teacher
SERIES
Name _____________________________________
Space, Shape and Position
Series D – Space, Shape and Position
Contents
Topic 1 –1 Lines
Section
– Answers
and angles
(pp. 1–28)
(pp. 1–5)
Date completed
• lines
parallel
andand
angles______________________________
perpendicular lines___________________1
/
/
• investigating
angles________________________________________
2D shapes________________________ 6
/
/
• angles
investigating
and lines
3D shapes________________________
in the environment – apply_ ________
14
/
/
• properties of shapes____________________________
/
/
Section 2 – Assessment
with_________________________________
answers (pp. 29–38)
• quadrilaterals
/
/
• lines
and angles______________________________
29
symmetry
and tessellation_ ______________________
/
/
_ _________________________
• investigating
2D shapes________________________
31
tangrams – investigate
/
/
______________________________
• investigating
3D shapes________________________
35
symmetry – solve
/
/
• properties of shapes____________________________
/
/
Section 3 – Outcomes
• spheres,(pp.
cones39–43)
and cylinders_ ____________________
/
/
• prisms and pyramids____________________________
/
/
• cross sections_________________________________
/
/
• nets_ ________________________________________
/
/
• different views_________________________________
/
/
• net puzzle – solve_ _____________________________
/
/
• describing position_ ____________________________
/
/
• following directions_____________________________
/
/
• grids and coordinates_ __________________________
/
/
Series
Nicola Author:
Herringer
• compass points________________________________
/
/
Nicola Herringer
• hit the points – apply ___________________________
/
/
• position____________________________________ 22
Topic 2 – Investigating 2D shapes (pp. 6–13)
• position____________________________________ 37
Topic 3 – Investigating 3D shapes (pp. 14–21)
Topic 4 – Position (pp. 22–28)
Series Author:
Copyright ©
Lines and angles – parallel and perpendicular lines
Parallel lines are always the same distance
away from each other at any point and
can never meet. They can be any length
and go in any direction.
1
Look at each group of lines. Tick the parallel lines.
a
b
c

d
e
f


Perpendicular lines meet at right angles.
Sometimes they intersect (cross over),
sometimes they do not intersect.
2
Look at each group of lines. Tick the perpendicular lines.
a
b
c

d

e
f

3
List the first 10 letters of the alphabet in capitals. Circle the letters that have either
parallel or perpendicular lines.
Answers will vary.
____________________________________________________________________
Space, Shape and Position
Copyright © 3P Learning
D
1
SERIES
TOPIC
1
Lines and angles – angles
angle
An angle is the amount of turning
between two lines that meet.
There are lots of angles all around
us. You have probably noticed
many already.
Here are two examples of
angles in your classroom:
1
Look at the angle on each open chest lid. Trace the angle and then order the
treasure chests’ lids from the smallest to largest angle.
4
2
angle
1
3
2
Follow the directions
about angles.
aTick the pair of
scissors that has
the largest angle.

