2d shape



Theme: Properties of 2D shapes

|Year Target |Group Target |Key Resources / Models and|Outcomes |

| | |Images | |

|Yr 1 |Must | |2 D shapes |Understand and use in a practical context the vocabulary: shape, |Imagine a big triangle painted on the floor. How many corners does |

| | | |Feely bag |flat, straight, curved, round, corner, side, sort, circle, |it have? How many sides? |

| | |Use language such as |Crayons/pencils/paper/ |triangle, rectangle, square, | |

| | |‘circle’ or ‘bigger’ to |Sand | |Shut your eyes. Listen while I describe a shape to you ... Now open|

| | |describe the shape and | |Identify circles, squares, triangles and rectangles. |your eyes. Can you pick up the shape I was describing? Now describe|

| | |size of flat shapes. |Plasticine / Biscuit Dough| |a shape for someone else to guess. |

| | | |and shape cutters |Picture a rectangle in your head. Can you tell me about it so that | |

| | | |Geo boards |I can picture it? When you imagine a square, how many edges does it|Can you make a different pattern using the same numbers/shapes? |

| | | |Objects with different |have? How is it like this square? Is it different in any way? |What comes next? How did you work that out? |

| | | |shaped faces | | |

| | | |Digital camera |Draw arrows to show which shapes belong in the set. |Which two of the shapes would fit together to make new shape? Tick |

| | | |Shapes Songs. For example | |the two shapes. |

| | | |Dave Godfrey “Number Fun” |Look at the shapes. Listen to this description of one of them. Can | |

| | | |songs. |you tell which shape is being described? |Think of a shape. Without saying its name, can you describe it so |

| | | |Shape fan | |that I can find your shape in the box? Can you describe your shape |

| | | |3d shape properties |Put your hands into this big box. Can you find something soft? An |to your partner so that your partner can picture it? |

| | | | |object with corners? Something round? Something spiky? | |

| | | |ICT files | |Draw a line on this square to make two triangles. You may use a |

| | | | |Look at this collection of objects or shapes. Shut your eyes while |ruler. |

| | | |Problem solving materials |I pick one up and hide it. Open your eyes. Tell me which object or | |

| | | | |shape I have hidden. | |

| | | |Number lines | |Find two shapes with only five straight sides. Draw a circle around|

| | | |Odd one out |Picture a triangle in your head. Start at the top and walk around |them. |

| | | |5rectangles |the sides of the triangle. How many sides do you walk around? How | |

| | | | |many corners does the triangle have? | |

| | | | | |These shapes have been sorted. Put a cross on the shape which is in|

| | | | |Here are five rectangles of the same size. How many different |the wrong place. |

| | | | |bigger rectangles can you make using two or more of the rectangles?| |

| | | | |[pic] | |

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| | | | |Tell me where in the classroom you can see a circle, a square, a | |

| | | | |triangle, ... What about a cube? Can you see a cone anywhere? |Sort and classify shapes using Venn and Carroll diagrams, e.g. |

| | | | | |identify all the 2-D shapes with a square corner or all the 3-D |

| | | | |I've hidden an object/shape/wooden numeral in this cloth bag. Pass |solids with a rectangular face |

| | | | |it round and tell me what you think it is. How do you know? | |

| | | | | |1b-1a |

|Understanding shape |Should | | | | |

|Shape and space | | | | | |

|activities booklet | |Use everyday language to| | | |

| | |describe features of | | | |

|Shape tools | |familiar 2D shapes. | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

|Foundation to year 1 | | | | | |

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|Year 1 | | | | | |

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|Information | | | | | |

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|- Divide and rule1 | | | | | |

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|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

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|- teaching written | | | | | |

|strategies | | | | | |

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|- exemplification of | | | | | |

|standards | | | | | |

| |Could | | | | |

| | |Use mathematical names | | | |

| | |for common 2D shapes, | | | |

| | |sort shapes and describe| | | |

| | |some of their features. | | | |

|Yr 2 | |Must |Use everyday language to|2 D shapes |Understand, use and begin to read the vocabulary: shape, flat,|Look at the symmetrical picture that I have given you. Draw a line |

| | | |describe features of |Feely bag |straight, curved, round, corner, side, sort, circle, triangle,|of symmetry on it. |

