- Mathematics
- Year 6
Geometry
approx. 8 hrs
3 topics
29 concepts
The Year 6 Geometry program gives students key skills in visualisation and builds the foundations for high school Mathematics.
approx. 8 hrs
3 topics
29 concepts
The Year 6 Geometry program gives students key skills in visualisation and builds the foundations for high school Mathematics.
The concepts in the Year 6 Geometry program are aligned with the course content in the Measurement and Geometry strand of the Australian curriculum. Students studying Geometry in Year 6 classify and draw 2D shapes and 3D objects, name the features of circles, such as diameter, radius, sector and segment, and identify convex and non-convex 2D shapes including irregular shapes.
This learning program is made up of the following 3 topics, broken down into 29 concepts.
Create a circle by finding points that are all the same distance from a fixed point
Use measurement to determine which of the special quadrilaterals have diagonals that are equal in length
Identify and name parts of a circle, including the centre, radius, diameter, circumference, sector, semicircle and quadrant
Determine whether any of the diagonals of a particular shape are also lines of symmetry of the shape
Recognise the endpoints of the diagonals of a shape as the vertices of the shape
Identify whether a two-dimensional shape has been translated, reflected or rotated, or has undergone a number of transformations
Describe the effect when a two-dimensional shape is translated, reflected or rotated
Predict the next translation, reflection or rotation in a pattern
Choose the correct pattern from a number of options when given information about a combination of transformations
Identify and name diagonals of convex two-dimensional shapes
Determine and draw all the diagonals of convex two-dimensional shapes
Create simple prisms and pyramids using a variety of materials
Sketch three-dimensional objects from different views, including top, front and side views
Name prisms and pyramids according to the shape of their base
Use the results established for adjacent angles that form right angles, straight angles and angles of revolution to find the size of unknown angles in diagrams
Identify and name vertically opposite angles
Recognise right angles, angles on a straight line, and angles of revolution embedded in diagrams
Investigate, with or without the use of digital technologies, adjacent angles at a point and establish that they form an angle of revolution and add to 360 degrees
Recognise vertically opposite angles in different orientations and embedded in diagrams
Use the equality of vertically opposite angles to find the size of unknown angles in diagrams
Investigate, with or without the use of digital technologies, adjacent angles that form a right angle and establish that they add to 90 degrees
Identify and name angle types formed by the intersection of straight lines, including right angles, angles on a straight line, angles at a point that form an angle of revolution
Investigate, with or without the use of digital technologies, adjacent angles on a straight line and establish that they form a straight angle and add to 180 degrees
Identify the vertex and arms of angles formed by intersecting lines
Investigate, with or without the use of digital technologies, vertically opposite angles and establish that they are equal in size
Identify and describe the angle size in degrees for each of the classifications; acute, right, obtuse, straight, reflex and revolution.
Use a given map to plan and show a route from one location to another
Describe a route taken on a map using landmarks and directional language, including compass directions
Use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass rose
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