b Place a circle around the pair of scissors that has the smallest angle.
cFind something in your classroom the has an angle larger than anything on this
page and draw it below:
Answers will vary.
2
D
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SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Lines and angles – angles
An angle is the amount of turning
between two lines that meet.
corner or vertex
paper fastener
arms
Make an angle tester with two
straight pieces of cardboard joined
with a paper fastener.
1
3
Use your angle tester to measure and compare these angles. Order them smallest
to largest by writing 1 to 4 under each one.
1
4
angle
4
2
3
For this activity you will need a ruler and a sharp pencil. Follow the directions for
each angle.
Draw a _
smaller angle
Draw a _
larger angle
a
Answers
will vary.
Answers
will vary.
b
Answers
will vary.
Answers
will vary.
c
Answers
will vary.
Answers
will vary.
Copy the angle
Space, Shape and Position
Copyright © 3P Learning
D
1
SERIES
TOPIC
3
Lines and angles – angles
A right angle is an angle where two lines meet at a square corner.
Make a right angle tester by folding a piece of paper like this:
Step 1: Fold a piece
of paper in half.
Step 3: Make sure
that the creases are
pressed down firmly.
Step 2: Fold the same
piece of paper in
half again.
You have made the corner of
a square which is a right angle.
A right angle is 90 degrees (90°).
vertex
or corner
arms
right angle
5
For each shape, circle the corners that are right angles. Write the number of right
angles inside each shape.
b
a
c
0
d
4
4
e
6
1
1
f
0
g
0
Find some right angles in your classroom and list them here:
____________________________________________________________________
Answers will vary.
____________________________________________________________________
____________________________________________________________________
4
D
1
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Angles and lines in the environment
What
to do
apply
For this activity, you will need a ruler, a lead pencil and
two coloured pencils.
Fill the space below by following these directions. For each direction,
ensure that your line goes ALL the way across the page.
1. Draw two sets of perpendicular lines.
2. Draw four sets of parallel lines. Turn your page so each set is going
in a different direction.
3. Look carefully at where the lines intersect (cross over). Choose
two colours. Colour angles smaller than a right angle using
colour 1 and colour angles larger than a right angle using colour 2.
Space, Shape and Position
Copyright © 3P Learning
D
1
SERIES
TOPIC
5
Investigating 2D shapes – properties of shapes
In this topic, we are looking at the properties of 2D shapes.
1
Draw a line to match each shape to its name.
square
triangle
rectangle
pentagon
hexagon
circle
octagon
rhombus
2
3
Complete this table for five of the shapes shown above.
Name
Number of sides
Number of corners
a
rhombus
4
4
b
pentagon
5
5
c
triangle
3
3
d
octagon
8
8
e
hexagon
6
6
Which shapes can you see in this diagram?
square, triangle, pentagon, trapezium
6
D
2
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Investigating 2D shapes – properties of shapes
Let’s look more closely at hexagons, pentagons and octagons.
A hexagon is a shape with 6 sides.
‘Hexa’ means 6.
A regular hexagon has 6 equal sides
and 6 equal angles.
A pentagon is a shape with 5 sides.
‘Penta’ means 5.
A regular pentagon has 5 equal
sides and 5 equal angles.
An octagon is a shape with 8 sides.
‘Octa’ means 8.
A regular octagon has 8 equal sides
and 8 equal angles.
4
Join the dots and name each shape:
1
2
8
1
3
a
b
7
5
2
4
6
4
5
octagon
____________________
pentagon
____________________
On the left is an irregular hexagon. It has _
6 sides and 6 angles but its sides are
all different lengths. Name each of the
irregular shapes below:
5
3
a
b
pentagon
irregular ______________
hexagon
irregular ______________
Space, Shape and Position
Copyright © 3P Learning
You can do this by_
counting the sides.
D
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SERIES
TOPIC
7
Investigating 2D shapes – quadrilaterals
Quadrilaterals are shapes with 4 sides.
square
rectangle
trapezium
1
rhombus
parallelogram
Which quadrilateral am I?
aMy opposite sides are equal in length and all my angles are
square or
rectangle
right angles.
__________________
bI have 4 sides that are all the same length with 2 different
rhombus
sized angles.
__________________
cI have 4 sides with only 1 pair of parallel sides.
trapezium
__________________
dI have 4 sides with 2 pairs of parallel sides and 2 different
parallelogram
sized angles.
__________________
2
8
Which two quadrilaterals are missing? Add them to the dot paper below:
D
2
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Investigating 2D shapes – symmetry and tessellation
An axis of symmetry
is a line that divides
something exactly in
half. When one half of a
shape or picture matches
the other exactly, we say
it’s symmetrical.
1
This shape is
symmetrical.
Look carefully at each shape. For any that are symmetrical, draw in the line _
of symmetry.
R
2
This shape is
asymmetrical.
Use the line of symmetry to complete each shape.
a
b
Space, Shape and Position
Copyright © 3P Learning
Are there any_
with more than one_
line of symmetry?
You can think of the
line of symmetry as
a mirror. One half of
a design or shape _
is reflected.
D
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TOPIC
9
Investigating 2D shapes – symmetry and tessellation
This tile demonstrates the movements of flip, slide and turn.
flip
3
slide
turn
Look at each shape and write whether the movement is a flip, slide or turn.
a
turn
b
slide
c
flip
d
turn
4
Flip the design in each square to create a pattern along the grid.
5
Turn the design in each square to create a pattern along the grid.
10
D
2
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Investigating 2D shapes – symmetry and tessellation
A tessellation is a pattern of 2D shapes with no gaps or spaces. Shapes can be
flipped or turned so they fit together.
6
Use four colours to shade each tessellation as a pattern.
a
Teacher check.
b
c
7
Use a ruler to carefully continue this tessellation to the edges of the dot paper.
Teacher check.
Space, Shape and Position
Copyright © 3P Learning
D
2
SERIES
TOPIC
11
Tangrams
Getting
ready
investigate
For this challenge, you will need to copy, colour and
cut out the tangram pieces below.
copy

