TOPIC 10

TWO DIMENSIONAL SHAPE

TOPIC 10

TWO DIMENSIONAL SHAPE

Hajah Sharipah Binti Haji Ab.Rahman

INTRODUCTION
Look at things surrounding us. How do they appear or how do they look like? Almost
everything around us is in form of solids or three dimensional, but topologically they can be
described as two dimensional shapes. How an apple, ice-cream cone, a star fruit and a
ball looks like to small children? Are they able to name and relate logically between three
dimensional solids and two dimensional shapes?

OBJECTIVES
By the end of the topic you should be able to:
1.

identify and recognise two dimensional shapes (2-D);

2.

naming of shapes with correct vocabulary related to 2-D shapes;

3.

classify of two dimensional (2-D) shapes;

4.

describe features of two dimensional (2-D) shapes; and

5.

identify shapes of the environment.

MIND MAP
Teaching and learning about 2D shapes will be easier for young children in steps that
inter-related in cycle as shown below:

Describe 2D Features

Identify 2D Shapes
x Relate objects in the
environment to to 2-D shapes
x Recognizing shapes
coordinates visual geometry
x Vocabulary
saying names of 2-D shapes
x Naming objects with 2-D shapes

x
x
x
x

Knowing parts of 2D shapes

Recognizing parts shapes
Describing features
Shape, size and position
polygons, Triangles,
rectangles, circles
poly-hedra

Classify of 2D Shapes
x Grouping 2D shapes
according to similar features
x Explaining & and giving
reasons
x Activies related to 2D shapes
x Shapes in the environment

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This topic will discuss about geometry at the level of primary school curriculum:
x

The role of geometry in life and shapes in the environment.

Spatial sense in mathematics, definition and geometric skills

Children geometric thinking and four geometric systems

Plane geometry and two dimensional shape

Strategy of teaching and learning geometry for young children.

10.1

SPACE AND SHAPES IN DAILY LIFE

Understanding about our living environment is very important and we live within the
environment of shape and space. Look at things around us, many objects around us are in
the form of two dimensional shape or three dimensional solids. How young children see
things surrounding them? How they developed geometric thinking and mental reasoning
about shapes? How human thinking changes and making connection when looking at 3D
solids they are able to relate solids to 2D shapes? Cauliflower, cabbage and broccoli have
spherical shape of a ball but at certain angle they may look like the face of a clock!

11

12

10

2
3

9
4

8
7

sphere

10.2

5
6

SPATIAL SENSE

How begs and luggage were arrange in the compartment of an aeroplane? The way we
walk into laboratory or classroom without stumbling over instruments and furniture? How a
car drivers position their cars at the right lane on the roads to avoid tragic accidents? We
cant simply drive on the roads without driving licence, why? One has to acquire spatial
senses on the road, have driving licence, undergoing several test and driving practices for
hours under supervision of experts.
What is geometric spatial senses.
Why geometric spatial senses is important in understanding our environment?

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Spatial sense is defined as an intuition about shape and the relationship among
shapes that includes our ability to visualise mentally object and spatial relation ship of
turning things around our mind. It is about our feeling of geometric aspects of objects
and shapes that appear within or surroundings or our living environment.
(Walle and Lovin, 2006)

Spatial is spatial perception or spatial visualization, helps students understand the

relationship between objects and their location in three dimensional worlds.
(Kennedy and Tipps, 2006)

Geometry has several applications in life. Spatial sense is spatial visualization or spatial
perception that helps children in understanding their world.
Spatial sense is an imaginary visualization of object orientation in our mind. People with
good spatial sense able to analyze, using their geometric reasoning and ideas to
appreciate nature, space exploration, home decoration, architecture, arts and designs. It
promotes creativity in art and designs. They able to imitate and transfer a bouquet of
flower into a 2D shapes

Glass

Do your pupils/young children have spatial sense?

Is spatial senses is born or we have to teach spatial sense in geometry
classroom?

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door

picture frame

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Eiffel Tower

Show these pictures to your pupils and their task is to arrange those pictures in
accending order according to size. Discuss and look for your students spatial
reasoning in their arrangement.
The answer: (picture frame < doo < Eiffel Tower)

If their arrangement as such, how they knew that Eifel Tower is the biggest/ tallest?
Have they ever visit Eifel Tower?
Are they use their spatial sense in arrangement?
Closely look at the picture of rabbit, ask your children is that possible the size of
rose flower is bigger than the rabbit?

