M&G7.1 Students access/interact with representations of different two dimensional shapes.

Syllabus Outcomes
Syllabus Outcomes

Early Stage 1 Outcome 2012

SGES1.2 Manipulates, sorts and describes representations of two-dimensional shapes 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)

WMES1.3 Describes mathematical situations using everyday language, actions, materials, and informal recordings (Communicating)


Early Stage 1 Outcome 2015

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

Mae-2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems.

Mae-15MG Manipulates, sorts and describes representations of two dimensional shapes, including circles, triangles, squares and rectangles, 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 two-dimensional shapes.
  • Reaches for two dimensional shapes.
  • Makes physical contact with two dimensional shapes.
  • Explores two dimensional shapes with senses.
  • WM Explore with senses two-dimensional shape cards and tactile resources including foam and sandpaper.

Teacher Language


Make a statement

‘You are touching the …..’.

‘SN has the ………’.


Give an instruction

‘Look at the …….’.

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 two dimensional shapes

Place a two dimensional shape such as a square, circle, rectangle or triangle directly in the student’s eyesight and state ‘Look at the ……..’. The student may make eye contact with the shape for a brief period of time. Immediately reinforce the student for looking at the shape even if it’s a fleeting look in order to mould 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 shape is in front of the student’s eyes.


Reaches for, makes physical contact with and explores with senses a two dimensional shape

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



Websites with resources, games and activities that could be used to support this goal include:


Suggested Apps


Food shape game for children
Laugh & Learn™ Shapes & Colors
Learn Shapes Free
Shapes Toddler Preschool
TinyHands Sorting 3