What
to do
1 Practice using the pieces with these challenges:
• Make a square using three triangles.
• Make a parallelogram using two triangles.
• Make a large triangle using the square and two triangles.
2Now see if you can make the designs
below. You must use all the pieces.
12
D
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SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Symmetry
solve
Getting
ready
For this challenge, you will need two orange, two black and two
white cubes (or three colours of your own choice, as long as you
have two cubes of each colour).
What
to do
How many ways can you arrange the colours in a row so that the
pattern is symmetrical? Use the cubes to decide on the symmetry
and then record what you decide by shading each row.
Sample
answers.
Space, Shape and Position
Copyright © 3P Learning
D
2
SERIES
TOPIC
13
Investigating 3D shapes – properties of shapes
In this topic, we are looking at the properties of 3D shapes.
1
Match the label to each 3D shape by connecting them with a line.
cube
cylinder
cone
sphere
triangular prism
square pyramid
rectangular prism
hexagonal prism
2
Jess made a castle from some blocks. How many of each 3D solid can you see?
Cubes
14
16 D
3
SERIES
TOPIC
Rectangular prisms
5
Space, Shape and Position
Copyright © 3P Learning
Square pyramids
3
Investigating 3D shapes – spheres, cones and cylinders
Let’s look more closely
at these solids:
cylinder
1
b
edge
curved surface
face
edge
curved surface
face
Complete this table:
Number of _
faces
Name
3
sphere
Connect the labels to the part of each solid that it names:
a
2
cone
Number of _
curved surfaces
Number of _
edges
Number of
corners
a cylinder
2
1
2
0
b cone
1
1
1
0
c sphere
0
1
0
0
Which shape has:
sphere
_ ______________
a Only one curved surface
cone
b One face and one curved surface _ ______________
cylinder
c One curved surface and two faces _ ______________
4
Sean made this model. How many of each shape did he use?
Cylinders
5
Cones
1
Spheres
1
Space, Shape and Position
Copyright © 3P Learning
D
3
SERIES
TOPIC
15
Investigating 3D shapes – prisms and pyramids
A prism is a 3D shape where
the two opposite faces are
the same shape and the
sides are rectangles.
1
Here is a triangular prism.
Two faces are triangles
and the rest of the sides
are rectangles.
Rachel painted each face of the solids below and then stamped each face in a row.
Colour match each shape to its row of faces.
a
R
R
c
B
d
G
G
e
P
f
G
P
O
O
b
O
B
Y
O
R
R
O
R
R
R
B
B
B
B
G
G
G
G
P
P
Y
P
Y
O
R
B
G
P
G
P
Y
A face of a 3D shape is a flat surface. A corner is where the edges meet.
2
Use these labels on each shape below:
a
edge
face
16
D
3
SERIES
TOPIC
corner
face
b
corner
edge
edge
face
Space, Shape and Position
Copyright © 3P Learning
corner
Investigating 3D shapes – prisms and pyramids
apex
edge
Pyramids are all named according to their
base. This diagram shows the properties
of a square pyramid.
face
base/face
corner
3
Name each pyramid by connecting the label with a line. Look carefully at the base
of each pyramid.
hexagonal
pyramid
4
square
pyramid
pentagonal
pyramid
rectangular
pyramid
Complete this table for each type of pyramid:
Pyramid
Faces
Edges
Corners
a hexagonal pyramid
7
12
7
b pentagonal pyramid
6
10
6
c square pyramid
5
8
5
d rectangular pyramid
5
8
5
Space, Shape and Position
Copyright © 3P Learning
D
3
SERIES
TOPIC
17
Investigating 3D shapes – cross sections
A cross section of a 3D shape is when you slice right through something.
1
18
Each of these shapes represents the cross section of the solids below.
Draw a line to match each shape to its cross section.
D
3
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Investigating 3D shapes – nets
If we were to cut out a cardboard cube along
the edges and flatten it, it would be a net.
1
Draw a line to match these 3D shapes with their nets below:
Space, Shape and Position
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D
3
SERIES
TOPIC
19
Investigating 3D shapes – different views
top
3D shapes look different depending
on whether you look at them from
the top view, side view or front view.
side
front
1
Here are some 3D models made from cubes. Shade in the squares on each grid to
show the top, front and side view for each one. The top view of the first model
has been done for you.
a
b
top
side
front
Front View
view
Side View
view
20
D
3
SERIES
TOPIC
top
side
side
Top View
view
front
c
top
Space, Shape and Position
Copyright © 3P Learning
front
Net puzzle
What
to do
solve
Each net below will fold to make a cube.
Puzzle 1
What symbol is opposite the star?
Draw it here:



Puzzle 2
Work out which numbers are opposite.
Opposite 1 is
6
Opposite 2 is
4
Opposite 3 is
5

2
1 3
4 6
5
Puzzle 3
This net is folded into a cube and then the cube is rolled over
twice. Show what this cube will look like each time that it is rolled
over. You need to show what each face on each cube will look like.
One face has been done for you.
Space, Shape and Position
Copyright © 3P Learning
D
3
SERIES
TOPIC
21
Position – describing position
When we describe the position of an object in a grid, we
need to refer to the row and column. We use words such
as left and right, top, middle and bottom. Rows go across
and columns go up and down.
1
Help Chef Claude by adding the finishing _
touches to these sweet treats.
a top row in the middle
Add some chocolate sprinkles.
b middle row, last column
Add some candles.
c bottom row, first column
Dip the strawberries in melted chocolate.
d top row, first column
Add a cherry.
e bottom row, last column
Pour some maple syrup on the pancakes.
f middle row, first column
Add a scoop of ice cream.
g bottom row, middle column Add some whipped cream.
22
D
4
SERIES
TOPIC
Space, Shape and Position
Copyright © 3P Learning
Position – describing position
2
A group of children are playing a game called Flickety Winks. In this game, they
flick a counter twice and add the numbers that the counters land on to see who ends _
up with the largest score. Read the position of each throw and name the winner.
1 6 7 3 11 10 2
10 2 8 12 3 9 2
5 9 11 4 12 21 23
Counter 1
Counter 2
Total
bottom row, third from
the right
6 + 12 = 18
Mel
top row, second from
the left
Jo
bottom row, third from middle row, on the
the right
furthest right
12 + 2 = 14
Hamish
middle row, second
from the right
top row, fifth from
the left
9 + 11 = 20
Nina
bottom row, second
from the right
top row, third from
the left
21 + 7 = 28
Nina
The winner was ________________.
3
Will played this game on his own and flicked three counters. He ended up with a
total of 20. Describe the position of each counter:
Counter 1:
Counter 2:
Answers will vary.
Counter 3:
Space, Shape and Position
Copyright © 3P Learning
D
4
SERIES
TOPIC
23
Position – following directions
On this page, you will practise following the directions up, down, left and right.
1
Aisha is playing a game on her mobile phone where she has to move the snake
from one end of the grid to the other without bumping into the black holes.
Complete the directions that she used for each game. Start at the smiley face and
finish at the star.
 2 up
a
3 left
2 up
1 up
1 left
1 left
2 up
2 up
4 right
1 left

