Download Geometry progression guide 2014

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.
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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.