Teaching pack: Shapes Around Us (Year 1) -- a week of maths lessons

← Back to the unitTip: in the print dialog choose “Save as PDF”.

Teaching pack · Year 1 Spaceseegongsik /au

Shapes Around Us: a week of ready-to-teach maths

Five days of lessons for Year 1 Space. Print this pack and the week is prepared: each day has a one-page plan and a student worksheet, plus cut-out shape cards, a mini-check and every answer.

AC9M1SP01

make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them

Start here: five minutes to Monday

Skim the week at a glance on the next page.
Print the five days. Each day is two A4 sheets: a plan and a worksheet.
Cut out the two card sheets once; the shape cards and the sorting mat are reused all week.
Open the free interactive unit on your board. Every plan tells you which picture to show and when.
Teach straight from the plan. Timings, talk prompts, common muddles and answers are all on the one page.

No maths background needed

This pack is written for the busy generalist teacher. Each plan explains the idea in plain words, lists the muddles children bring, and gives model answers, so you can walk in and teach it.

One day, one lesson

The five lessons fill a week of maths, one short lesson of about 40 minutes a day. Run them in order: each day stands on the one before. Every lesson can also split into a quick warm-up and a main session if your timetable runs small blocks.

On the board

This pack is the printable half of a free interactive unit. The on-screen half has five interactive pictures (count the sides and corners of each shape, turn and stretch a triangle to see it keep its name, build a shape from sticks, sort a jumble of shapes by a feature, and spot the shapes hiding in a street scene) plus a self-check quiz you can run as a class game on Day 5.

seegongsik.com/au/y1/space/AC9M1SP01

Aligned to the Australian Curriculum V9 (AC9M1SP01). This pack is original material from seegongsik, independently produced and not endorsed by ACARA. Curriculum content descriptors are (c) ACARA, licensed under CC BY 4.0. Free to print and use in class.

The week at a glance5 lessons

The week at a glance

One lesson a day for a week. Each day stands on the day before, so run them in order.

Day	Lesson	Children learn and do	On screen
1	Sides and corners	Count the sides and corners of the circle, triangle, square and rectangle	“Sides and corners”
2	Still a triangle?	See that a shape keeps its name when it is turned or resized	“Still a triangle?”
3	Build it from sticks	Make shapes from straight sticks and count how many each needs	“Build it from sticks”
4	Sort the shapes	Classify shapes by a feature: corners, straight or curved	“Sort the shapes”
5	Shapes on an Aussie street	Find familiar shapes in the world and compare them	“Shapes on an Aussie street”

How the week builds

Day 1 counts the sides and corners that make each shape; Day 2 shows those features hold when a shape is turned or resized, so a triangle is still a triangle; Day 3 makes shapes from straight sticks; Day 4 classifies a jumble of shapes by a feature; and Day 5 finds the shapes in the world and compares them. All week children practise the habit the curriculum asks for: naming a shape and saying how they know.

Materials for the week (one trip)

From the classroom: scissors, pencils, coloured pencils, this pack printed.
From home or the craft box: a handful of craft sticks, matchsticks or paddle-pop sticks, plus a short length of string or wool for the round shape.
Cut out once, use all week: the shape cards and the sorting mat in this pack. No maths equipment to buy.

A note homeHome practice

Dear families

This week in maths, Year 1 explores the shapes around us. We count the sides and corners of the circle, triangle, square and rectangle, see that a shape keeps its name when it is turned or resized, make shapes, sort them, and find them in the things around us.

A shape hunt at home

Go on a shape hunt around the house: a window is a rectangle, a plate is a circle, a road sign can be a triangle, a floor tile is a square.
Ask the best question in geometry: what shape is it, and how do you know?
Count together: how many sides, how many corners?
Compare two finds: a plate and a wheel are both circles; a door and a window are both rectangles, but one is bigger.

My shapes this week

Fill one row a day. Tick when you have named a shape and found one at home.