2 right
Start_
here
2 up
5 right
Start_
here 1 up
2 up
Roll a die and move that number of spaces in any direction, colouring in as you go.
You must move in a different direction each time. Start at the arrow.
aYour aim is
get to the
star in the
least number
of moves.
Compare
your
number of
moves with
someone
near you.

Answers will vary.
D
4
SERIES
TOPIC
bList the number of moves
and the direction here:
Teacher check.
Start here
24
 1 up
2 left
1 down

2
b
Space, Shape and Position
Copyright © 3P Learning
Position – following directions
O
Phillips Road
Blossom Street
Fig Tree Street
Sunshine Avenue
G
R
B
Johnston Street
Whitley Crescent
Narree Road
Sunny Avenue
Ke r r y P l a c e
Foxhill Street
A group of _
four friends
live in the same
neighbourhood.
Each smiley face
shows where
someone lives.
Rosebud Road
3
Colour the faces according to where each person lives:
a Libby lives on Whitley Crescent. Colour this face green.
b Max lives on Johnston Street. Colour this face blue.
c Emily lives on Narree Road. Colour this face red.
dAdam lives on the corner of Rosebud Road and Blossom Street.
Colour this face orange.
4
Look carefully at the map and answer the questions:
aAdam crosses over Blossom Street, walks down
Rosebud Road and turns left into Fig Tree Street.
If he keeps walking he ends up on
Phillips Road
______________________
bEmily walks to the end of her street and turns left
into Sunny Avenue and then right into
Johnston Street
______________________
cMax walks to the end of his street and turns left into
Sunny Avenue, then right into Narree Road and left
into Phillips Road and left again at Blossom Street.
Adam
Who is he visiting?
______________________
dThere is a shorter way he could have walked. Write him some directions below:
Turn right into Foxhill Street, left into Fig Tree Street and
right into Rosebud Road.
Space, Shape and Position
Copyright © 3P Learning
D
4
SERIES
TOPIC
25
Position – grids and coordinates
Maps are often set up in a grid with letters and numbers down the sides. We
use these letters and numbers to pinpoint a particular part of the map. Letters
always go before numbers.
1
Here is a map of a holiday camping ground. What is at:
Slide
a A1 _ ____________________
Kayaks
b A3 _ ____________________
A
B
C
D
1
Caravans
c C2 _ ____________________
Tents
d D1 _ ____________________
2
This map is missing some places.
Draw them in:
a
b
c
d
e
3
A lake that covers A4 and B4.
Swings at A2.
Jet skis at C4.
A shed at D4.
Trees that cover C3 and D3.
2
3
4
Practise using grid coordinates by following these instructions:
a Write an even number in A1.
A
b Write the first letter of your name in D2.
cIn C4, draw a 2D shape that has more than
4 sides.
d In B2, write a number that is divisible by 3.
e In D4, write your age.
1
2
B
4
C
D
24
9
N
3
f Write the answer to 6 × 4 in C1.
gList all the blank grid spaces. Remember
that it is letter then number.
4

8
Sample answers.
A2, A3, A4, B1, B3, B4, C2, C3, D1, D3
_ _________________________________________________________________
26
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Space, Shape and Position
Copyright © 3P Learning
Position – compass points
N
We can use a compass to help us with direction.
There are four main points on a compass –
north, south, east and west.
W
E
S
1
What directions are the shapes from the circle?
west
a The square is ___________
of the circle.
north
b The pentagon is ___________
of the circle.
south
c The triangle is ___________
of the circle.
east
d The heart is ___________
of the circle.
2
Sometimes north is not directly in front of us. Answer these questions. You will
need to look carefully to see where north is.
a Which shape is located west?
3

b Which shape is located south?

