Week 3: 12.1.15
Prior Learning
Pupils should be taught to:
Geometry: properties of shape
- compare and classify geometric sh78 apes, including
quadrilaterals and triangles, based on their properties
and sizes - identify acute and obtuse angles and compare and order
angles up to two right angles by size - identify lines of symmetry in 2-D shapes presented in
different orientations.
Pupils should be taught to:
Geometry: properties of shapes
- identify 3-D shapes, including cubes and other cuboids,
from 2-D representations - know angles are measured in degrees: estimate and
compare acute, obtuse and reflex angles - draw given angles, and measure them in degrees (°)
- identify:
–angles at a point on a straight line and 1∕2 a turn (total 180°)
–other multiples of 90°
- use the properties of rectangles to deduce related facts
and find missing lengths and angles - distinguish between regular and irregular polygons based
on reasoning about equal sides and angles.
Success criteria for sequence
Pupils can explain angle as a measure of
turn, draw and measure angles and use
their understanding of angle to describe
the properties of different shapes. / AfL questions:
I can draw scalene, equilateral, isosceles and right-angled triangles. I can decide
when I need to measure an angle in any triangle and when I can work out the size of an angle from the information I already have, explaining my thinking.
Key Vocabulary
2-D 3-D
Cubes Cuboids
Acute Obtuse Reflex Angles
Degrees
Regular Irregular Polygons / Cross curricular links
Guidance
Pupils become accurate in drawing lines with a ruler to the nearest millimeter, and measuring with a protractor. They use conventional markings for parallel lines and right angles.Pupils use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for
example using dynamic geometry ICT tools.Pupils should use angle sum facts and other properties to make deductions about missing angles and relate these to missing number problems.
Resources
ITPs/spreadsheets: / Problem solving/challenges:
Websites: / Practical resources:
Protractors
Squared paper/maths books.
Pitch and expectation: / Games:
Lessons / Mental and Oral Starter / Objectives / Main Teaching
Key questions / Plenary
Support / Core / Extension
Lesson 1 / Counting around the room.
LA – 10s
MA – 3s
HA – 7s / LI: To draw polygons to given dimensions and angles / Ask chn to describe what a polygon is to their partner. Take feedback and draw out that it is a shape with straight sides, e.g. a hexagon, but not a circle. Display five shapes ( Point to each in turn and ask chn to describe it to one another, e.g. it’s a pentagon, it’s regular, it has 5 obtuse angles, it’s got 5 lines of symmetry ect... Ask chn to draw a pentagon with one reflex angle, then an irregular hexagon with no reflex angles, etc. / Chn to work with LSA to draw polygons.
Start with drawing one pair of parallel sides and ask chn what different shapes could we create?
What shape is this? How do we know? What are the properties? / Chn draw polygons with given dimensions, angles or properties (see resources).
/ Investigation
Chn work in pairs to try and draw polygons with 3 sides, 4, sides, 5 sides, 6 sides, 7 sides and 8 sides with the following properties:
One pair of parallel sides; two pairs of parallel sides; one pair of perpendicular sides; two pairs of perpendicular sides. Make drawings on dot paper. They make a note of which are and which aren’t possible. / Play Guess the shape game. I’m thinking of a polygon. It has five sides, is symmetrical and has two right angles. Draw what it might look like. Chn draw the shapes on their w/bs and show.Rpt with similar descriptions
Lesson 2 / Assertive mentoring test
-Pick out any key areas of weakness from last test and once finished and PA, work with class on a particular area they struggled on and LSA with one particular group
-
Lesson 3 / Find lines of symmetry
Challenge pairs of chn to draw as many shapes as they can in two minutes with only one line of symmetry. They swap with another pair to compare. Share the most unusual shapes with the class.
Repeat, this time challenging chn to draw as many shapes as they can with at least 2 lines of symmetry in four minutes. / LI: to classify and group 3D shapes by their properties / Write the words: face, edge, vertex (vertices) and polyhedron on the board. Revise their meanings.
Ask children to write down the name of a shape that could have at least one circle as a face. Share responses. Work with a partner to write down as many shapes as you can that could have a square as one or more of its faces. Repeat for other shape faces. Hold up the cube and the cuboid. What is the same about these two shapes and what is different? (They have the same number of faces, vertices and edges, have flat faces, one has only squares faces – it is regular.) How could we sort shapes out into sets? What properties could we use? Discuss. / Work with CT to talk through and group a selection of 3D shapes.
Talk through the properties of the shapes, familiarising the chn with maths language. What do the shapes have in common and what are different?
Brainstorm ways you could put the shapes into groups.
Write word sentences in books comparing similarities and differences of 3D shapes. / Put a selection of 3D shapes on each table. Ask them to group the shapes into different categories. How might you group them? Faces? Edges? Vertices? 2D shape base?
Give little input, allow them to explore and record in books. / LSA work with to explain and demonstrate activity. Put a selection of 3D shapes on each table, both regular and irregular. Children each secretly choose one of the shapes. They write its name and list some its properties. They take it in turns to read out the properties of their mystery shape, one at a time. The first child in the rest of the group to correctly guess the shape scores a point. Next they secretly choose another shape and attempt to draw it. They take it in turn to show the rest of the group. If they group can guess it, the child who drew it scores a point. / Get child to the front and ask them to think of a shape – could be 3D or 2D.
Other chn must ask questions to try to guess which shape the child is thinking of.
Lesson 4 / Times tables
Give chn a partially completed multiplication table (see resources). Challenge them to fill in as many numbers as they can in five minutes. Afterwards ask them to choose six facts which they had difficulty remembering and ask them to learn them for homework. / LI: To Visualise 3D shapes from 2D drawings and describe properties of prisms and pyramids / Show pictures of 3D shapes. Can chn name each shape? Hover over each to confirm. Ask if chn find any of the drawings difficult to imagine in 3D. If they do, click on the shape and play the animation to spin the shape to see if this helps. Remind chn that there are lots of sorts of pyramids, with different 2D shapes on their bases, and there are lots of different prisms, with different 2D shapes at each end. Show animations of triangular, pentagonal and octagonal prisms at What do prisms have in common? Draw out that the two faces on either end are the same; they are polygons as they have straight sides, and these faces are joined by rectangles (which could include squares). Show animations of triangular, pentagonal and octagonal-based pyramids at What do pyramids have in common? They have a polygon as one face, and triangles as the other faces. / Give chn a sheet of pyramids
They record the name of the non-triangular shape, the number of faces and the number of vertices in a table. After the first few can they predict the number of faces and vertices for different shapes on the bottom?
Work with LSA / Give pairs of chn a sheet of prisms Make a table. Chn write the shape of the two ends faces, then the number of faces and vertices in a table. If they have difficult visualising the 3D shape, give them scrap paper, scissors and tape to make 3D models.
CT support / Give pairs of chn a sheet of prisms Make a table. Chn write the shape of the two ends faces, then the number of faces, edges and vertices in a table. If they have difficult visualising the 3D shape, give them scrap paper, scissors and tape to make 3D models.
CHALLENGE:
Create own net for shape. / Ask chn exploring pyramids to report back what they found out, e.g. the number of faces is the number of sides of the 2D non-triangular face, plus 1. The number of vertices is the same. Discuss why this is. Ask chn exploring prisms to report back what they found. (The number of faces is the number of sides of the 2D shape at each end, plus 2, the number of vertices is twice the number of sides of the 2D shape at each end.) Discuss.
Lesson 5 / PPA / PPA / PPA with Music, PE and French. / .