Day	I named it	I found one
Monday	□	□
Tuesday	□	□
Wednesday	□	□
Thursday	□	□
Friday	□	□

Printed from the free seegongsik Shapes Around Us teaching pack · seegongsik.com/au/y1/space/AC9M1SP01/pack

Day 1 · Teacher planDay 1 of 5

Sides and corners

A shape is more than its outline. Today children look closely at the circle, triangle, square and rectangle, and count the two features that name them: how many sides, and how many corners.

We are learning to

count the sides of a shape,
count the corners of a shape,
use the counts to name the circle, triangle, square and rectangle.

Success criteria

I can count the sides and corners of a shape.
I can match a count to the right shape.

You need

The shape cards (cut-out sheet 1), one set per pair. The worksheet, one per child. A few real objects to hold up: a plate, a book, a triangular ruler or flag.

Lesson flow (about 40 minutes)

10 min	Touch and count Hold up a triangle. Touch each corner and count, then run a finger along each side and count. Repeat with a square. Ask: “Put your finger on a corner. Now count them all. How many sides join them?”
20 min	Fill the chart Pairs take their shape cards and fill the sides-and-corners chart on the worksheet. The square and the rectangle both have 4 sides and 4 corners, so look hard at the sides. Ask: “A square and a rectangle both have 4 corners. Look at the sides: what is different?”
10 min	Match it Read a count aloud; children point to the shape it fits, then finish the matching task at the bottom of the worksheet. Ask: “I have 3 sides and 3 corners. Which shape am I?”

Two half-sessions instead? End Session A after touch and count. Start Session B by filling the chart, then match it.

On the board

Open the interactive unit and show “Sides and corners”. Tap each shape to light up its sides and corners one at a time, so children hear the count as they see it, and watch the circle finish at 0 corners.

seegongsik.com/au/y1/space/AC9M1SP01

Watch for these ideas

Counting a corner as a side, or a side as a corner: a corner is where two sides meet, a side is the straight edge between corners.
Counting a side twice, or missing the one you started on: touch and count once around.
Muddling square and rectangle: both have 4 sides and 4 corners, but a rectangle has 2 long and 2 short sides.

Answers

Triangle: 3 sides, 3 corners. Square: 4 sides, 4 corners (all equal). Rectangle: 4 sides, 4 corners. Circle: 0 straight sides, 0 corners (one curved edge).
Match: 3 sides and 3 corners to the triangle; 4 sides and 4 corners to the square and the rectangle; 0 corners to the circle.

Day 1 · Worksheet

Count sides and corners

NameClassDate

Count the sides and the corners of each shape. Write the numbers in the chart.

Shape	Name	Sides	Corners
	Triangle
	Square
	Rectangle
	Circle

Match the count to the shape

Draw a line from each count to the shape it fits.

3 sides, 3 corners

4 sides, 4 corners

0 corners

circle

triangle

square or rectangle

Day 2 · Teacher planDay 2 of 5

Still a triangle?

A shape keeps its name when it is turned around, made bigger or smaller, or stretched, as long as its sides and corners stay the same. A triangle stood on its point is still a triangle: it still has 3 sides and 3 corners.

We are learning to

see that a turned shape keeps its name,
see that a bigger or smaller shape keeps its name,
use sides and corners, not which way up, to name a shape.

Success criteria

I can name a shape that has been turned or resized.
I can say what stays the same when a shape turns.

You need

The shape cards (cut-out sheet 1), one set per pair, so children can turn a card in their hands. The worksheet, one per child.

Lesson flow (about 40 minutes)

10 min	Turn it around Hold up a triangle card, then slowly turn it upside down. Ask the class its name before and after. Count the corners again to prove it has not changed. Ask: “I turned the triangle upside down. Is it still a triangle? Count the corners.”
20 min	Big, small, turned Pairs sort a small pile of triangle cards of different sizes and turns, agreeing they are all triangles. Then they hunt out the one card in the pile that is not a triangle. Ask: “This triangle is tiny and this one is big. What makes them both triangles?”
10 min	Circle the triangles Children circle every triangle on the worksheet and cross the shape that is not one.

