M&G6.2 Students access/interact with three dimensional objects.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.1 Manipulates, sorts and represents three-dimensional objects and describes them using everyday language. 

WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content (Questioning)

WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems (Applying Strategies)

WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions (Reasoning)


Early Stage 1 Outcome 2015

Mae-1WM Describes mathematical situations using everyday language, actions, materials and informal recordings.

Mae-3WM Uses concrete materials and/or pictorial representations to support conclusions.

Mae-14MG Manipulates, sorts and represents three-dimensional objects and describes them using everyday language 


Life Skills 7-10 Outcome 2015

MALS -1WM Responds to and uses mathematical language to demonstrate understanding.

MALS-2WM Applies mathematical strategies to solve problems.

MALS-3WM Uses reasoning to recognise mathematical relationships.

MALS-30MG Recognises, matches and sorts three-dimensional objects and/or two dimensional shapes.

MALS-31MG Identifies the features of the three dimensional objects and/or two dimensional shapes and applies these in a range of contexts. 


HSC Life Skills 11-12 Outcomes 2007

4.3 Recognises and uses a range of three dimensional and two dimensional shapes.



Framework Indicators

  • Makes eye contact with three dimensional objects.
  • Reaches for three dimensional objects.
  • Makes physical contact with three dimensional objects.
  • Explores three dimensional objects with senses.
  • WM Use senses to explore a variety of three dimensional objects.  e.g. balls and building blocks.

Teacher Language


Give an instruction

‘Look at the ….’. 

‘You are touching/feeling the ………..’.


Make a statement

‘SN has the …….’.


Ask a question

‘Do you want to use the …….(object)’ e.g. ball in sporting activity?’

When carrying out any of the following teaching activities it will be necessary to use different levels of support as indicated in the guidelines table at the beginning of Number. Fade this support as the student works towards developing independence.


There are a variety of acceptable ways a student can indicate a choice or make a response. These include; head/physical movements (e.g. nodding, pointing and reaching) eye gaze and verbal responses.


Makes eye contact with a three dimensional object

Place a three dimensional object such as a pyramid, cube, sphere or ball directly in the student’s eyesight and state ‘Look at the ……..’. The student may make eye contact with the object for a brief period of time. Immediately reinforce the student for looking at the object even if it’s a fleeting look in order to shape this behaviour into an intentional action. If the student does not make any eye contact, the teacher mirrors student head movement and eye gaze so that the object is in front of the student’s eyes.


Reaches for, makes physical contact with and explores with senses a three dimensional object

Repeat the above activity with a focus on encouraging the student to reach for and interact with the object and state ‘You are touching/feeling the ……..’. Once the student grasps the object reinforce them immediately by saying ‘SN has the ……….’. If the student does not reach for the object, use the lowest level of support required to assist to make physical contact.



Websites that contain resources, games or activities that could be used to support this goal include:


Suggested Apps


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