| | | |familiar 2D shapes. |Shape Songs e.g. |rectangle, square, pentagon, hexagon, octagon, | |

| | | | |Dave Godfrey “Number Fun” | |Look at these two shapes. What is the same about them? What is |

| | | | |Geo boards |How do you know that this shape is a square? What is special |different? |

| | | | |Objects with different shaped |about it? | |

| | | | |faces | |Watch as I slowly reveal a shape from behind a ‘wall'. What could |

| | | | |Hoops for sorting |Two of these shapes are not hexagons. Which are they? |it be? How do you know? What could it not be? Why? |

| | | | |Digital camera | | |

| | | | |Mirrors | |This shape is made from four identical squares touching edge to |

| | | | |Paper shapes |Here are five identical triangles. [pic] |edge. |

| | | | |Rulers | | |

| | | | |Programmable robot |Use some or all of the triangles to make a bigger triangle.Is |Make different shapes from four identical squares touching edge to |

| | | | | |there another way to do it? |edge. Record and name each different shape that you make by |

| | | | |ICT files | |counting sides. |

| | | | | |Choose a shape to match the properties described by the | |

| | | | |Problem solving materials |teacher and name it: | |

| | | | | | |How many rectangles can you count in this diagram? |

| | | | |Line of symmetry |Find a shape that has five corners and five sides (pentagon) | |

| | | | |Spot the shapes |Has four straight equal sides (square) | |

| | | | |Making shapes |Refer to the properties of shapes such as the number of |What about this diagram? |

| | | | |Creating shapes |corners and sides. | |

| | | | |Number lines | | |

| | | | |Odd one out |I have begun to make a symmetrical shape with these coloured |Sort shapes on a Carroll diagram, to extend their understanding of |

| | | | |Jack and the beanstalk |blocks. Can you complete the shape? How can you check that it |'not'. For example, they sort shapes into red/not red and |

| | | | |Coloured shape |is symmetrical? |rectangles/not rectangles . |

| | | | |Triangles and pentagons | | |

| | | | |Bucket and spade |Programme the robot to draw squares and rectangles | |

| | | | |6triangles | |Use these geostrips to show me what a right angle looks like |

| | | | | |Describe this shape/solid to a friend. Can they guess what it | |

| | | | | |is? |Point out some right angles in the classroom. For those we can |

| | | | | | |reach, how could we check? |

| | | | | |Sort these 2-D shapes. Put all the pentagons in this circle. | |

| | | | | |Now choose another way to sort them. What do all the shapes |Which of these shapes has a right angle? |

| | | | | |that you have put in the circle have in common? | |

| | | | | | | |

| | | | | |Two of these shapes have no lines of symmetry. Which are they?| |

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| | | | | |This shape has been folded in half along the dotted line. | |

| | | | | |Imagine opening it up. How many sides does the opened shape |2c-2b |

| | | | | |have? Draw the shape that you think will be made when the | |

| | | | | |folded shape is opened up. | |

|Understanding shape |Should | | | | |

| | | | | | |

|Shape and space | | | | | |

|activities booklet | |Use mathematical names | | | |

| | |for common 2D shapes, | | | |

|Shape tools | |sort shapes and describe| | | |

| | |some of their features. | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|year 2 | | | | | |

| | | | | | |

|Information | | | | | |

| | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could | | | | |

| | |Identify lines of | | | |

| | |symmetry in simple | | | |

| | |shapes and recognise | | | |

| | |shapes with no lines of | | | |

| | |symmetry. | | | |

|Year Target |Group Target |Key Resources / Models and |Outcomes |

| | |Images | |

|Yr. 3 | |Must |Use mathematical names |2 D shapes |Use, read and begin to write the vocabulary: shape, flat, |Combine these three shapes to make a shape with at least one line|

| | | |for common 2D shapes, |Feely bag |straight, curved, vertex, vertices, side, edge, sort, |of symmetry. Describe the shape you have made. How many different|

| | | |sort shapes and describe|Geo boards |semi-circle, triangle, rectangle, square, quadrilateral, |shapes can you make? |

| | | |some of their features. |Objects with different shaped |pentagon, hexagon, octagon, circular, right-angled |[pic] |

| | | | |faces | | |

| | | | |Hoops for sorting |In this drawing there are triangles, rectangles, squares and | |

| | | | |Set square (to identify right |other quadrilaterals. Show me these shapes. Are there any |Find a quadrilateral that has two angles that are smaller than |