Have a tea break and self check!

Are you within those people with good spatial senses?
If your spatial sense is poor, how to improve it?
How to develope spatial sense?

10.3

GEOMETRIC THINKING

Geometry recognition is part of primary mathematics curriculum. The aim of introducing

two dimensional shapes to primary school curriculum is to develop pupils reasoning and
spatial senses on geometry since geometric practical application is very useful in every
day life. Most of mathematics primary curriculum incorporates number systems and
numerical thinking as a foundation in teaching geometry. Development of humans thinking
on geometric concepts and reasoning of solids and shapes in two basic areas.

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(i)

Visual spatial thinking it is happened on the right hemisphere of the brain that
associate with literature, can occur unconsciously without being aware of it. It can
operate holistically and intuitively, more than one thing at a time where literally calls
simultaneously processing.

(ii)

Verbal logical thinking lies on the left hemisphere of the brain that is of continuous
processing and always aware of it. Operate sequentially and logically and to
language or symbol and numbers.

Gardner proposed that multiple intelligence of spatial ability can be developed through
experience. Children able to explain and demonstrate their discoveries after seeing how
thing works and observation of their properties. The level of thought or children thinking is
the base for the instructional activities at primary school level.
The Van Hiele Theory: Levels of Geometric Thinking

Shapes

Shape Properties

Classification of
shapes

Analysis

Level 0: Visualisation

Recognizing shapes
Naming of shapes
Classifying and sorting
Features and properties
Draw, bulid and assembling
shapes

Properties of figures
Figures identification
Likeness and differences
Analyze classes of figures
Shapes in the environment

According to Pablo Picasso Observation is the most significant element of my life, but not
any kind of observation. This means that certain observation or the way we look will form
a visual image that can be use in the study of mathematics and its application.

10.4

GEOMETRIC SYSTEMS

Children learn geometry at primary level can be divided into four separate geometrical
systems as suggested by many mathematicians. (Kennedy and Tipps 2000).
(i)

Euclidean Geometry
Euclidean geometry is the geometry of shape and objects in plane (2D) or in space
(3D). It is about the properties or the characteristics of objects, points and lines, circle
and spheres, triangles, polygons, pyramids, cylinder cone and other solids. Shapes
have properties: similarities and congruence, the length of sides, number of parallel
sides, line or rotational symmetry.

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(ii)

Coordinate Geometry
It is about location shapes on coordinate or grid systems. Coordinate geometry
ranges from simple to complex uses that define the location of object on planed
coordinate of vertical and horizontal axis for 2D shapes or positioning of objects on
grid systems for three dimensional spaces. The complex uses of coordinate
geometry is defined the location of vessels in the Pacific Ocean or the location of
travellers camp at the Antarctic or the grid location of Mount Everest.

(iii)

Transformation Geometry
Transformation geometry is about geometry in motion. It describes the movement of
shapes or object in a plane or in space. Objects or shapes in motion transformed by
flipping (reflection), sliding or flying (translation), and turning (rotation) or combination
in many different ways. Example during aircraft landing or departing, it slides on the
runaway, flipping and turning in the sky or combination of movement in many
different ways.

(iv)

Topological Geometry
Topological geometry describes the location of objects and their relation in space or
recognition of objects in the environment. Children view everything and their
perception in relative to their standing position or location in space. It focuses on
development of children mental understanding, the use extensive vocabulary, giving
description of objects in space, size and position of objects within their perspective.
The use of vocabulary describes the location of object in space such as: far-near,
high-low, big-small and above-below, inside-outside or in front, in between, front and
behind.

Group discussion: Teaching of geometry covers four areas of geometry

systems and must be align to Van Hiele Theory levels of thought.
Discuss in groups how to integrate teaching of geometry concept that
covering these two areas.

