Geometry Showcase

Overview

Lesson 15 of 15 in Shapes, Space and Reasoning. Learners present a model, map, pattern or problem solution, complete a practical assessment, and reflect on how they used shape language and spatial reasoning. The lesson is fully visual, with NZSL, demonstrations, labelled diagrams and written explanations all valued as valid communication.

Learning intentions

• WALT communicate our geometry learning using shapes, position, movement and spatial language.
• WALT explain and justify a strategy using models, actions, NZSL, visual labels or writing.
• WALT identify and describe important properties of 2D and 3D shapes.
• WALT reflect on our progress and choose a next step.

Success criteria

• I can accurately use shape and position language, such as parallel, perpendicular, vertex, face, edge, angle, symmetry, clockwise and anti-clockwise.
• I can show spatial reasoning through a model, map, pattern, transformation or problem solution.
• I can explain my strategy clearly using NZSL, labelled visuals, demonstration or writing.
• I can listen or watch respectfully, give useful feedback and identify my next step.

Curriculum links

• Geometry: identify, describe, classify and construct 2D shapes and 3D objects using properties such as sides, angles, faces, edges and symmetry.
• Position and orientation: use maps, grids, direction, movement, transformations and spatial language to communicate location.
• Mathematical processes: reason, justify, represent ideas in more than one way, and communicate mathematical thinking.
• Key competencies: managing self, participating and contributing, relating to others, and using language, symbols and texts.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome and success criteria Display the learning intention and success criteria in the geometry showcase introduction slides. Use a visual agenda and agree on clear turn-taking signals: presenter points to their name, peers watch, then feedback is given. Briefly model respectful attention in NZSL and explain that communication may be spoken, signed, drawn, demonstrated or written.

2. 7–15 minutes – Prepare the showcase Learners collect their completed geometry work or select a model, map, pattern or problem solution from the unit. Give each learner the geometry showcase and reflection sheet and allow them to plan three points: what I made, the geometry I used, and how I know it works. Offer the line and shape prompt cards for ideas or vocabulary support.

3. 15–32 minutes – Five-minute presentations Each of the five learners has up to three minutes to present, followed by two minutes for questions or feedback. They may use a model, diagram, NZSL explanation, written labels or a demonstration. Prompt presenters to name properties and explain decisions: “Which shapes or lines did you use?”, “Where can we see symmetry or a transformation?”, and “Why does your strategy work?” Record brief observational notes.

4. 32–40 minutes – Peer feedback and comparison Display the feedback expectations in the presentation feedback slides. After each presentation, peers give one specific strength and one question or suggestion, using NZSL, gesture, drawing or writing. Use the line and shape feedback cards to select a relevant prompt, such as checking angles, accurate lines or parallel lines.

5. 40–53 minutes – Practical assessment Complete the assessment section of the geometry showcase and reflection sheet individually. Tasks should include: classify or describe a set of shapes; follow or create directions on a grid; identify a transformation or line of symmetry; and explain a solution using a diagram and short explanation. Confer individually where needed, but assess the learner’s own reasoning.

6. 53–60 minutes – Reflection and celebration Return to the reflection and closing slides. Learners complete the reflection: “A geometry idea I can explain is…”, “Evidence that I used spatial reasoning is…”, and “My next step is…”. Invite each learner to share one achievement or show it visually. Celebrate high expectations, persistence and clear mathematical communication.

Resources

• the geometry showcase introduction slides
• the geometry showcase and reflection sheet
• the line and shape prompt cards
• the line and shape feedback cards
• Learners’ models, maps, patterns and completed unit tasks
• 2D and 3D shape manipulatives
• Grid paper, plain paper, pencils, rulers and coloured pens
• Visual timer and presentation name cards
• Camera or tablet, if learners choose to record a demonstration

Assessment

• Observe presentations for accurate shape vocabulary, spatial reasoning, representation and explanation. Record evidence from models, actions, NZSL, diagrams and writing—not writing alone.
• Review the practical assessment for correct classification, spatial directions, transformations or symmetry, and a justified strategy.
• Use the reflection to identify each learner’s confidence, misconceptions and next teaching step.

Differentiation

• Offer presentation choices: live NZSL, recorded demonstration, labelled model, diagram, written explanation or teacher-supported presentation. Provide vocabulary prompts, icons, sentence frames and a visible sequence of steps.
• Provide individual conferencing, rehearsal time and extra processing time. Check instructions visually and privately before each task.
• For EAL and learners needing additional support, accept gesture, pointing, drawing and actions; reduce copying demands; provide pre-drawn grids or shape outlines; and model one example without giving the answer.
• For advanced learners, compare two solutions and defend which is more efficient, or redesign a map, pattern or model using an additional constraint such as symmetry, a scale, a turn rule or a limited number of shapes.