teaching resource

What's My Card? Shape Board Game

Updated: 24 May 2023

Consolidate knowledge of 2d shapes and 3D objects with a game of shape Guess Who!

Non-Editable: PDF
Pages: 7 Pages
Years: 1 - 2

Curriculum

VC2M1SP01

Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them <ul> <li>classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group</li> <li>selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice</li> <li>comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them</li> <li>exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place</li> </ul>
VC2M2SP01

Recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as ‘opposite’, ‘parallel’, ‘curved’ and ‘straight’ <ul> <li>sorting a collection of shapes in different ways based on their features, such as number of sides, whether all sides are equal and whether pairs of opposite sides are parallel; for example, sorting collections of triangles and other polygons</li> <li>manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes and recognising that they are still classified as the same shape even if they are upside down or on their side</li> <li>investigating the shapes of different sporting fields, describing and labelling their features, including sidelines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them</li> <li>creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, or moving or rotating a shape</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>

teaching resource

What's My Card? Shape Board Game

Updated: 24 May 2023

Consolidate knowledge of 2d shapes and 3D objects with a game of shape Guess Who!

Non-Editable: PDF
Pages: 7 Pages
Years: 1 - 2

Consolidate knowledge of 2d shapes and 3D objects with a game of shape Guess Who!

Guess the Shape!

Are you looking for hands-on resources to use in your classroom when teaching your students about 2D shapes and 3D objects? Look no further!

This engaging board game based on the much-loved game of Guess Who? has been designed to help your students learn the properties of some of the most common 2D and 3D shapes. Read on to learn how to play!

Set-Up and Game Play

Equipment

1 x Guess Who? game board (to be purchased from a toy store)
Set of game cards (front and back)
Set of mystery cards (front and back)

How to Play

1. Players choose a mystery card and place it in the front card holder of their Guess Who? game board.
2. One player begins by asking their opponent a question about a characteristic found on their 24 visible game cards in the flip card holders.
3. If the opponent answers ‘Yes,’ the asking player flips over all of the cards that do not contain that characteristic. If the opponent says ‘No,’ the asking player flips over the cards that
do contain that characteristic.
4. Play continues with players taking turns to ask questions. Through a process of elimination, players will eventually be able to guess the name of their opponent’s mystery card.

Printing Options for This Shapes Game

You may like to print the game and mystery cards double-sided against the patterned back side of the cards we’ve included in the download.

Alternatively, you can print the black-and-white version on coloured card.

Note: When printing, be sure to choose ‘actual size’ in your printer settings. This will ensure that the cards fit the Guess Who? game board perfectly!

Looking for more hands-on resources to use when teaching the concept of shape? Explore our recommendations below!

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3D Objects Dominoes

Help your students learn the names of the most common three-dimensional objects with this set of dominoes.

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Block Beasties - Task Cards

Create fabulous block beasties with this set of differentiated construction task cards.

Curriculum

VC2M1SP01

Make, compare and classify familiar shapes; recognise familiar shapes and objects in the environment, identifying the similarities and differences between them <ul> <li>classifying a collection of shapes including different circles, ovals, regular and irregular shapes, triangles and quadrilaterals, saying what is the same about the shapes in a group and what is different between the shapes in a group</li> <li>selecting a shape from a small collection of shapes inside a bag and describing the shape by feel, so that others can name the shape and give reasons for their choice</li> <li>comparing the different objects that can be built out of the same number of blocks or centi-cubes and discussing the differences between them</li> <li>exploring string games used in storytelling by Aboriginal and/or Torres Strait Islander Peoples (for example, in Karda from the Yandruwandha Peoples of north-eastern South Australia), recognising, comparing, describing and classifying the shapes made by the string and these shapes’ relationship to shapes and objects on Country/Place</li> </ul>
VC2M2SP01

Recognise, compare and classify shapes, referencing the number of sides and using spatial terms such as ‘opposite’, ‘parallel’, ‘curved’ and ‘straight’ <ul> <li>sorting a collection of shapes in different ways based on their features, such as number of sides, whether all sides are equal and whether pairs of opposite sides are parallel; for example, sorting collections of triangles and other polygons</li> <li>manipulating shapes and recognising that different orientations do not change the shape; for example, cutting out pictures of various shapes and recognising that they are still classified as the same shape even if they are upside down or on their side</li> <li>investigating the shapes of different sporting fields, describing and labelling their features, including sidelines, centre circles and goal squares; for example, labelling the lines on a basketball court and using spatial terms to describe them</li> <li>creating regular shapes using digital tools, describing and observing what happens when you manipulate them; for example, dragging or pushing vertices to produce irregular shapes, or moving or rotating a shape</li> </ul>
VC2M3SP01

Make, compare and classify objects, identifying key features and explaining why these features make them suited to their uses <ul> <li>classifying a collection of geometric objects, including cylinders, spheres, prisms and pyramids, according to key features such as the shape and number of faces and/or surfaces, edges and vertices</li> <li>making and comparing objects built out of cubic blocks and discussing key features; for example, comparing the amount of space that objects occupy by counting how many blocks it takes to build different rectangular prisms that have the same height but different bases</li> <li>making geometric objects in solid form out of connecting cubes and in skeleton form with straws, and constructing objects using dynamic geometry software, recognising, comparing and discussing the features of the objects using the different representations</li> <li>using familiar shapes and objects to build or construct models and compare the suitability of different shapes and objects for aspects of the model; for example, building rectangular towers out of connecting cubes and recognising that the taller the tower, the less stable it becomes unless the base is increased; or building bridges out of straws bent into different shapes and comparing the strength of different designs</li> <li>identifying, classifying and comparing common objects found on Country/Place as cubes, rectangular prisms, cylinders, cones and spheres</li> <li>investigating and explaining how Aboriginal and/or Torres Strait Islander Peoples’ dwellings are oriented in the environment to accommodate climatic conditions</li> </ul>

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2 Comments

Write a review to help other teachers and parents like yourself. If you'd like to request a change to this resource, or report an error, select the corresponding tab above.

Tamara Hope · 6 years ago

Love the shapes and colour chosen but have preferred that each of the cards have the shapes name underneath.
- Holly (Teach Starter) · 6 years ago
  
  Thanks for the suggestion, Tamara. Please feel free to put a change request in for this resource by following the options at the bottom of the resource.