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Flag design


Grade Work Samples
Midway through Stage 2 (end of Year 3) End of Stage 2 (end of Year 4)
Grade A Drew   Kelsey   Jude   Morgan  
Grade C Kim   Bailey   Terry   Robyn  
Grade D Huong  
Grade E Cameron  
New Work Samples
Ashley
Flynn
Chris
Ariel

Foundation Statement strands

The following strands are covered in this activity:

Working Mathematically, Number, Measurement and Data, Space and Geometry

Description of activity

Students design a rectangular flag, modelling and representing the following criteria:

  • it must have eight equal-sized sections
  • of the flag is blue, of the flag is red and of the flag is yellow.

Students then design a different flag showing their knowledge of equivalent fractions and using the same fraction criteria as the first activity i.e.  of the flag is blue,  of the flag is red and  of the flag is yellow. Students are encouraged to approach the design and equivalent fraction representation in a different way in their second flag.

The suggested time allocation for this activity is 60 minutes.  

Suggested materials

Rulers, pencils, textas, paint, art paper, blank paper
Option: computer

Prior learning

Students have had practice in drawing shapes with various dimensions. They are familiar with comparing fractions and showing equivalence. Students have also examined and discussed different flag designs from a mathematical perspective.

Board of Studies NSW, Mathematics K–6 Syllabus, pp 62–63, 54–55, 94, 126
Board of Studies NSW, Mathematics K–6 Sample Units of Work, p 100.

Outcomes

Fractions and Decimals (NS2.4)
Models, compares and represents commonly used fractions and decimals, adds and subtracts decimals to two decimal places, and interprets everyday percentages
Multiplication and Division (NS2.3)
Uses mental and informal written strategies for multiplication and division
Length (MS2.1)
Estimates, measures, compares and records lengths, distances and perimeters in metres, centimetres and millimetres
Two-dimensional Space (SGS2.2a)
Manipulates, compares, sketches and names two-dimensional shapes and describes their features
Questioning (WMS2.1)
Asks questions that could be explored using mathematics in relation to Stage 2 content
Applying Strategies (WMS2.2)
Selects and uses appropriate mental or written strategies, or technology, to solve problems
Reflecting (WMS2.5)
Links mathematical ideas and makes connections with, and generalisations about, existing knowledge and understanding in relation to Stage 2 content

Criteria for assessing learning

Students will be assessed on their ability to:

  • divide a rectangle into eight equal sections
  • represent commonly used fractions within a rectangle
  • demonstrate an understanding of equivalent fractions by using a variety of representations
  • communicate mathematical ideas using diagrams.
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