| | | | |angles) |pentagons? What about octagons? |right angles and two that are bigger than right angles. |

| | | | |Rulers | | |

| | | | |Digital camera |Know that a quadrilateral is any shape with four straight sides |Which shapes always have four right angles? |

| | | | |Mirrors | | |

| | | | |Paper shapes |Refer to properties such as: reflective symmetry, the number of | |

| | | | |Logo/programmable robot |sides and vertices, whether sides are the same length, whether |Draw two lines to complete the square. |

| | | | | |or not angles are right angles. | |

| | | | |ICT files | | |

| | | | |Names and properties of 2D and |Sketch the reflection of a simple 2-D shape in a mirror line | |

| | | | |3D shapes |along the edge, using a mirror to help, For example: |Describe angles in 2-D shapes , identifying whether each angle is|

| | | | |Shape sort | |equal to, greater than or smaller than a right angle. |

| | | | |3d shape facts | | |

| | | | |Quadrilateral-triangle Venn |Fold 2D shapes along lines of symmetry and create symmetrical |Place a set of shapes in the correct place in this table. |

| | | | |diagram sorter |shapes e.g. fold and cut paper to make squares, octagons and | |

| | | | | |stars. |Draw the reflection of this shape in the mirror line. |

| | | | | | | |

| | | | |Problem solving materials |Shade more squares so that this rectangle has one line of | |

| | | | | |symmetry. |Use a set-square and a ruler to draw a square with sides of 12 |

| | | | |Create new shapes | |cm. |

| | | | |Sorting shapes | | |

| | | | |Describing position | |How many right angles are there in this pentagon? How could you |

| | | | |Rows of coins |Select from a set of shapes a shape that has: no right angles; |check? |

| | | | |Odds and evens |all sides equal;. |2a-3c |

| | | | |Straw squares | | |

| | | | |Circle sums |One of the shapes does not belong in this set. Find the odd one | |

| | | | |Guess who? |out. Explain how you found it. | |

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|Understanding shape |Should | | | | |

| | | | | | |

|Shape and space | |Identify lines of | | | |

|activities booklet | |symmetry in simple | | | |

| | |shapes and recognise | | | |

|Shape tools | |shapes with no lines of | | | |

| | |symmetry. | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|year 3 | | | | | |

| | | | | | |

|Information | | | | | |

| | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could | | | | |

| | | | | | |

| | |Name and classify | | | |

| | |polygons, using criteria| | | |

| | |such as number of right | | | |

| | |angles, whether or not | | | |

| | |they are regular, | | | |

| | |symmetry properties. | | | |

|Yr. 4 | |Must | |Unit plans: Autumn unit 4 |name equilateral triangles, isosceles triangles and heptagons, |Use logo/programmable robot to draw shapes when given their |

| | | | |Autumn unit 6 | |properties. |

| | | | |Spring unit 4 |know that polygons are closed flat shapes with straight sides. | |

| | | |Identify lines of |Spring unit 6 | |recognise symmetrical polygons, both regular and irregular, and |

| | | |symmetry in simple |Summer unit 5 |investigate problems such the maximum number of right angles in |cases where a polygon has no lines of symmetry, or one, two or |

| | | |shapes and recognise |Summer unit 6 |a triangle, quadrilateral, pentagon, |more lines of symmetry; for example, they try to draw a hexagon |

| | | |shapes with no lines of |2D-3D shapes | |with no lines of symmetry, one line of symmetry, two lines of |

| | | |symmetry. |Feely bag |Refer to properties such as: reflective symmetry, the number of |symmetry, etc |

| | | | |Geo boards |sides and vertices, whether sides are the same length, whether | |

| | | | |Objects with different shaped |or not angles are right angles, e.g. |investigate a statement such as: 'The number of lines of symmetry|

| | | | |faces | |in a regular polygon is equal to the number of sides of the |

| | | | |Hoops for sorting |Identify particular shapes from a mixed set. |polygon' by finding examples that match it. |

| | | | |Paper shapes |For example, which of these shapes are hexagons? | |

| | | | |Set square (to identify right |[pic] |Classify 2-D shapes according to their lines of symmetry. |