If photo 1 was taken facing north, what direction was the person facing in photo 2?
Photo 1
Photo 2
N
east
Space, Shape and Position
Copyright © 3P Learning
D
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TOPIC
27
Hit the points
Getting
ready
apply
This is a game for two players. For this game, each
player will need their own copy of this page. Cut out the
numbers and black squares at the bottom of this page.
What
to do
Each player places the numbers and black
squares on their grid without the other
player seeing. Take turns to find each
other’s numbers by calling out coordinates.
The aim of the game is to find out where
all the numbers are before the other player
does. The numbers that are found make up
the score. If you call out a coordinate that
is a black square, then you miss a turn.
copy
You call out _
the letter _
before the _
number.
6
5
4
3
2
1
A
B
C
D
E
F
G
H
I

5 10 20 2 8
28
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Space, Shape and Position
Copyright © 3P Learning
J
K
Lines and angles
1
Name___________________
Connect each set of lines to the correct name:
parallel
perpendicular
2
Order these angles from smallest to largest by writing 1 to 4 under each one. Put a
tick next to the right angle.
3
Complete this table for the shapes below:
Shape A
Shape B
Shape A
Shape B
a How many angles are smaller than a right angle?
b How many angles are larger than a right angle?
Skills
Not yet
Kind of
Got it
• Recognises parallel and perpendicular lines
• Identifies angles in 2D shapes
• Describes angle size as a right angle, smaller or larger than a right angle
Series D Topic 1 Assessment
Copyright © 3P Learning
29
Lines and angles
1
Name___________________
Connect each set of lines to the correct name:
parallel
2
Order these angles from smallest to largest by writing 1 to 4 under each one. Put a
tick next to the right angle.
1
3
perpendicular
4
3
2
Complete this table for the shapes below:
Shape A
Shape B
Shape A
Shape B
a How many angles are smaller than a right angle?
4
3
b How many angles are larger than a right angle?
1
2
Skills
Not yet
Kind of
Got it
• Recognises parallel and perpendicular lines
• Identifies angles in 2D shapes
• Describes angle size as a right angle, smaller or larger than a right angle
30
Series D Topic 1 Assessment
Copyright © 3P Learning
Investigating 2D shapes
1
Connect each of these 2D shapes to the correct name:
octagon
2
Name___________________
hexagon
rectangle
square
Complete the table for these 2D shapes:
Name
Number of sides
Number of angles
a
b
c
3
Which shape am I? Circle the correct answer.
I have 4 sides but I am not a square.
My opposite angles are equal and not all sides are the same length.
I have 2 pairs of parallel lines.
I am a parallelogram.
I am a rhombus.
Skills
Not yet
Kind of
Got it
ames 2D shapes: square, circle, rectangle, triangle, pentagon,
• N
hexagon, octagon, rhombus
• Describes 2D shapes by the number of sides and angles
Series D Topic 2 Assessment
Copyright © 3P Learning
31
Investigating 2D shapes
4
Tick the shapes that are symmetrical and cross the shapes that are not in each box.
a
5
Name___________________
b
c
d
Draw one line of symmetry on these shapes:
a
b
c
d
6
How has the tile been moved each time? Write flip, slide or turn in each box.
7
Create a symmetrical
design in this grid.
Shade whole squares.
Skills
Not yet
Kind of
Got it
• Classifies objects as symmetrical or not
• Identifies some lines of symmetry for a 2D shape
• Can recognise whether a shape or pattern has been turned
32
Series D Topic 2 Assessment
Copyright © 3P Learning
Investigating 2D shapes
1
Connect each of these 2D shapes to the correct name:
octagon
2
hexagon
rectangle
square
Complete the table for these 2D shapes:
Name
3
Name___________________
Number of sides
Number of angles
a
circle
1
0
b
pentagon
5
5
c
rhombus
4
4
Which shape am I? Circle the correct answer.
I have 4 sides but I am not a square.
My opposite angles are equal and not all sides are the same length.
I have 2 pairs of parallel lines.
I am a parallelogram.
I am a rhombus.
Skills
Not yet
Kind of
Got it
ames 2D shapes: square, circle, rectangle, triangle, pentagon,
• N
hexagon, octagon, rhombus
• Describes 2D shapes by the number of sides and angles
Series D Topic 2 Assessment
Copyright © 3P Learning
33
Investigating 2D shapes
4
Tick the shapes that are symmetrical and cross the shapes that are not in each box.
a
b
b

Answers will vary.
c
d
How has the tile been moved each time? Write flip, slide or turn in each box.
slide
7
d

