Teaching pack · Year 7 Spaceseegongsik /au
Classifying triangles, quadrilaterals and polygons: a week of ready-to-teach maths
Five days of lessons for Year 7 Space. Print this pack and the week is prepared.
AC9M7SP02
classify triangles, quadrilaterals and other polygons according to their side and angle properties; identify and reason about relationships
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Classifying triangles”, “The quadrilateral family”, “Angle sum of a polygon”, “Regular versus irregular”, “Diagonals tell quadrilaterals apart”.
seegongsik.com/au/y7/space/AC9M7SP02
Aligned to Australian Curriculum V9 (AC9M7SP02). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Classifying triangles | Practise the idea with talk, board and worksheet | Board: Classifying triangles |
| 2 | The quadrilateral family | Practise the idea with talk, board and worksheet | Board: The quadrilateral family |
| 3 | Angle sum of a polygon | Practise the idea with talk, board and worksheet | Board: Angle sum of a polygon |
| 4 | Regular versus irregular | Practise the idea with talk, board and worksheet | Board: Regular versus irregular |
| 5 | Diagonals tell quadrilaterals apart | Practise the idea with talk, board and worksheet | Board: Diagonals tell quadrilaterals apart |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on classifying triangles, quadrilaterals and polygons. Ask: What did you practise today?
seegongsik.com/au/y7/space/AC9M7SP02/pack
Day 1 · Teacher planDay 1 of 5
Classifying triangles
Children practise “Classifying triangles” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain classifying triangles in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Classifying triangles”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Classifying triangles”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Classifying triangles” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about classifying triangles.
Day 1 · Worksheet
Classifying triangles
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
The quadrilateral family
Children practise “The quadrilateral family” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain the quadrilateral family in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “The quadrilateral family”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “The quadrilateral family”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “The quadrilateral family” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about the quadrilateral family.
Day 2 · Worksheet
The quadrilateral family
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Angle sum of a polygon
Children practise “Angle sum of a polygon” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain angle sum of a polygon in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Angle sum of a polygon”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Angle sum of a polygon”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Angle sum of a polygon” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about angle sum of a polygon.
Day 3 · Worksheet
Angle sum of a polygon
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Regular versus irregular
Children practise “Regular versus irregular” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain regular versus irregular in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Regular versus irregular”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Regular versus irregular”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Regular versus irregular” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about regular versus irregular.
Day 4 · Worksheet
Regular versus irregular
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Diagonals tell quadrilaterals apart
Children practise “Diagonals tell quadrilaterals apart” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain diagonals tell quadrilaterals apart in Year 7 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Diagonals tell quadrilaterals apart”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Diagonals tell quadrilaterals apart”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Diagonals tell quadrilaterals apart” on screen for the main block.
seegongsik.com/au/y7/space/AC9M7SP02
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about diagonals tell quadrilaterals apart.
Day 5 · Worksheet
Diagonals tell quadrilaterals apart
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Classifying triangles, quadrilaterals and polygons
Cut out. Hold up a card and give an example.
Classifying triangles
Give an example.
The quadrilateral family
Give an example.
Angle sum of a polygon
Give an example.
Regular versus irregular
Give an example.
Diagonals tell quadrilaterals apart
Give an example.
Store in an envelope labelled AC9M7SP02.
Mini-check · End of week
Show what you know: Classifying triangles, quadrilaterals and polygons
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (classifying triangles, quadrilaterals and polygons) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.