| | | | |angles /perpendicular lines) | | |

| | | | |Rulers |name equilateral, isosceles and right-angled triangles | |

| | | | |Digital camera |Know the angle and side properties of isosceles and equilateral | |

| | | | |Mirrors |triangles, and use them: for example, to make triangular | |

| | | | |Logo/programmable robot |patterns. |Use a set of regular and irregular polygons, and criteria written|

| | | | | | |on cards, such as 'is a regular polygon', 'is an irregular |

| | | | |ICT files |Use these triangular tiles to make a symmetrical shape. Can you |polygon', 'has no lines of symmetry', 'has at least one line of |

| | | | |Names and properties of 2D and |take one tile away and keep your shape symmetrical? Can you |symmetry', 'has no right angles', 'has one right angle', etc. |

| | | | |3D shapes |change one or more tiles so it is no longer symmetrical? |Select a card, e.g. 'is an irregular polygon'. |

| | | | |Properties of 3D shapes | | |

| | | | |3D shape properties |This is half a symmetrical shape. Tell me how you would complete|Sketch the reflection of a simple shape in a mirror line parallel|

| | | | |Shape quiz |it. How did you use the line of symmetry to complete the shape? |to one edge, where the edges of the shape or the lines of the |

| | | | |3d shape facts | |pattern are parallel or perpendicular to the mirror line. |

| | | | |Carroll diagrams for sorting |Construct different polygons by paper folding or on a pinboard, | |

| | | | |shapes |name new shapes and discuss properties such as lines of | |

| | | | |Quadrilateral-triangle Venn |symmetry. | |

| | | | |diagram sorter | |Sort a set of polygons using this sorting diagram. |

| | | | | | | |

| | | | |Problem solving materials | | |

| | | | |Reflecting shapes | |Here are five shapes on a square grid. |

| | | | |Rows of coins | | |

| | | | |Odds and evens | |Which two shapes have a line of symmetry? |

| | | | |Straw squares | | |

| | | | |Circle sums | |3c-3b |

| | | | |Tangram | | |

| | | | |3 by 3 grid | | |

| | | | |Guess who? | | |

|Understanding shape |Should | | | | |

| | | | | | |

|Shape and space | | | | | |

|activities booklet | |Name and classify | | | |

| | |polygons, using criteria| | | |

|Shape tools | |such as number of right | | | |

| | |angles, whether or not | | | |

|Further examples of | |they are regular, | | | |

|pitch and | |symmetry properties. | | | |

|expectations: | | | | | |

| | | | | | |

|year 4 | | | | | |

| | | | | | |

|Information | | | | | |

| | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could | | | | |

| | | | | | |

| | | | | | |

| | |Recognise parallel and | | | |

| | |perpendicular lines, and| | | |

| | |properties of rectangles| | | |

| | |and triangles. | | | |

|Yr. 5 | |Must | |Unit plans: autumn unit 8 |Use, read and write: two-dimensional, side, angles, centre, |Use a pinboard to make shapes. |

| | | | |Spring unit 5a |radius, diameter, congruent, circle, semi-circle, triangle, | |

| | | | |Spring unit 5b |equilateral triangle, isosceles triangle, quadrilateral, |For example, make: |

| | | |Classify polygons, using|Spring unit 7 |rectangle, oblong, square, pentagon, hexagon, heptagon, octagon,|• different triangles on 3 × 3 pinboard; |

| | | |criteria such as number |Summer unit 8 |polygon |• different squares on a 5 × 5 pinboard. |

| | | |of right angles, whether|Summer unit 9 | |Discuss properties such as which of these triangles are scalene, |

| | | |or not they are regular,|2 D shapes |Look at this shape (or a shape that is drawn on a square grid). |or which has the greatest area. |

| | | |and symmetry properties.|Feely bag |Tell me whether each of these statements is true or false. | |

| | | | |Geo boards |The shape has exactly two right angles. |Here is a regular octagon. Join three of the dots to make an |

| | | | |Objects with different shaped |The shape has two pairs of parallel lines. |isosceles triangle. Use a ruler. |

| | | | |faces |The shape has one line of symmetry. | |

| | | | |Hoops (Venn diagrams) |The shape is a quadrilateral. |Join three dots to make a different isosceles triangle. |

| | | | |Paper shapes | |Now join three dots to make a right-angled triangle. Join three |

| | | | |Set square (to identify right |Here is part of a shape on a square grid. Draw two more lines to|dots to make a scalene triangle. |