Draw one line of symmetry on these shapes:
a
6
c


5
Name___________________
turn
Create a symmetrical
design in this grid.
Shade whole squares.
Skills
turn
flip
Teacher check.
Not yet
Kind of
Got it
• Classifies objects as symmetrical or not
• Identifies some lines of symmetry for a 2D shape
• Can recognise whether a shape or pattern has been turned
34
Series D Topic 2 Assessment
Copyright © 3P Learning
Investigating 3D shapes
1
Name___________________
Link each shape to the correct name with a line:
cube
cylinder
cone
sphere
triangular prism
square pyramid
rectangular prism
hexagonal prism
2
Draw the cross section of this shape:
a
3
b
Name the shape for each net:
a
b
c
__________________
__________________
__________________
Skills
Not yet
Kind of
Got it
• Names common prisms, pyramids, cylinders, cones and spheres
• Identifies a cross section of a 3D object
• Recognises the nets of common 3D objects
Series D Topic 3 Assessment
Copyright © 3P Learning
35
Investigating 3D shapes
1
Name___________________
Link each shape to the correct name with a line:
cube
cylinder
cone
sphere
triangular prism
square pyramid
rectangular prism
hexagonal prism
2
Draw the cross section of this shape:
a
3
b
Name the shape for each net:
a
rectangular
prism
__________________
b
c
cube
__________________
cylinder
__________________
Skills
Not yet
Kind of
Got it
• Names common prisms, pyramids, cylinders, cones and spheres
• Identifies a cross section of a 3D object
• Recognises the nets of common 3D objects
36
Series D Topic 3 Assessment
Copyright © 3P Learning
Position
1
Name___________________
Describe the position of these Mathletes using the compass.
North
a Mia is __________ of Casey.
West
East
South
b Dixie is __________ of Joe.
Dixie
Casey
Joe
Mia
c Casey is __________ of Dixie.
d Joe is __________ of Mia.
Follow the directions for the grid on the right.
a Draw a large dot in B3.
b Write the first letter of your name in C1.
3
2
c Draw an arrow facing left in A2.
d Write the answer to 2 × 3 in C2.
1
e Which spaces are blank?
A
_ ___________________________________
C
Montana Ave
Arrow Rd
Elder Rd
Charm St
Carly’s house is at A. Her friend Jo’s _
house is at B. This is the way Carly walks _
to Jo’s house. Is there a shorter way she _
can go? Describe it below:
Berry St
3
B
Holt St
2
Arrow Rd
B
A
Skills
Not yet
Kind of
Got it
• Uses N, S, E and W to describe location
• Uses grid coordinates to describe position
• Describes a route on a basic map
Series D Topic 4 Assessment
Copyright © 3P Learning
37
Position
1
Name___________________
Describe the position of these Mathletes using the compass.
North
south of Casey.
a Mia is __________
West
East
South
north of Joe.
b Dixie is __________
Dixie
Casey
Joe
Mia
east
c Casey is __________
of Dixie.
west
of Mia.
d Joe is __________
Follow the directions for the grid on the right.
a Draw a large dot in B3.
b Write the first letter of your name in C1.
2
c Draw an arrow facing left in A2.
d Write the answer to 2 × 3 in C2.