10.5

GEOMETRIC CONTENT

Primary Mathematics curriculum will touch on the simple concept of geometric systems.
Geometric content for primary school is focusing more on Visualization and Euclidean
geometry the theory of children thinking of Van Hiele. The sequence of teaching geometric
content and teaching of concepts at primary school level as illustrated below:

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Coordinate
Geometry

Topological
Geometry

Self position in
space and view
of other objects in
space

Locating object
on a coordinate
grids

Eulidean
Geometry

Visualization
Identifying and
naming 2D shapes
Circle, square
triangle rectangle,
polygons, elipse
Other shapes

Analysis
Identifying
geometric
properties of
shapes
Number of sides,
corners and angle
Shapes of the
environment

Visualization is the recognition of shapes in the environment, classification, sorting and

naming of shapes. Euclidean geometry is the study of shapes and their properties. The
advance concepts of topological geometry, Euclidean, coordinate and transformation
geometry will be taught at secondary school or at higher levels.
The Geometric Content includes:
(i)
(ii)

(iii)
(iv)
(v)

Identifying shapes sorting, classification and grouping

Knowing and naming of shapes (vocabulary)
- Triangle (types of triangle)
- Rectangle (quadrilateral)
- Polygon
- Circle and ellipse
Identifying geometric properties of shapes
Classification and groping
Shapes in the environment

10.6

TEACHING AND LEARNING OF SHAPES

Learning of shapes is the second stage of children learning about geometry. Teaching and
learning of geometry should be associated to childrens levels of thinking and the four
areas of geometric systems. As a teacher, we have to understand students levels of
thinking and mental reasoning before teaching small children the concept of two
dimensional shapes. Both hemisphere of students mind must be stimulated; exposure and
experience through investigation and discovery will promote students learning.

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These are the suggested teaching activities that helping children to develop or consolidate
ideas and further understanding of geometrical concepts. There should be development of
activities and sequence of introducing concepts, starting from the basic geometric
concepts to the highest level of geometric problem solving.
Learning Activities
(i)

Contextual learning children looking around and observing the environment and
describe in words what they have seen.

(ii)

Exploring and experimenting shapes (visual images) in order to gain insight into
properties and its uses

(iii)

Analyzing shape informally, observing size and position in order to make inferences
then to refine and extended out knowledge that develop from various learning
activities

Introduction of three-dimensional shape must be earlier or before the teaching of shapes.

The concept of two-dimensional shape can be developed from three dimensional shapes.
Shapes that can be introduce to pre-school or early primary schools are those of easier
concept that commonly found within their environment.
Top/plan

side

front

A teacher should always guide young children how to relate solids of three dimensions
(3D) to shapes of two dimensions (2D). Visualisation of cuboids, school pencil box can be
use to represent cuboids. Rotate, visualise and trace the shapes at different perspective
by looking at different orientation or from different sides of elevations.

10.7

TEACHING AND LEARNING ACTIVIES

Geometric thinking and spatial reasoning can be developed through formal or informal
activities. A good instructional activity includes good planning, appropriate activities and
variety selection of effective teaching materials. Learning of geometric concepts can be
incorporate while children actively involve in playing, discussion, role play, music, dramas,
art and design. Teaching and learning activities suggested here can be modified to teach
pre-school and year one primary school.

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Part I: (Euclidean Geometry)

10.7.1 Identifying Shapes Sorting, Classification and Grouping
Definition of shapes is space within enclosed boundary. Shape is a plane geometry of two
dimensional. It can be enclosed by straight lined or curve lines. Shape enclosed by straight
lined called polygons.
Learning outcomes and materials:
i)
ii)
iii)
iv)
v)
vi)

Identify shape (figures with closed boundary)

Sorting and classifying shapes
discover features and properties
Identify similarities and differences shapes between groups
Use correct vocabulary and language while doing activities.
Materials: Sets of shapes

Activity 1.1: Identifying Shapes

x
x
x
x

Identify shape (figures with closed boundary)

Colour figures with close boundary
How many figures with closed and open boundary
Describe features of shapes

This activity is an early introduction concept of shapes where shapes has close boundary.
Children have to colour shapes with closed boundary and left out those unclosed boundary
figures non-coloured. This activity is to give a clear picture to young children about shapes.
Play the game of : Look Around children who can spot the most number of
2D shapes will be the winner.

Activity 1.2: Sort and Group Shapes

x
x

Sorting, grouping and classifying shapes is to discover features and properties

Sort and group shapes (use common features for grouping)

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What is interesting about each group

Asking simple question and discuss in simple words and the common features use
for sorting and grouping shapes
-

How many groups of shapes?