| | | | |angles/perpendicular lines) |make a shape which has a line of symmetry. Use a ruler. | |

| | | | |Rulers | | |

| | | | |Digital camera | |This grid is made of hexagons. Draw the reflection of the shaded |

| | | | |Mirrors |Recognise properties of rectangles such as: All four angles are |shape on the grid. |

| | | | | |right angles; Opposite angles are equal and parallel; The | |

| | | | |ICT files |diagonals bisect one another. | |

| | | | | | |Here is a shaded square on a grid. Shade in three more squares so|

| | | | |Shape quiz |Predict and test which other shapes have diagonals of equal |that the design is symmetrical in both mirror lines. |

| | | | |Carroll diagrams for sorting |length or diagonals that bisect each other | |

| | | | |shapes | |complete patterns with two lines of symmetry, using for example |

| | | | |Quadrilateral-triangle Venn |Know how to check if two lines are parallel? perpendicular? |peg boards or a suitable computer program. |

| | | | |diagram sorter | | |

| | | | | |Select two 'sorting' cards, such as: has exactly two equal sides|solve problems involving symmetry such as: Place eight squares |

| | | | |Problem solving materials |and has exactly two parallel sides. Can you show me a polygon |together (edge to edge) to make a shape with two lines of |

| | | | | |that fits both of these criteria? What do you look for? |symmetry. How many different shapes can you make? |

| | | | |Virtual pinboard investigation | | |

| | | | |How many triangles? |Know some of the properties of triangles: |investigate the line symmetry of regular polygons, Suggest a |

| | | | |Triangles; Symmetry |• equilateral triangle: all three sides are equal |general statement based on their findings. |

| | | | |Spot the shapes 2 |in length and all three angles are equal in size; | |

| | | | |Four by four |• isosceles triangle: two equal sides and two equal angles; |identify shapes that have pairs of parallel or perpendicular |

| | | | |All square; four |• scalene triangle: no two sides or angles are equal; |sides or edges. |

| | | | |triangles;Tangram; 3 by 3 grid;|• right-angled triangle: one of the angles is a right angle. | |

| | | | |Guess who?; | |Imagine cutting off a corner of the square in one straight cut. |

| | | | | |Investigate the number of different shapes that can be made by |Draw the shape you cut off. Now draw the shape you have left. |

| | | | | |placing four identical equilateral triangles edge to edge |What are the names of your two shapes? 3a-4c |

|Understanding shape |Should | | | | |

| | | | | | |

|Shape and space | |Recognise parallel and | | | |

|activities booklet | |perpendicular lines, and| | | |

| | |properties of rectangles| | | |

|Shape tools | |and triangles. | | | |

| | | | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|year 5 | | | | | |

| | | | | | |

|Information | | | | | |

| | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| |Could |Name, describe and | | | |

| | |classify quadrilaterals | | | |

| | |using criteria such as | | | |

| | |parallel sides, equal | | | |

| | |angles and equal sides. | | | |

|Yr. 6 | |Must |Recognise parallel and |Unit plans: |Recognise, and know properties of: cube, cuboid (rectangular |How many triangles can you see in this diagram? |

| | | |perpendicular lines, and|Autumn unit 8 |prism), sphere, cylinder, cone, pyramid, prism, triangular |How can you make sure that you have counted them all? |

| | | |properties of rectangles|Autumn unit 10 |prism, hemi-sphere, tetrahedron, octahedron, dodecahedron, | |

| | | |and triangles. |Spring unit 8 |polyhedron. | |

| | | | |Summer unit 3 | |What is the same about a rhombus and a kite? What is different? |

| | | | |Summer unit 7 |Know that perpendicular lines are at right angles to each other | |

| | | | |Summer unit 11 |and that parallel lines are the same distance apart. |Name a shape that has one pair of parallel sides, but no pairs of|

| | | | |Springboard | |perpendicular sides. |

| | | | |Lesson 11 |Name various triangles (isosceles, equilateral, scalene, | |

| | | | |Lesson 14 |right-angled) and quadrilaterals (square, oblong, parallelogram,|What do you notice about the opposite sides of this |

| | | | |Lesson 17 |rhombus, kite, trapezium). |parallelogram? Is it true for all parallelograms? What about this|

