Shape Language Workshop

Overview

Lesson 4 of 15 in Shapes, Space and Reasoning. In a bilingual NZSL-English setting, five learners develop precise language for describing 2D and 3D shapes, then use visual descriptions to identify and select shapes without relying on shape names.

Learning intentions

• WALT use precise NZSL and mathematical language to describe shapes.
• WALT identify and use the terms side, vertex, face, edge, curved, straight, parallel and equal.
• WALT give and follow a visual description of a shape.
• WALT communicate face-to-face and give helpful peer feedback.

Success criteria

• I can use NZSL signs and English terms for shape features.
• I can describe sides, vertices, faces and edges accurately.
• I can give a description that allows my partner to select the correct shape.
• I can check and improve my description using peer feedback.

Curriculum links

• Geometry: identify, describe, compare and classify two-dimensional shapes and three-dimensional objects by their features.
• Mathematical language and reasoning: communicate mathematical ideas clearly and justify choices using evidence.
• Mathematical communication: use diagrams, gestures, symbols and spoken or written language to explain thinking.
• Key competencies: managing self; relating to others; participating and contributing.

Lesson structure (60 minutes)

1. 0–7 minutes – Welcome, visual hook and prior knowledge Arrange learners in a clear semicircle so everyone can see faces, hands and models. Open with the shape mystery hook and silently show two similar-looking shapes. Ask in NZSL and English: “How could you describe one so a partner can choose it?” Accept gestures and everyday language, then introduce the goal.

2. 7–18 minutes – Explicit bilingual vocabulary teaching Use real models and the bilingual vocabulary slides to teach or revisit side, vertex, face, edge, curved, straight, parallel and equal. Demonstrate each feature, sign and English term; learners copy the sign, finger spell the word where appropriate, and trace the feature on a model. Check understanding by showing a feature and asking learners to select or sign the matching term.

3. 18–28 minutes – Guided vocabulary sort and rehearsal Give each learner individual vocabulary cards and a selection of 2D and 3D shape models. Learners match cards to features, for example, placing “parallel” beside two lines that never meet or “equal” beside sides of the same length. Use the line and shape reference poster as a shared visual reference. Prompt learners to use the sentence frame: “It has ___ sides/faces/edges. The ___ are ___.”

4. 28–43 minutes – Partner describe-and-select game Display the instructions on the describe-and-select activity slides. Seat learners face-to-face and work in changing pairs. One learner secretly chooses a model and describes it using NZSL, pointing or drawing, without showing the model; the partner selects the matching shape from the available models. The speaker then reveals the model and both discuss which clues were useful.

5. 43–52 minutes – Improve the message through peer feedback Distribute the shape description and feedback sheet. Each learner records or draws one description, including at least three precise features. Partners use the prompts “I noticed…”, “I understood…”, and “You could add…” through NZSL, writing or drawing. Remind learners to give feedback about clarity and mathematical accuracy, not signing speed.

6. 52–58 minutes – Independent challenge and sharing Learners choose a new model and prepare a final description. They should not name the shape. Invite each learner to present to the group while classmates select the model they think is being described. Discuss which vocabulary made the descriptions most successful.

7. 58–60 minutes – Plenary and self-assessment Return to the review and exit prompt. Ask: “Which word or sign helped you be most precise?” Learners show a confidence signal or sign one term they can now use, then hand in their worksheet or share their response visually.

Resources

• the shape language workshop deck
• the shape description and feedback sheet
• the line and shape reference poster
• A selection of familiar 2D and 3D shape models
• Duplicate shapes for partner selection
• Individual vocabulary cards for each learner
• Whiteboard or visualiser
• Pens, pencils and highlighters
• Teacher-approved NZSL sign references or a Deaf/NZSL language model, where available

Assessment

• Observe whether learners correctly sign, finger spell or use the terms side, vertex, face, edge, curved, straight, parallel and equal.
• During the partner game, check whether descriptions contain enough accurate features for a partner to select the intended model.
• Review the worksheet and peer feedback for precise vocabulary, correct feature identification and evidence of revision.

Differentiation

• Provide individual vocabulary cards, labelled models, finger spelling, feature tracing and sentence frames. Accept NZSL, pointing, drawing, writing or a combination of modes.
• Pre-teach unfamiliar terms to learners who need support and reduce the choice of models before increasing it.
• Ensure face-to-face communication, good lighting, clear signing space and visual attention before giving instructions. Do not speak while turned away or covering the mouth.
• For EAL learners, pair each English term with an image, NZSL sign and repeated model. Allow rehearsal with an adult or trusted peer before presenting.

Extension

• Advanced learners describe a shape without naming it and include a relationship between features, such as “two pairs of equal parallel sides”.
• Ask learners to give a deliberately incomplete description, then have a partner explain what extra information is needed to identify the shape uniquely.
• Challenge learners to compare two shapes using “both”, “but” and “whereas”, including a feature they share and a feature that differs.