M&G7.3 Students use strategies for tracing 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

 

  • Traces a textured shape using a finger.
  • Traces a shape using a finger.
  • Traces solid lines and shapes.
  • Traces dotted lines and shapes.
  • WM Trace a shape with their hand.

Teacher Language

 

Make a statement

‘That is a shape’.

‘You are touching the shape’.

 

Give an instruction

‘Trace around the shape’.

 

Correction/prompt

‘Follow the line’.

‘Did you follow the line?’

‘Try again’.

‘Have you traced the shape?’


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.

 

Whilst we are not teaching recognition of shapes, the naming of shapes whilst performing the activities is optional.

 

Traces a textured shape using a finger

For this activity it would be necessary to outline an area using a sensory border such as sandpaper. Students are prompted to trace the border of a shape with their finger. Teacher states ‘That is a shape. Trace around the shape. You are touching the shape’.

 

Traces a shape using a finger

Students are prompted to trace a shape with no defining sensory border.

 

Tracing solid lines and shapes

Students are prompted to trace solid lines and shapes with a pencil.

 

Tracing dotted lines and shapes 

Students are prompted to trace dotted lines and shapes with a pencil. 

 

Websites

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

 

Suggested Apps

 

All about Shapes by TinyTapps
Lets make shapes
Little Writer Pro
Trace n Glow Shapes
Tracing ABC Free