| | | | |Lesson 28 |Sort quadrilaterals and triangles by given criteria e.g. has |trapezium? |

| | | | |2 D shapes |parallel sides, has equal sides etc. | |

| | | | |Feely bag | |By moving just one point, can you change this shape into a kite? |

| | | | |Geoboards |Know properties such as: |A rhombus? A non-isosceles trapezium? |

| | | | |Objects with different shaped |A parallelogram has its opposite sides equal and parallel | |

| | | | |faces |A rhombus is a parallelogram with four equal sides A trapezium | |

| | | | |Hoops |has one pair of opposite sides parallel | |

| | | | |Paper shapes |A kite has two pairs of adjacent sides equal |Which quadrilaterals have diagonals that intersect at right |

| | | | |Set square (to identify right |A rectangle had four right angles and its opposite sides are |angles? |

| | | | |angles/ perpendicular lines) |equal. | |

| | | | |Rulers |A square is a rectangle with equal sides. |Give me instructions to get me to draw a rhombus using my ruler |

| | | | |Digital camera |Identify a shape from a set of given properties. |and a protractor. |

| | | | |Mirrors | | |

| | | | |ICT files |How would you check if two lines are parallel? Perpendicular? |On the square paper, use a ruler to draw a pentagon that has |

| | | | |Rotations and coordinates | |three right angles. |

| | | | |Quadrilateral rummy |Which of these shapes has two pairs of parallel sides? | |

| | | | |Problem solving materials | |Use compasses to draw a circle. Use a ruler and protractor to |

| | | | |Chalk problem; | |draw a regular pentagon with its vertices on the circumference of|

| | | | |Reasoning about shapes; Angles |Draw two straight lines from point A to divide the shaded shape |the circle. |

| | | | |; |into a square and two triangles. | |

| | | | |Virtual pinboard investigation;| |Program an on-screen turtle to draw regular polygons or specific |

| | | | |How many triangles?; Triangles;| |quadrilaterals |

| | | | |Symmetry ; Spot the shapes 2; |Draw the reflection of this shape. | |

| | | | |Four by four; | |Use a computer program to transform shapes. |

| | | | |Albert Square; All square; | |Predict and discuss the patterns made. |

| | | | |Tangram; 3 by 3 grid; |The shape below is rotated 90[pic] clockwise about point A. Draw| |

| | | | |Equilateral triangles; Guess |the shape in its new position on the grid. |Investigate the different |

| | | | |who?; | |polygons that can be made |

| | | | | |How many different shapes can be made by placing two identical |using tangram pieces. |

| | | | | |equilateral triangles edge to edge? What about 3, 4, 5, … |For example, |

| | | | | |identical equilateral triangles? |reassemble the five tangram |

| | | | | | |pieces to form hexagons. |

| | | | | | |4b-4a |

| |Should | | | | |

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|Understanding shape | |Name, describe and | | | |

| | |classify quadrilaterals | | | |

|Shape and space | |using criteria such as | | | |

|activities booklet | |parallel sides, equal | | | |

| | |angles and equal sides. | | | |

|Shape tools | | | | | |

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|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

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|year 6 | | | | | |

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|Information | | | | | |

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|- Divide and rule1 | | | | | |

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|- Divide and rule2 | | | | | |

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|- teaching mental | | | | | |

|calculation strategies| | | | | |

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|- teaching written | | | | | |

|strategies | | | | | |

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|- exemplification of | | | | | |

|standards | | | | | |

| |Could |Know and use side, angle| | | |

| | |and symmetry properties | | | |

| | |of equilateral, | | | |

| | |isosceles and | | | |

| | |right-angled triangles. | | | |

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|Yr. 6 | |Must |Recognise parallel and |Unit plans: |Know the labelling convention for: |Using a 3 by 3 array on a pinboard, identify the eight |

| | | |perpendicular lines, and|Autumn unit 8 |• triangles – capital letters for the vertices (going round in |distincttriangles that can be constructed (eliminating |

| | | |properties of rectangles|Autumn unit 10 |order, clockwise or anticlockwise) |reflections, rotations or translations). Classify the triangles |

| | | |and triangles. |Spring unit 8 |and corresponding lower-case |according to their side, angle and symmetry properties. |

| | | | |Summer unit 3 |letters for each opposite side, the triangle then being | |