3

1
e Which spaces are blank?
A
A3, B1, B2, C3
_ A1,
___________________________________
Answers will vary.
Skills
letter
B
C
Montana Ave
Arrow Rd
Elder Rd
Charm St
Carly’s house is at A. Her friend Jo’s _
house is at B. This is the way Carly walks _
to Jo’s house. Is there a shorter way she _
can go? Describe it below:
Berry St
3
6
Holt St
2
Arrow Rd
B
A
Not yet
Kind of
Got it
• Uses N, S, E and W to describe location
• Uses grid coordinates to describe position
• Describes a route on a basic map
38
Series D Topic 4 Assessment
Copyright © 3P Learning
Series D – Space, Shape and Position
Region
Outcomes
SGS2.1 – Makes, compares, describes and names three-dimensional objects including pyramids,
and represents them in drawings
• c omparing and describing features of prisms, pyramids, cylinders, cones and spheres
• identifying and naming three-dimensional objects as prisms, pyramids, cylinders, cones and
spheres
• recognising similarities and differences between prisms, pyramids, cylinders, cones and spheres
• identifying three-dimensional objects in the environment and from drawings, photographs
or descriptions
• making models of prisms, pyramids, cylinders, cones and spheres given a three-dimensional
object, picture or photograph to view
• sketching prisms, pyramids, cylinders and cones, attempting to show depth
• creating nets from everyday packages
• sketching three-dimensional objects from different views including top, front and side views
• making and visualising the resulting cut face (plane section) when a three-dimensional object
receives a straight cut
• recognising that prisms have a uniform cross-section when the section is parallel to the base
• recognising that pyramids do not have a uniform cross-section
SGS2.2 – Manipulates, compares, sketches and names two-dimensional shapes and describes
their features
NSW
• manipulating, comparing and describing features of two-dimensional shapes, including
pentagons, octagons and parallelograms
• identifying and naming pentagons, octagons, trapeziums and parallelograms presented in
different orientations
• comparing and describing the features of special groups of quadrilaterals
• using measurement to describe features of two-dimensional shapes e.g. the opposite sides of
a parallelogram are the same length
• grouping two-dimensional shapes using multiple attributes
• making representations of two-dimensional shapes in different orientations
• constructing two-dimensional shapes from a variety of materials
• comparing the rigidity of two-dimensional frames of three sides with those of four or more sides
• making tessellating designs by reflecting (flipping), translating (sliding) and rotating (turning)
a two-dimensional shape
• finding lines of symmetry for a given shape
• identifies, compares and describes angles in practical situations
• identifying and naming perpendicular lines
• identifying angles with two arms in practical situations
• identifying the arms and vertex of the angle in an opening, a slope and a turn where one arm
is visible
• comparing angles using informal means such as an angle tester
• describing angles using everyday language and the term ‘right’ to describe the angle formed
when perpendicular lines meet
• drawing angles of various sizes by tracing along the adjacent sides of shapes and describing the
angle drawn
Series D Outcomes
Copyright © 3P Learning
39
Series D – Space, Shape and Position
Region
Outcomes
SGS2.3 – Uses simple maps and grids to represent position and follow routes
NSW
describing the location of an object using more than one descriptor
using a key or legend to locate specific objects
constructing simple maps and plans
using given directions to follow a route on a simple map
drawing and describing a path or route on a simple map or plan
using coordinates on simple maps to describe position
plotting points at given coordinates
using a compass to find North and hence East, South and West
using an arrow to represent North on a map
determining the directions N, S, E and W, given one of the directions
using N, S, E and W to describe the location of an object on a simple map, given an arrow that
represents North
• using a compass rose to indicate each of the key directions
• determining the directions NE, NW, SE and SW, given one of the directions
• using NE, NW, SE and SW to describe the location of an object on a simple map, given a
compass rose
•
•
•
•
•
•
•
•
•
•
•
Measurement VELS Level 3
VIC
students recognise and describe the directions of lines as vertical, horizontal or diagonal
they recognise angles are the result of rotation of lines with a common end-point
they recognise and describe polygons
they recognise and name common three-dimensional shapes such as spheres, prisms and pyramids
they identify edges, vertices and faces
they use two-dimensional nets, cross-sections and simple projections to represent simple threedimensional shapes
• they follow instructions to produce simple tessellations (for example, with triangles, rectangles,
hexagons) and puzzles such as tangrams
• they locate and identify places on maps and diagrams
• they give travel directions and describe positions using simple compass directions (for example,
N for North) and grid references on a street directory
•
•
•
•
•
•
3.S.1 Geometric names and properties are used to sort, describe and construct common 2D
shapes, including squares, rectangles, triangles and circles, and 3D objects, including prisms,
pyramids, cones, cylinders and spheres e.g. 3D objects can be created using modelling material;
pinwheels, paper planes and flowers can be created by folding and cutting paper
QLD
40
• fl
ips, slides and turns are particular ways of moving shapes to explore symmetry e.g. complete
simple visual puzzles; create repeat patterns
• obvious features in everyday environments can be represented and located on simple maps and
plans e.g. construct a map of a simple obstacle course around the school grounds
• directions can be given for moving and for locating features within an environment
e.g. instruction to move a half, full, quarter and/or three-quarter turn
Series D Outcomes
Copyright © 3P Learning
Series D – Space, Shape and Position
Region
Outcomes
2.12 Describes and reports common characteristics of ‘families’ of plane figures (e.g. polygons,
prisms, pyramids)
• analyses and uses spatial terms (e.g. face, edge, vertex, parallel, symmetry, angle) to describe
figures and solids in their world
• describes how plane figures are different from solids (e.g. describing how a square is different
from a cube)
• represents geometric figures and objects featured in everyday circumstances, including using
interactive drawing software and paying attention to appropriate attributes (e.g. straight/flat or
curved boundary, angle, parallel sides/faces, cross-section, line/plane symmetry, vertex, edges
and faces, function)
2.13 Predicts, describes and represents the result of using combinations of reflections (flips),
translations (slides) and rotations when arranging shapes, searching for patterns and _
describing pathways
SA
• u
ses ‘flips’, ‘slides’ and rotations to describe movements when matching congruent figures,
and when creating patterns with congruent figures; uses ‘rotate’ and ‘slide’ when describing
