Exploring Shapes Together

Overview

A 40-minute engaging maths lesson designed for Year 2 students in New Zealand to identify, describe, and sort familiar 2D and 3D shapes, following closely the New Zealand Curriculum specifications. This lesson integrates hands-on activities, visual aids, and rich vocabulary in both English and te reo Māori to deepen students’ spatial reasoning, shape awareness, and mathematical language.

Curriculum Connections

Level: Level 1 (Year 2) – Mathematics and Statistics strand: Geometry and Measurement
Key Learning Area: Geometry – Shapes and Spatial Reasoning
Specific Learning Outcome:

• Identify, describe, and sort familiar 2D and 3D shapes presented in different orientations, including triangles, circles, rectangles (including squares), cubes, cylinders, and spheres.
• Use everyday and mathematical language (including te reo Māori) to justify descriptions and sorting decisions.
• Recognise attributes of shapes such as sides, corners, edges, faces, and vertices.
• Develop spatial reasoning by composing and decomposing shapes.

This aligns with the New Zealand Curriculum’s expectations for Year 2 geometry and spatial reasoning capabilities .

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Learning Objectives

By the end of the lesson, students will be able to:

• Identify and name key 2D shapes: triangle (tapatoru), circle (porowhita), rectangle (tapawhā), including squares (tapawhā rite).
• Identify and name key 3D shapes: cube (kīnia), cylinder (tikera), sphere (porowhita ā-roto).
• Describe the shapes using attributes like number of edges, corners (angles), faces, and roundness.
• Sort shapes based on one attribute (e.g., number of sides, roundness, faces).
• Use mathematical vocabulary and simple te reo Māori terms to explain their reasoning.

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Materials Needed

• Variety of tangible 2D shapes (card cutouts) and 3D objects (blocks, boxes, balls, cylinders)
• Large whiteboard or chart paper with labelled columns for sorting
• Shape sorting mats or trays
• Visual aids/posters displaying the Māori and English names of shapes
• Mirrors and tracing paper for shape exploration (optional for extension)
• Interactive digital tool/display if available (e.g., shape sorting apps)

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Lesson Structure

1. Warm-up and Introduction (5 mins)

• Gather students on the mat, introduce the lesson by showing a big colourful poster with the 2D and 3D shapes.
• Chant together the shape names in English and te reo Māori (e.g., Tapatoru - Triangle, Porowhita - Circle).
• Briefly discuss what shapes are, and point out differences between flat (2D) shapes and solid (3D) shapes.
• Use everyday objects in the room as quick examples (e.g., a door as a rectangle, ball as a sphere).

2. Guided Exploration and Description (10 mins)

• Present each shape one at a time, holding it up and inviting students to identify it.
• Model describing shapes focusing on attributes: "This is a cube. It has 6 flat faces and 8 corners," "This circle has no corners, it is round."
• Ask students to describe the shapes with you, encouraging use of shape language and Māori terms.
• Highlight how shapes look when turned or flipped (different orientations).
• Use questioning strategies such as:
  • "How many sides does this shape have?"
  • "Is this shape flat or solid?"
  • "Can you find a shape like this in the classroom?"

3. Hands-On Sorting Activity (15 mins)

• Distribute mixed 2D and 3D shapes to student pairs or small groups.
• Provide sorting mats labelled by an attribute (e.g., "Number of Sides", "Flat or Solid") or by shape name.
• Invite students to work together to sort shapes using one chosen feature (e.g., all triangles together, all round shapes in another group).
• Circulate to support vocabulary use and encourage students to articulate their sorting reasons using both English and Māori.
• Extend by asking groups if shapes can belong to more than one group (e.g., a square is a rectangle and a quadrilateral).
• Optional: Introduce a mirror or tracing paper to explore flipped or turned shapes, linking to spatial awareness.

4. Reflection and Sharing (7 mins)

• Bring students back together and have each group share one or two sorting choices they made and why.
• Highlight language used, acknowledge good explanations, and reinforce Māori terms.
• Ask reflective questions:
  • "Was it easy or tricky to sort some shapes? Why?"
  • "Which shapes look different but are actually the same type?"
  • "What did you learn about shapes today?"

5. Quick Assessment and Closure (3 mins)

• Show mixed shapes on the board or hold up objects.
• Quick quiz: Individually or as a class, have students identify the shapes or decide if a shape is 2D or 3D.
• Use thumbs up/down or mini whiteboards for answers to keep it fast and engaging.
• Close by singing a short shape song or revisiting the shape chant.

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Assessment

• Observe students during the sorting activity and reflection to assess their understanding of shape attributes and vocabulary.
• Use the quick quiz to check their ability to identify key 2D and 3D shapes in different orientations.
• Note their ability to use mathematical and Māori language to describe shapes accurately.
• Provide feedback that celebrates their discoveries and encourages further exploration.

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Next Steps and Extension Ideas

• Introduce composing and decomposing composite shapes using smaller shapes (e.g., two triangles make a square).
• Explore symmetry and patterns using the shapes with mirrors and tracing paper.
• Integrate digital tools/apps for practising shape identification and sorting.
• Incorporate stories or games involving spatial reasoning and movement with shapes (e.g., "Shape Hunt" around the school).

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This lesson plan utilises multi-sensory and collaborative learning approaches appropriate for Year 2 students, ensuring a rich language environment, multiple ways to explore shapes, and alignment with Te Mātaiaho and the national New Zealand Curriculum for Mathematics . It offers both challenge and support to deepen understanding of geometry in a fun and culturally responsive way.