Two half-sessions instead? End Session A after turn it around; start Session B with the sorting pile.

On the board

Show “Still a triangle?”. Turn and stretch the triangle with the slider while the side and corner counts stay on 3 and 3, so children see the name hold as the picture moves.

seegongsik.com/au/y1/space/AC9M1SP01

Watch for these ideas

Thinking only a pointy-up triangle counts: a triangle turned any way is still a triangle.
Thinking a bigger shape has a new name: size does not change the number of sides and corners.
Calling the turned square (a diamond) a triangle: count its corners, it has 4, so it is not a triangle.

Answers

Circle figures a, b, c, e and f: all are triangles (3 sides, 3 corners), just turned or resized.
Cross figure d: it has 4 corners, so it is not a triangle.
What stays the same when a triangle turns: it still has 3 sides and 3 corners.

Day 2 · Worksheet

Circle every triangle

NameClassDate

Some of these shapes are triangles that have been turned or resized. One is not a triangle at all. Circle every triangle. Put a cross on the shape that is not a triangle.

Say how you know

A triangle can be turned any way and still be a triangle. Finish the sentence:

A turned triangle is still a triangle because it still has ____ sides and ____ corners.

Day 3 · Teacher planDay 3 of 5

Build it from sticks

Making a shape teaches its features from the inside. Each straight side is one stick. A triangle needs 3 sticks and a square needs 4 equal sticks, all joined end to end. A circle cannot be built from straight sticks, because its edge is curved.

We are learning to

make a triangle and a square from straight sticks,
count how many sticks each shape needs,
explain why a circle cannot be made from straight sticks.

Success criteria

I can make a triangle and a square from sticks.
I can say how many sticks each shape needs.

You need

A handful of craft sticks, matchsticks or paddle-pop sticks per pair, and a short length of string or wool for the round shape. The worksheet, one per child, and pencils.

Lesson flow (about 40 minutes)

10 min	One stick, one side Give each pair some sticks. Build a triangle together, laying one stick for each side and closing every corner. Count the sticks: three. Ask: “Each straight side is one stick. How many sticks will a triangle need?”
20 min	Build and count Pairs build a square with 4 equal sticks, then try the round shape. The sticks will not bend, so they reach for the string instead. Ask: “Your sticks are straight. Why will string, not sticks, make the round circle?”
10 min	Sticks on the page Children fill in how many sticks each shape needs on the worksheet, then draw the round shape.

Two half-sessions instead? End Session A after the triangle; start Session B with the square and the round shape.

On the board

Show “Build it from sticks”. Drop the sticks one at a time and watch a triangle close at 3 sticks and a square at 4, so children see each side is one straight stick before they build their own.

seegongsik.com/au/y1/space/AC9M1SP01

Watch for these ideas

Thinking any 3 sticks always close a triangle: the sticks have to meet end to end at every corner, with no gaps and no crossing.
Leaving a gap so the shape does not close: a shape has to join all the way around.
Bending a stick to make a circle: the sides of these shapes are straight, so a circle needs a curved line, not sticks.

Answers

A triangle needs 3 sticks. A square needs 4 sticks.
A rectangle needs 4 sticks too (2 long and 2 short).
You cannot make a circle from straight sticks: it has no straight sides, so it needs a curved line or a loop of string.

Day 3 · Worksheet

Build it from sticks

NameClassDate

Each straight side is one stick. Count the sticks in each shape, then fill in how many.

Triangle

Square

How many sticks?

A triangle needs ____ sticks. A square needs ____ sticks.

Can you make a circle from straight sticks? Yes or no: ____

Why? ______________________________________________

Make the round shape

A circle is round, so draw it in one smooth line, like a loop of string.