movement between locations
• creates a tessellation from regular polygons (e.g. pattern blocks)
• describes the repeating element of the tessellation, and how it was moved to create the tessellation
• plans and predicts the result of a combination of reflections, translations and rotations
2.14 Uses positional language and measurements to formally map location and arrangements
• g ives and follows directions from a chosen reference point, using positional language and
measurements of distance (e.g. paces, metric units, directions (fractions of a rotation)). They
choose the best pathway from a number of alternatives
• represents and communicates information about familiar locations and pathways between
locations. They use unscaled maps that show distance and direction, or maps based on a
coordinate grid
• produces electronic plans of arrangements of objects to represent different views (e.g. top, left,
right and back view)
• identifies key features of maps and plan produced by peers, and uses them to locate objects or
construct arrangements
Level 3
Represent location
• understands a map or plan as a ‘bird’s-eye view’ and uses order, proximity and directional
language associated with quarter and half turns on maps and in descriptions of locations and paths
WA
Represent shape
• attends to the shape and placement of parts when matching, making and drawing things,
including matching 3D models that can be seen and handled with conventional drawings of
them and with their nets
Represent transformations
• recognises repetitions of the same shape within arrangements and patterns and uses repetitions
of figures and objects systematically to produce arrangements and patterns
Series D Outcomes
Copyright © 3P Learning
41
Series D – Space, Shape and Position
Region
NT
Outcomes
S KGP 2.1 3D objects and 2D shapes
• recognise and describe 3D objects, 2D shapes and lines using everyday language
S KGP 2.2 Lines and angles
• identify, draw and describe lines using everyday language
S KGP 2.3 Transformations
• recognise, use and describe single transformations in 3D objects and drawings
S KGP 2.4 Location
• describe the position of nominated everyday objects in familiar locations
Standards 2–3, Stages 4–8
TAS
42
• a ssociating common 3D shapes to everyday items e.g. ball, ice cream cone, box
• naming and describing common 3D shapes (e.g. cylinder, cube, rectangular prism) and their
attributes e.g. which ones roll, which ones will stack well, which would be good for storing
particular items
• directions for location and movement e.g. consolidating left and right as indicators of direction
• exploring what happens to shapes when they are rotated or flipped and using them to
create patterns
• exploring simple symmetry by folding paper, use of pattern blocks and other materials
• introducing common 3D shapes and exploring how different shapes stack, pack and roll
• exploring how shapes can be broken up into other shapes and how shapes can be moved
and rotated
• sorting and classifying shapes by their characteristics e.g. through use of attribute and pattern
blocks and other materials (everyday items such as plates, squared paper)
• making models and exploring how shapes fit together e.g. through use of pattern blocks,
geoboards and tangrams
• focusing on the need for greater specificity of positional language e.g. ‘It’s between the front
door and the flagpole but it is closer to the flagpole.’
• focusing on slides, flips and turns in patterning and shape investigations
• discussing and demonstrating of turns (e.g. a full turn, half turn, what turns) as an introduction
to angle
• using the language of shape to describe 2D and 3D shapes and their features e.g. faces, edges
• drawing and constructing models of simple 3D shapes e.g. making a cube with straws and
Blu Tac
• focusing on the properties of and connections between 2D shapes and 3D objects and building
the language to describe shapes e.g. sides, faces, vertices
• exploring flips, slides and turns in working with shapes and patterns
• experiences with a wide range of maps types and exposure to major compass points (N, S, E, W)
• introduction to maps with some grid references and major compass points
• further investigating symmetry using mirrors, folding and other techniques
• exploring the difference between 2D and 3D shapes and how they are linked
• making models and sketches of common 3D shapes
• focusing on the mathematical properties of common 3D shapes and using appropriate language
to describe their features
• recognising informal angles in shapes and turns e.g. in a slice of pizza, the corners of a box or the
closing of a door
Series D Outcomes
Copyright © 3P Learning
Series D – Space, Shape and Position
Region
Outcomes
•
•
•
•
•
•
•
•
•
TAS
•
•
•
•
•
•
•
•
•
•
c ontinuing to explore flips, slides and turns and their effects on shapes and patterns
using symmetry and/or transformations to create or continue patterns, including tessellations
giving more specific directions for moving from one point to another
exploring the two-dimensional nets of common 3D shapes e.g. a toothpaste box
investigating visual imagery of shapes and structures from different viewpoints and orientations
naming, describing, sorting and representing common 2D and 3D shapes in a range of ways
(including with technology) and describing their properties using correct mathematical language
using common language and basic compass points to describe position and location in relation
to maps, grids and plans
focusing on how 3D objects are constructed from 2D nets. Continuing to explore flips, slides and
turns and how they affect common shapes and using them to complete simple puzzles such
as tangrams
exploring symmetry and using strategies such as folding and mirrors to confirm that shapes
are symmetrical
exploring how shapes can be represented from different viewpoints and how we might
represent these using technology and sketches
continuing to build correct terminology for shapes and angles
exploring map legends and the use of grids, keys etc to move around an environment
conducting investigations and solving problems that focus on shape, including visualising,
drawing, transforming, constructing and deconstructing shapes and objects e.g. ‘Why are milk
cartons shaped the way they are?’ ‘How does this structure look from above, the side, in front?
engaging students with computer programs that allow building and visualisation of shapes
and objects
interpreting maps and plans with reference to conventions, e.g. grid references and major
compass points
focus on constructing and deconstructing shapes with materials, software packages and objects
as well as visualising shapes from different perspectives
matching nets of common 3D shapes to the shape
exploring tessellations and beginning to explain why some shapes will and will not tessellate
beginning to explore simple scales on maps
M3MG1
Use symmetry, identifying its occurrence in the environment to create symmetrical patterns,
pictures and shapes
ACARA
M3MG6
Create angles and recognise that equivalence in angles such as two quarter turns is the same as a
straight angle
M3MG7
Create and interpret simple maps to show position and pathways between objects
Series D Outcomes
Copyright © 3P Learning
43