| | | | |Summer unit 7 |described as ⊗ABC; |How many DIFFERENT quadrilaterals can be made by joining the dots|

| | | | |Summer unit 11 | |on the circle? |

| | | | |Springboard |• equal sides and parallel sides in diagrams. | |

| | | | |Lesson 11 | | |

| | | | |Lesson 14 | | |

| | | | |Lesson 17 | |What different shapes can you make by overlapping two squares? |

| | | | |Lesson 28 | | |

| | | | |2 D shapes | | |

| | | | |Feely bag | |Use Logo to write instructions to draw a parallelogram. |

| | | | |Geoboards | | |

| | | | |Objects with different shaped | |Sarah draws a quadrilateral. It has these properties: |

| | | | |faces | |it has 2 long sides the same length; |

| | | | |Hoops |Imagine a square with its diagonals drawn in. |it has 2 short sides the same length; |

| | | | |Paper shapes |Remove one of the triangles. What shape is left? |it does NOT have any right angles; |

| | | | |Set square (to identify right |How do you know? |it does NOT have reflective symmetry. |

| | | | |angles/ perpendicular lines) | |What is the mathematical name for Sarah’s quadrilateral. |

| | | | |Rulers |• Imagine a rectangle with both diagonals drawn. | |

| | | | |Digital camera |Remove a triangle. What sort of triangle is it? Why? |An isosceles triangle has a perimeter of 12cm. One of its sides |

| | | | |Mirrors | |is 5cm. What could the length of each of the other two sides be? |

| | | | |ICT files |• Imagine joining adjacent mid-points of the sides of a square. |Give both answers. |

| | | | |Rotations and coordinates |What shape is formed by the new lines? | |

| | | | |Quadrilateral rummy |Explain why. |Here is a kite. |

| | | | |Problem solving materials | |Write the coordinates of point D |

| | | | |Chalk problem; | | |

| | | | |Reasoning about shapes; Angles |• Imagine a square with one of its corners cut off. | |

| | | | |; |What different shapes could you have left? | |

| | | | |Virtual pinboard investigation;| | |

| | | | |How many triangles?; Triangles;|• Imagine an isosceles triangle. Fold along the line of | |

| | | | |Symmetry ; Spot the shapes 2; |symmetry. What angles can you see in the folded shape? Explain | |

| | | | |Four by four; |why. |Here is a pentagon drawn on a coordinate grid. The pentagon is |

| | | | |Albert Square; All square; | |symmetrical. What are the coordinates of point C? 5c-5b |

| | | | |Tangram; 3 by 3 grid; |• Imagine a square sheet of paper. Fold it in half and then in | |

| | | | |Equilateral triangles |half again, to get another smaller square. Which vertex of the | |

| | | | |8pointquadrilateral |smaller square is the centre of the original square? | |

| | | | |overlapping squares | | |

| | | | | |Imagine a small triangle cut off this corner. Then imagine the | |

| | | | | |paper opened out. What shape will the hole be? Explain your | |

| | | | | |reasoning. | |

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| | | | | |Imagine what other shapes you can get by folding a square of | |

| | | | | |paper in different ways and cutting off different shapes. | |

| |Should | | | | |

| | | | | | |

|Understanding shape | |Name, describe and | | | |

| | |classify quadrilaterals | | | |

|Shape and space | |using criteria such as | | | |

|activities booklet | |parallel sides, equal | | | |

| | |angles and equal sides. | | | |

|Shape tools | | | | | |

| | | | | | |

|Further examples of | | | | | |

|pitch and | | | | | |

|expectations: | | | | | |

| | | | | | |

|year 6 into year 7 | | | | | |

| | | | | | |

|Information | | | | | |

| | | | | | |

|- Divide and rule1 | | | | | |

| | | | | | |

|- Divide and rule2 | | | | | |

| | | | | | |

| | | | | | |

|- teaching mental | | | | | |

|calculation strategies| | | | | |

| | | | | | |

| | | | | | |

|- teaching written | | | | | |

|strategies | | | | | |

| | | | | | |

|- exemplification of | | | | | |

|standards | | | | | |

| | | | | | |

| | | | | | |

| |Could |Know and use side, angle| | | |

| | |and symmetry properties | | | |

| | |of equilateral, | | | |

| | |isosceles and | | | |

| | |right-angled triangles. | | | |

| | | | | | |

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