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## Naming 2D shapes

• Naming 2D shapes
• Course: Mathematics
• Section: Geometry - 2D Shapes
• Outcome: Name two dimensional shapes
• Activity Type: Video
• Activity ID: 4022

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#### United States – Common Core State Standards expand/collapse

• ##### K.G – Geometry
• Mathematics

• K.G.2 – Correctly name shapes regardless of their orientations or overall size.

• ##### 1.G – Geometry
• Mathematics

• 1.G.2 – Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.(Students do not need to learn formal names such as “right rectangular prism.”)

• ##### 2.G – Geometry
• Mathematics

• 2.G.1 – Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.

• ##### 4.G – Geometry
• Mathematics

• 4.G.2 – Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles.

#### Australia – Australian Curriculum expand/collapse

• ##### Measurement and Geometry
• Shape

• ACMMG009 – Sort, describe and name familiar two-dimensional shapes and three-dimensional objects in the environment

• ##### Measurement and Geometry
• Shape

• ACMMG022 – Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

• ##### Measurement and Geometry
• Shape

• ACMMG042 – Describe and draw two-dimensional shapes, with and without digital technologies

• ##### Measurement and Geometry
• Geometric reasoning

• ACMMG064 – Identify angles as measures of turn and compare angle sizes in everyday situations

• ##### Measurement and Geometry
• Shape

• ACMMG088 – Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies

#### New Zealand – National Standards expand/collapse

• ##### 1.GM – Geometry and measurement
• 1.GM.2 – Sort objects and shapes by a single feature and describe the feature, using everyday language

• ##### 2.GM – Geometry and measurement
• 2.GM.2 – Sort objects and shapes by different features and describe the features, using mathematical language

• ##### 3.GM – Geometry and measurement
• 3.GM.2 – Sort objects and two- and three-dimensional shapes by their features, identifying categories within categories

• ##### 4.GM – Geometry and measurement
• 4.GM.2 – Sort objects and two- and three-dimensional shapes by two features simultaneously

• ##### 5.GM – Geometry and measurement
• 5.GM.2 – Sort two- and three-dimensional shapes, considering the presence and/or absence of features simultaneously and justifying the decisions made

#### United Kingdom – National Curriculum expand/collapse

• ##### KS1.Ma3 – Shape, space and measures
• Knowledge, skills and understanding

• Understanding patterns and properties of shape

• KS1.Ma3.2 – Pupils should be taught to:

• KS1.Ma3.2.a – Describe properties of shapes that they can see or visualise using the related vocabulary

• KS1.Ma3.2.b – Observe, handle and describe common 2-D and 3-D shapes; name and describe the mathematical features of common 2-D and 3-D shapes, including triangles of various kinds, rectangles including squares, circles, cubes, cuboids, then hexagons, pentagons, cylinders, pyramids, cones and spheres

• Using and applying shape, space and measures

• KS1.Ma3.1 – Pupils should be taught to:

• Communicating

• KS1.Ma3.1.d – Use the correct language and vocabulary for shape, space and measures