What are the special features of figure in your group?
What are the common features within group
Is there any differences between group

Say in simple sentences about special features of each group

encourage children to say in simple words they understand about the interesting
features of the shapes

Look for similarities and differences within and between groups

introduce simple geometric words and correct vocabulary

Check the answer for the grouping of shapes:

Triangles
3 points, 3 sides, 3 corners

Polygon
Many points, many sides,
Many corners

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Quadrilateral (rectangle)
4 points, 4 sides, 4 corners

Curve sides, no points, no

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10.7.2 Knowing and Naming of Shapes (Vocabulary)

Introduce different types of shapes, look for features, properties and group identification.
At this level only simple geometry is use and shapes shown here is an extra knowledge for
teachers. Shape is a plane geometry of two dimensional. It can be enclosed by straight
lined or curve lines. Shape enclosed by straight lined called polygons.
Activity 2.1: Polygon
Polygon is two dimensional flat surfaces with length and breadth. Polygons have special
names based on the number angles and the number of sides that enclosed them. Triangle
is a polygon with the least number of points and sides to form a close boundary, followed
by quadrilateral, pentagon, hexagon, heptagon, octagon, nonagon, decagon, dodecagon
and others. Other figures with enclosed boundary but sides are circle and ellipse. Here a
few examples of polygon as illustrated in the table below: (teachers note)
Triangle
3 points
3 sides

Quadrilateral
4 points
4 sides

point 1

side 1

side 3

point 2

point 3
side 2

Pentagon

hexagon

5 points
5 sides

6 points
6 sides

Heptagon
7 points
7 sides

Octagon
8 points
8 sides

1
2

7
6

3
5

Nonagon

Decagon : 10 points 10 sides

9 points, 9 sides
1
9

j2

3
7
6

4
5

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Dodecagon
12 points
12 sides

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Circle, Ellipse and others

Enclosed boundary

11 sides
circle

ellipse

Most of the polygons shown above are irregular plane figures or polygon where every
sides and angles are not equally measured. Regular polygon has all sides and angles are
equally measured.

1cm
135q

2.00cm

E
120q

120q

2.00cm

2.00cm

1.4cm
90q

120q

C
2.00cm

120q

2.00cm

135q

1.4cm

1.4cm

K
M l L

90q

1.4cm

135q
135q
1cm

120q

120q
2.00cm

Regular Hexagon

Irregular Hexagon

Activity 10.1
Stop: Have Fun activity: Shapes of games
Bring your young pupils outside and play these game.
Shape jumping, Track to the moon, Play ting-ting

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Lay out a few set of

shapes (coloured hard
cardboard) on the floor.
Call out shapes and Jump
- Triangles, quadrilateral,
polygon, curves shapes

Lay out a few sets of plane

figures
(coloured
hard
cardboard) on the floor. Call
out shapes and Jump, Sing
and jumping song: Names of
shapes

Number and shapes

Jump in steps
Count the number of sides
Corners and angles
Special features of regular
rectangle (square)

Activity 3: Naming and Vocabulary

This activity is to enhance children understanding on different types of shapes for each
group and differences between classes of shape. Look for special features and properties
and names of shapes.
Learning Outcomes:
(i)

Identify different type of shape (triangle, quadrilateral, polygon)

(ii)

name shapes

(iii)

discover features and properties

(iv)

Identify special features and properties of each group

(v)

Identify similarities and differences shapes between groups

(vi)

Use correct vocabulary and language while doing activities.

Materials: Geo-board (safety nail pegs), coloured rubber bands

Materials:
Rubber bands
and geoboard with pegs
take a rubber band and form
shapes using pegs of geoboard

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Activity 3.1: Triangle (Shapes of Triangles)

Use 3 points and a rubber to form a triangle
Form different types of triangles
Look for properties of triangle
Classification

x
x
x
x

TRIANGLE ( 3 P0INTS , 3 SIDES)

Use rubber band to form shapes of 3 sides :
Quadrilateral
Draw these shapes on a grid paper

Every triangle has :

3 vertices (vertex)
3 sides
vertex

side

side

vertex

vertex
side

Look at these shapes,

Are they triangles?
How many points, corners /vertices
and sides of each shapes has?