Draw a circle

Day 4 · Teacher planDay 4 of 5

Sort the shapes

To classify is to sort by a chosen feature. Today children sort a jumble of shapes by the number of corners, then sort the same shapes by a new rule, straight or curved, and notice that a shape can land in different groups when the rule changes.

We are learning to

sort shapes into groups by a feature,
choose a rule, like number of corners or straight versus curved,
see that a shape can go in different groups by different rules.

Success criteria

I can sort shapes by a feature.
I can say which rule I used.

You need

The shape cards (cut-out sheet 1) and the sorting mat (cut-out sheet 2), one set per group. The worksheet, one per child.

Lesson flow (about 40 minutes)

10 min	Pick a rule Show the shape cards and agree a rule together: number of corners. Sort a few onto the mat as a class, saying why each one lands where it does. Ask: “Our rule is number of corners. Where does the triangle go, and how do you know?”
20 min	Sort, then re-sort Groups sort by corners, then clear the mat and sort the same cards by a new rule, straight sides or a curved side. They watch the circle move to its own group. Ask: “We sorted by corners. Now sort by straight or curved. What moved?”
10 min	Sort on the page Children write each shape into the corner groups on the worksheet, then answer the re-sort question.

Two half-sessions instead? End Session A after the first sort; start Session B with the re-sort by a new rule.

On the board

Show “Sort the shapes”. Choose a rule and drag each shape into its group, then switch the rule so children predict which shapes will move before the screen re-sorts them.

seegongsik.com/au/y1/space/AC9M1SP01

Watch for these ideas

Sorting by colour or size instead of a shape feature: only the chosen feature decides the group.
Thinking a shape belongs to only one group ever: change the rule and the same shape can move.
Putting the circle with the 4-corner shapes: a circle has no corners, so it is its own group.

Answers

By corners: no corners, the circle; 3 corners, the triangle; 4 corners, the square and the rectangle.
By straight or curved: straight sides only, the triangle, square and rectangle; has a curved side, the circle.
The square and the rectangle stay together in both sorts; the circle is on its own each time. A shape can go in different groups when the rule changes.

Day 4 · Worksheet

Sort by a feature

NameClassDate

Here are the shapes to sort.

triangle

square

rectangle

circle

Rule 1: sort by corners

Write each shape name in the right group.

No corners

3 corners

4 corners

Rule 2: sort by straight or curved

Now sort the same shapes by a new rule. Which shape moves to a new group?

Straight sides only

Has a curved side

Day 5 · Teacher planDay 5 of 5

Shapes on an Aussie street

The shapes we have named all week are everywhere in the world. A window is a rectangle, a wheel is a circle, a roof or a yield sign is a triangle, a floor tile is a square. Today children find them and compare them, then take the mini-check.

We are learning to

recognise familiar shapes in the world around us,
compare two things of the same shape, and say what is the same and different,
show what I have learned in the mini-check.

Success criteria

I can name the shapes in a street picture.
I can find and compare shapes around the room.

You need

The worksheet, one per child, and pencils. The mini-check from the back of the pack, one per child, for the last ten minutes.

Lesson flow (about 40 minutes)

10 min	Read the street Look at the street picture together. Name the shape at each letter, and say the real thing it belongs to. Ask: “The wheel is round. What shape is it, and what other round things can you see?”
20 min	Find and compare Children find two of each shape around the room, then compare a pair: a plate and a wheel are both circles; a door and a window are both rectangles, but different sizes. Ask: “A plate and a wheel are both circles. What is the same? What is different?”
10 min	Mini-check Hand out the mini-check. Children work on their own; the answers and marking guide follow it.

Two half-sessions instead? End Session A after read the street; run find and compare and the mini-check in Session B.

