Download Year: 5 Theme: 5.4 SHAPE Week 3: 12.1.15 Prior Learning Pupils

Year:
5
Theme: 5.4 SHAPE
Week 3: 12.1.15
Prior Learning
Learning Objectives – Revisiting Introducing
Pupils should be taught to:
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.
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 and one whole turn (total 360°)
– 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.
Key Vocabulary
2-D 3-D
Cubes Cuboids
Acute Obtuse Reflex Angles
Degrees
Regular Irregular Polygons
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.
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
Lessons
Lesson 1
ITPs/spreadsheets:
Problem solving/challenges:
Websites:
Practical resources:
Protractors
Squared paper/maths books.
Pitch and expectation:
Games:
Mental and Oral
Starter
Objectiv
es
Main Teaching
Key questions
Counting around
the room.
LA – 10s
MA – 3s
HA – 7s
LI: To
draw
polygons
to given
dimension
s 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
(https://www.hamiltontrust.org.uk/system/files/resource/year5_summ
er_week4_0.pdf). 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.
Plenary
Support
Core
Extension
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
https://www.hamil
tontrust.org.uk/system
/files/resource/yea
r5_summer_week4
_0.pdf
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.
http://www.bgfl.org/bgfl/custom/resources_ftp/cli
ent_ftp/ks2/maths/3d/index.htm
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.
Lesson 5
PPA
LI: To
Visualise
3D shapes
from 2D
drawings
and
describe
properties
of prisms
and
pyramids
PPA
http://www.bgfl.org/bgfl/custom/resources_ftp
/client_ftp/ks2/maths/3d/index.htm. 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
http://www.learner.org/interactives/geometry/
3d_prisms.html. 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
http://www.learner.org/interactives/geometry/
3d_pyramids.html. What do pyramids have in
common? They have a polygon as one face, and
triangles as the other faces.
PPA with Music, PE and French.
Give chn a sheet of
pyramids
https://www.hamiltontrust.org.uk/system/fil
es/resource/year5_aut
umn_week4.pdf
They record the
name of the nontriangular 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
https://www.hamil
tontrust.org.uk/system
/files/resource/yea
r5_autumn_week4.
pdf. 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
https://www.hamiltontrust.org.uk/system/fil
es/resource/year5_aut
umn_week4.pdf. 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.
.