Triangle is a shape of three points, three corners and three straight sides.
corner

Create shape on the

geo-board Rectangle

Copy shape on a grid paper

Regular triangle
(Equilateral Triangle)
cut the figure

Look for properties of a square

3 corners
3 sides (3 match sticks)
3 equal sides

Using a rubber band and nail pegs, form these shapes on the geo board
1. Triangle
Shapes of three points and three sides

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Types of Triangles
These are triangles, each of them has three straight sides, three corners/ three vertices
but they are different. There are many types of triangles, equilateral, right angle triangle,
isosceles, acute, obtuse or scalene triangle. At this level of visualization, we want young
children able to use their senses to observe differences and similarities between shapes of
similar group. May be it seems difficult to explain different types of triangles but at this
level children have to understand theres a special specification of properties for triangle,
and they are many different types of triangles
Teachers note: Extra information on types of triangles.

Triangle
Shapes of thre e points and three sides
acute

scalene

issoscelles

acute

0btuse

equilateral
K

Right angle
H

equilateral triangle
three equal sides and
three equal angle

Isosceles triangle
2 equal sides and
2 equal angle

Scalene triangle
no equal sides and
no equal angle

72 q

H
B

52 q

90 q
90q
C

Right-Angle Triangle
One angle is 900

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120q

56 q

Acute angled triangle.

All three angles are acute
(< 900)

Obtuse angled triangle.

One angles is obtuse
(> 900)

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Activity 3.2: Match Triangles

Can you see any differences between those four triangles on upper row? Look at them
closely; look for similarities and differences between them. Try to match those on the
upper row by drawing arrows to those below.

Types of triangle
all th e se are triangle s, e ach triangle has
thre e points /3 v ertice s /3 corner s and thr ee side s but
they are diffe re nt typ es o f triangles
Can you se e the diffe re nces?
Tr y to match e ach of this triangle by dr awing arrow to the similar trian gle b e low
Afte r matching the triangle s , give name to each of the m
Q

equilateral

scalene
P
O
isosceles

Right angle

Activity 3.3: Quadrilateral

QUADRILATERAL ( 4 P0INTS / 4 vertices , 4 SIDES)
Use rubber band to form shapes 4 sides :
Quadrilateral
Draw these shapes on a grid paper

Every quadrilateral has :

4 vertices (vertex)/4 points
4 sides
vertex

vertex
side

side

side
Is this a
quadrilateral?

side
vertex vertex

Are they quadrilateral?

Count the number of vertices and
sides of every shape

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Corner:
two sides meet

Nail pegs
Rubber band

1
2

Geo-board
- create shapes
- (rubber band)
- A square

Copy shape on grid paper:

Regular shape: square

3
Look for properties of a square
4 corners
4 sides (4 match sticks)
4 equal sides

Activity 3.4: Polygon

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Activity 3.5: Curve Shapes Circle and Ellipse

Heart
shape

semicircle

circle

elipse

lunar

Explore and observe shapes through visual images to gain insight to their properties,
looking for similarities and differences. Introduce names, vocabulary or the language of
geometry. Count the total number of faces, the number of similar faces and slowly
introduce names and measurement

10.7.3 Shapes in the Environment

Activity 10.2
Colour and print shapes of the environment
Use any 3D or solids from the environment, cut and colour the crosssection of (star fruits, pear, banana stem, potatoes, leaves) then print. Use
your creativity. Are they shapes of the environment?
Learning of geometric concepts will be easier if students actively involve in the fun learning
process using appropriate teaching materials from the environment. The use of common
materials from children environment like potatoes, star fruits, pear or banana stem as
materials for drawing and painting.
Cross section cutting of:

Star fruit

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banana stem

pear

potato

leaf

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Part II: Transformation Geometry

Activity 4.1: Fun with Shapes
The Most Spinning Propeller (Motion Geometry)
x
x
x
x
x
x

divide children into four group of five

each group has to prepare different shape of propeller
group 1 : semi circular propeller
group 2 : lunar shape propeller
group 3 : heart shape propeller
group 4 : triangular shape propeller

Group 1
Plastic glass

Step 1.
Trace the glass on a
manila card / paper

Step 2.
Draw the diameter
/line. Colour the
semi circle

Step 3.
arrange the coloured
blades as above and
stick onto a straw /
pencil with a pin. Seal
the back of the pin with
a plasticine.

