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Sholing Infant School Geometry Progression Guide September 2014 Geometry at Sholing Infant School The stages within this document have been designed to reflect progression across all year groups. However, these may be adapted depending on the readiness of pupils and their prior knowledge and understanding of Geometry. It should be recognised that a pupil‟s mathematical ability may vary across the programmes of mathematical study, and that pupils who may be particularly high or low achieving within number and calculating may be attaining at a different level within Geometry, which should be planned for accordingly. Good Websites to tryMathematical definitionswww.mathsisfun.com www.amathsdictionaryforkids.com Printable activities, games for laminating, price tags etcPrimarytreasurechest.com Sparklebox.co.uk Twinkl.co.uk Interactive games for laptopsMathszone.co.uk Ictgames.com Geometry: Models and patterns of shape Reception Objective from EYFS (40-60+ months) and NC 2014 Uses familiar objects and common shapes to create and recreate patterns and build models Vocab & expectation shape, pattern flat curved, straight round hollow, solid corner face, side, edge, end sort make, build, draw size bigger, larger, smaller symmetrical pattern repeating pattern match Activities Make and describe models, patterns and pictures using a variety of materials, eg construction kits, everyday materials, plasticine, attribute blocks. Year 1 NON STATUTORY Year 2 Year 3 NON STATUTORY NON STATUTORY Geometry: Naming and describing properties of 2D and 3D shapes Reception Objective from EYFS (40-60+ months) and NC 2014 Beginning to use mathematical names for solid 3D shapes and flat 2D shapes, and mathematical terms to describe shapes. Selects a particular named shape. Year 1 Recognise and name common 2D and 3D shapes, including: 2D shapes (e.g. rectangle, square, triangle, circle) 3D shapes (cuboids, cubes, pyramids, spheres) Year 2 Year 3 Identify and describe the properties of 2D shapes, including the number of sides and line of symmetry in a vertical line Draw 2-D shapes and make 3-D shapes using modelling materials; recognise 3-D shapes in different orientations and describe them Identify and describe the properties of 3D shapes, including the number of edges, vertices and faces Identify 2D shapes on the surface of 3D shapes (e.g. circle on a cylinder) Compare and sort common 2D and 3D shapes and everyday objects Recognise angles as a property of shape or a description of a turn Identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle Identify horizontal and vertical lines and pairs of perpendicular (lines that intersect at right angles to each other) and parallel lines. Non statutory guidance They recognise these shapes in different sizes and orientations Read and write shape names appropriate for their word reading and spelling Draw lines and shapes using a straight edge Symmetrical and nonsymmetrical polygons and polyhedral Connect drawing straight lines in cm to decimals and rounding Describe with accurate language including length of lines and acute and obtuse angles Vocab & expectation Common 2D shapes circle triangle square rectangle star Common 3D shapes cube pyramid sphere cone Common 2D shapes circle triangle square rectangle pentagon hexagon septagon/heptagon octagon diamond trapeze All common 2D shapes as per Year 1, plus; Quadrilateral (4 sided 2D shape) All common 2D and 3D shapes and properties as per KS1, plus; Polygon (a plane enclosed shape with 3 or more straight sides) Symmetrical and nonsymmetrical polygons (a plane enclosed shape with 3 or more straight sides) 3D shapes cube sphere cone Symmetrical and nonsymmetrical polyhedral (solid 3D shape with plane faces) Properties flat solid curved straight Common 3D shapes cube cuboid pyramid (square/triangle) sphere cone cylinder Properties regular irregular 2D flat 3D solid sides (2D- line or curve on the edge of a shape joining its verticies/corners) curved straight faces (flat surface of a 3D shape)- number of, shape of corners (2D and 3D) cylinder square based pyramid triangular based pyramid triangular prism rectangular prism hexagonal prism Properties regular irregular 2D flat 3D solid Angles Right angle (90 degrees) Acute angle (less than 90 degrees) Obtuse angle (more than 90 degrees) Lesser Greater sides (2D- line or curve on the edge of a shape joining its verticies/corners) edges (where 2 sides of a 3D shape meet) faces (flat surface of a 3D shape)- number of, shape of corners (3D) leading to verticies (where edges meet; corners) point apex (highest point at the top of a shape) orientation size straight line symmetry length of sides orientation size Activities Talk about shapes in the environment eg. leaves, containers, windows. Sort 3-D/2-D shapes for one criterion. Talk about their sorting. Explore shapes in different sizes and orientations Relate 2D and 3D shapes to everyday objects Use a variety of sorting diagrams to sort and group: • 3-D shapes, eg roll, stack, slide; • 2-D shapes, eg three sides, four corners; • 2-D and 3-D shapes. Give reasons for sorting. Recognise and describe, with prompting, 2-D shapes, Use a variety of sorting diagrams to sort and group: • 3-D shapes, e.g. number of corners, shape of faces, number of faces Identify 3D shapes in the environment Recognise and describe, with prompting, 3-D shapes, eg the shape of faces, the number of edges, faces and corners. Make and investigate nets of common 3D shapes Explore right angles within 2D and 3D shapes, e.g. using a right angle tester to identify right angles in a square. Geometry: Position and direction (including turn) Reception Objective from EYFS (40-60+ months) and NC 2014 Can describe their relative position such as „behind‟ or „next to‟ Year 1 Describe position, direction and movement, including whole, half, quarter and three-quarter turns. Year 2 Order and arrange combinations of mathematical objects in patterns and sequences Use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anticlockwise). Non statutory guidance Vocab & expectation position over, under above, below top, bottom, side on, in outside, inside in front, behind front, back before, after beside, next to opposite between middle, edge direction up, down forwards, backwards, sideways close, far, near to, from movement slide roll turn stretch, bend They recognise turns in both directions and connect turning clockwise with movement on a clock face Pupils should work with patterns of shape, including those in different orientations As per Reception, including; As per Year 1, including; over, under, underneath centre corner direction journey left, right top, middle, bottom on top of infront of above between near, close, far up, down forwards, backwards inside, outside direction journey, route left, right up, down higher, lower turn, whole turn, half turn clockwise, anticlockwise stretch, bend rotation orientation turn, whole turn, half turn clockwise, anticlockwise Year 3 NON STATUTORY Activities Explore body space through different types of movement eg curling and stretching, falling forwards/backwards, turning over. Explore movement through space eg in the corridor, classroom, playground. Follow instructions for movement along a line, eg forwards, backwards, sideways. Recognise simple directional symbols in the environment. Use everyday language to describe position, direction and movement, eg under, beside, left, backwards, full turn. Use a computercontrolled device, eg Beebot to explore movement. Talk about things that turn. Recognise turning movements, eg left, right, half turn, full turn Follow and give instructions for moving along a straight line and round right-angled corners, eg to pass through a simple maze. Use a computercontrolled device, eg Roamer or Pixie, to explore movement. Explore and make right angles practically. Use a right angled tester to identify right angles in the environment, eg in shapes and in the clockface. Explore angles greater/less than a right angle. Investigate quarter turns, half turns and whole turns to establish relationships with right angles, eg using Roamer or Pixie. Explore angle as a measure of turn. Use the language “clockwise”, “anticlockwise”, “right” and “left” to describe turns.