Students are shown an arrangement of shapes that forms a picture. After a minute's viewing, the picture is covered and students attempt to draw or use pattern blocks to make the picture from memory.

	Assessing student performance
	Approximates picture, no component shapes	Level 1 performance
	Approximates picture, some component shapes	Level 2 performance
	Draws picture showing most component shapes	Level 2 performance
	Draws accurately showing all shapes	Level 3 performance

Sort a shape

Students sort a range of two-dimensional shapes into groups. They should draw and write to record their groups and to explain their sorting.

	Assessing student performance
	Sorts several shapes, makes approximate copy	Level 1 performance
	Sorts several shapes, draws and can explain rules	Level 2 performance
	Sorts many shapes and clearly explains rules	Level 2 performance
	Complex sorting with attention to component parts	Level 3 performance

• Students describe and draw a simple shape they have felt inside a bag, or had traced on their back.
  
  Ability to draw the shape indicates Level 1. Ability to draw and also explain some of the shape's features indicates Level 2.

• Students are given 'I spy' clues that focus on shape. They should identify a shape in the room to fit the clue.
  
  Correctly matching the shape of the object and explaining choice by referring to shape features indicates Level 2.

• Students are shown two shapes, such as a sphere and a circle. They should explain how the shapes are the same and how the shapes are different.
  
  Attempts to describe depth dimension (fatter, rounder, not flat) indicate Level 2. Reference to 'two-dimensional' and 'three-dimensional' indicates Level 3.

Flip, slide, turn

Students work in pairs using small triangles, rectangles or squares (cardboard cutouts, counters or blocks). One uses the shapes to make a repeating pattern where the shape is slid, turned or flipped. They then describe this to their partner, who tries to build the same pattern.

	Assessing student performance
	Simple pattern, needs to show pattern rather than tell	Level 1 performance
	Simple pattern, attempts to describe movements	Level 2 performance
	More complex pattern, can describe movements	Level 2 performance
	Complex pattern, accurately describes movements	Level 3 performance

Shape fractions

Students are given a rectangular block that represents one quarter of a whole shape. They use this block to trace to show what the whole shape might look like. A variety of edge to edge arrangements should be encouraged.

	Assessing student performance
	One solution, shapes overlapped	Level 1 performance
	Few solutions, shapes aligned edge to edge	Level 2 performance
	Several solutions, can see some rotated solutions	Level 2 performance
	Many solutions, recognises rotated solutions	Level 3 performance

Short questions

• Students are shown a triangle and asked to imagine what this will look like turned sideways, then turned upside-down. They should sketch their predictions. Repeat using a rectangle, then a diamond.
  
  Successful predictions, and recognition that some rotations look the same indicate Level 2.

• Students are shown a pattern made by repeatedly moving, then tracing one shape. They explain how the pattern has been made. Provide the shape so students can move to work out and to explain.
  
  Ability to solve and describe after moving the shape indicates Level 2. Ability to solve and describe without moving the shape indicates Level 3.

Take a walk

Students draw to map a picturebook setting such as Rosies Walk by P. Hutchins.

	Assessing student performance
	Some bird's eye view, several details included	Level 1 performance
	Some bird's eye view, several details in order	Level 2 performance
	Mostly bird's eye view, most details included	Level 2 performance
	Bird's eye view, all details in order	Level 3 performance

School map

Students use plastic sticks and shapes to make a model of the school ground showing some buildings, fences and pathways.

	Assessing student performance
	Few main details, no attention to proximity of features	Level 1 performance
	Several main details, some attention to proximity	Level 2 performance
	Detailed, attention to proximity of features	Level 2 performance
	Attention to proximity and relative scale of features	Level 3 performance

Short questions

• With hands behind their back, students describe how to move from their position in the classroom to a given object.
  
  Brief general description, for instance 'Walk there,' 'Go over there,' indicates Level 1. Greater use of location words and reference to landmarks, for instance 'Go around the table and past the bin,' indicates Level 2.

• Using a grid and two counters, students explain how to move one counter to the position of the other counter. They can only move the counter vertically or horizontally. Encourage students to describe alternative routes.
  
  Describing the number of squares up, down or across (left or right) indicates Level 2.