Step 2.
Colour the lunar
as above

Step 3.
Arrage the coloured
blades as above and
stick onto a straw/
pencil with a pin. Seal
the back of the pin with
a plasticine

Step 4.
Facing the propeller,
blow harder
x think: how to
improve the speed
of the spinning

Group 2

Step 1.
Trace and re-trace
the glass on a
manila card / paper.
Trace
overlapping
the circle

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Step 4.
Facing the propeller,
blow harder
x think: how to
improve the speed
of the spinning

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Group 3

Step 1.
Take four pieces
of different
coloured paper

Step 2.
Fold the paper into half
and cut it along the
dotted line. Unfold the
paper to get the heart
shape

Step 3.
Arrage the coloured
blades as above and
stick onto a straw/ pencil
with a pin. Seal the back
of the pin with a
plasticine

Step 4.
Facing the propeller,
blow harder
x think: how to
improve the speed
of the spinning

Group 4

Step 1.
Take four pieces
of different
coloured paper

Step 2.
Fold the paper into half
and cut it along the
dotted line. Unfold the
paper to get the heart
shape

Group 1
Semicircular shape

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Group 2
Lunar shape

Step 3.
Arrage the coloured
blades as above and
stick onto a straw/
pencil with a pin. Seal
the back of the pin with
a plasticine

Group 3
Heart shape

Step 4. Facing the

propeller, blow
harder
x think: how to
improve the speed
of the spinning

Group 4
triangular shape

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Part III : Coordinate Geometry

Activity 5.1: Location
Explain location of these places to a tourist that landing at KLIA. Discuss in
detail the location and direction of those places.

Seremban Fruits and

vegetable Farm (West)

S
Kuala Lumpur City
(North)

Malacca Zoo
Tiger, elephant (South)
Genting Botanical
Garden (East)

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Part IV: Topology Geometry

Activity 6.1: Shapes
(i)
(ii)
(iii)

Colour shapes (triangles green, quadrilateral red, polygon blue, circle and
ellipse yellow).
Count the number of figures for every group that appear in the picture.
Topology: discuss the site or the location of objects in the picture from the girl
standing position (behind in front, left right, far near, beside adjacent).

SUMMARY
This topic of two dimensional shapes, discuss in detail about our spatial sense, how we
understand our world, children level of thinking and the teaching of geometry concepts
within four geometric systems. Examples and activities suggested are within primary
school curriculum especially for pre-schools and year one primary school. Teachers are
encouraged to develop good lesson plans, creative and effective teaching activities to suits
students interest and their ability to understand their geometric aspects of their
surrounding and the environment.

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GLOSSARY
Acute Angle

An angle that is smaller than a right angle (900).

Apex

the highest point of a solid shape at which three or more

surfaces meet.

Base

The starting line for drawing a triangle.

Boundary

The line or curve separating the inside of the shape you

are interested in from everything outside it.

Corner

A place where two lines meet. A square has four

corners, each neighbouring straight sides meet. (the
word corner often use for triangle).

Edge

The line formed where two of an object meets.

Cone

A solid with circular base and a curved face.

Corner

A point or places where two line are meeting.

Circle

A loop whose boundary is the same distance from the

centres all the way round.

Hexagon

A flat shape of 2D with six sides and six angle

Triangle

Triangle is a flat shape with three corners, three sides

and three angles

Equilateral Triangle

A triangle with sides of equal length and angle of equal

size. It is a regular triangle.

Rectangle

A rectangle is a shape with four straight sides and

corners that are all at right angles.

Sphere

A 3D shape made by spinning a circle around the

diameter.

Square

A regular rectangle where all the length of four sides and

all the angles are equal.

Symmetry

The property of a shape that allows it to be turned about

a point or flipped over a line and still looks just the same.

Tessellate

To make a perfectly interlocking pattern (from word

tessella, meaning a small stone used to make mosaic
decoration.

Two Dimensional

A two dimensional shape (2D) has length and breadth

but no thickness.

Vertex (s)
Vertices (p)

A point at which two lines are meet or it can be a point

where three or more edges meet. A corner point of an
angle, polygon or solid.

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TOPIC 10

TEST 1
As a year one primary school teacher, you have to plan teaching and learning activity that
covers the teaching of geometric concepts for the four geometric systems. Teaching
activities and teaching materials should be creative and effective based on learning
outcomes

TEST 2
Teaching of geometric concept has to align to children level of thought, students
experience and their ability on geometric reasoning. List three learning activities that suits
the criteria above.

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