On the board

Show “Shapes on an Aussie street”. Tap each object to reveal its shape, so children match the wheel to a circle, the window to a rectangle, the sign to a triangle and the tile to a square before the real hunt around the room.

seegongsik.com/au/y1/space/AC9M1SP01

Watch for these ideas

Naming the object, not its shape: “it is a door” instead of “a rectangle”.
Thinking two circles must be the same size: a plate and a wheel are both circles at different sizes.
Calling every four-cornered thing a square when a rectangle has 2 long and 2 short sides.

Answers

A is a circle, B is a square, C is a triangle, D is a rectangle, E is a rectangle, F is a circle.
Room finds vary: check each really shows the feature (round for a circle, 3 corners for a triangle, 4 equal sides for a square, 2 long and 2 short for a rectangle).
Compare: a plate and a wheel are both circles (both round, different sizes); a door and a window are both rectangles (both 2 long and 2 short sides, different sizes).

Day 5 · Worksheet

Shapes on the street

NameClassDate

Look at the street picture. Write the shape at each letter.

Letter	What it is	Its shape
A	The sun
B	The house wall
C	The roof
D	The door
E	The car body
F	A wheel

Find two of each around the room

Shape	I found	and I found
Circle
Triangle
Square
Rectangle

Same shape, different size

A plate and a wheel are both circles. What is the same? ____ What is different? ____

Cut-out cards 1 of 2Shape cards

Shape cards

Cut out the cards. Each shape comes big, small and turned, so children see that a small square and a turned square are both still squares. One set per pair is plenty for the week.

Triangles

Squares

Rectangles

Circles

Teacher note: two colours, two sizes and a turn let children sort by shape while ignoring colour, size and which way up, the same shapes the interactive unit uses on screen.

Cut-out cards 2 of 2Sorting mat

Shape-feature sorting mat

Cut out the three areas of the mat. Children place their shape cards by counting the corners. Use it on Day 2 to test turned shapes and again on Day 4 to classify by a feature.

No corners

The circle is round all the way, with no corners and one curved edge.

3 corners

The triangle has 3 corners and 3 straight sides.

4 corners

The square and the rectangle both have 4 corners and 4 straight sides.

Teacher note: the three areas match the groups in the Sort the shapes picture, so the floor sort and the screen agree.

Mini-check · End of the weekShapes Around Us

What we know: Shapes Around Us

NameClassDate

Work on your own. Say how you know if you can.

How many sides does a triangle have? ____
How many corners does a square have? ____
Circle every triangle. Put a cross on the shape that is not a triangle.
a
b
c
d
Draw a line from each shape to its corner group.
circle
triangle
square
no corners
3 corners
4 corners
Name one real thing that is shaped like a circle: ____

Mini-check · Answers and markingFor the teacher

Answers and marking guide

Answers

3 sides.
4 corners.
Circle a, b and d (all triangles, just turned); cross c, which has 4 corners, so it is not a triangle.
circle to no corners; triangle to 3 corners; square to 4 corners.
Answers vary: any round thing with no corners, such as a plate, a wheel, a clock face or a coin.

A quick three-level guide

Idea	Working towards	At standard	Beyond
Describe (Q1, Q2)	counts sides or corners with a shape in hand	states the sides and corners of a shape from memory	explains how a square and a rectangle differ
Recognise (Q3)	names an upright triangle	names a triangle however it is turned	explains that a turned shape keeps its sides and corners
Classify (Q4)	sorts shapes with help	sorts shapes by their number of corners	sorts a new shape into the right group and says why
Recognise in the world (Q5)	points to a round thing	names a real thing shaped like a circle	names a real thing and gives the feature that makes the shape

Five questions, four ideas. A child at standard counts sides and corners, recognises a turned triangle, sorts by corners, and names a shape in the world.

Weekly recordClass checklist

Weekly class record

Jot a tick as you move around the room; the mini-check fills any gaps. A tick a day is plenty.

Name	Sides and corners	Turned shapes	Makes shapes	Sorts by a feature	Shapes in the world

The five columns are the five days: count, recognise turned, make, sort, and find in the world.