M&G7.2 Students match one regular shape with another
Teaching Strategies
Touch cues »Take up time »
Questioning »
Provide opportunities for choice »
Errorless learning »
Distractors »
Correcting errors »
Attribute meaning »
Modelling »
Strategic pausing »
Prompting »
Match to sample»
Levels Of Support
Full Physical Assistance (FP) »Partial Physical Assistance (PP) »
Modelled Response (M) »
Gesture/Sign (G/S) »
Verbal (V) »
Independent (I) »
Activities & Resources
Computes/IWB (e.g. Tux Paint)Representations of different twodimensional shapes
Assessment Record
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Early Stage 1 Outcome 2012 SGES1.2 Manipulates, sorts and describes representations of twodimensional 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 Mae1WM Describes mathematical situations using everyday language, actions, materials and informal recordings. Mae2WM Uses objects, actions, technology and/or trial and error to explore mathematical problems. Mae15MG Manipulates, sorts and describes representations of two dimensional shapes, including circles, triangles, squares and rectangles, using everyday language.

Life Skills 710 Outcome 2015 MALS 1WM Responds to and uses mathematical language to demonstrate understanding. MALS2WM Applies mathematical strategies to solve problems. MALS3WM Uses reasoning to recognise mathematical relationships. MALS30MG Recognises, matches and sorts threedimensional objects and/or two dimensional shapes. MALS31MG Identifies the features of the three dimensional objects and/or two dimensional shapes and applies these in a range of contexts.
HSC Life Skills 1112 Outcomes 2007 4.3 Recognises and uses a range of three dimensional and two dimensional shapes. 
Framework Indicators
 Match to sample when given 1 shape.
 Match to sample when given 2 shapes.
 Match to sample when given 3 shapes.
 WM Use laminated activity folders to match removable shapes.
Teacher Language
Make a statement
‘This is a shape’.
‘You are matching the shape’.
Say and sign ‘same’.
Ask a question
‘Which one is the same?’
Correction/prompt
‘Try again’.
‘Look again’
‘Do they match?’
‘Are they the same?’
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.
This goal is purely a matching activity. At this point we are not teaching identification or recognition of shapes. Shapes are used as symbols to be matched and to make students familiar with their form. The following table is an example of shapes that can be used to match. Teacher language as shown above should be used throughout the activity to reinforce the concept of matching through the use of the language ‘same’ and ‘different.’ Follow the sequence outlined in the table below.
Match to sample when given 1 shape
Errorless learning. (Provide only the correct option so there is no chance for error).
Match to sample when given 2 shapes
Teacher provides student with 2 shapes (one is the correct shape to be matched and one is the distractor). Teacher gives the student the shape to be matched and states ‘This is a shape. Which one is the same?’ ‘You are matching the shape’.
Match to sample when given 3 shapes
Teacher provides student with 3 shapes (one is the correct shape to be matched and two are the distractors). Teacher gives the student the shape to be matched and states ‘This is a shape. Which one is the same?’ ‘You are matching the shape’.
Websites
Websites with resources, games and activities that could be used to support this goal include:
Suggested Apps