Download AfL Questions for assessing Strand Two : Knowing and Using

Level 1
NC Level
AfL Questions for assessing Strand Five : Understanding Shape
Objectives
AfL questions from RF
I can use language such as ‘circle’ or ‘ bigger’
to describe the shape and size of solids and
flat shapes (FS)
I can use everyday words to describe
position (FS)
I can visualise and name common 2D shapes
and 3D solids and describe their features
I can use them to make patterns, pictures
and models (1)
For objectives from Foundation Stage please refer to the Foundation stage curriculum
For objectives from Foundation Stage please refer to the Foundation stage curriculum
Picture a rectangle in your head. Can you tell me about it so that I can picture it?
When you imagine a square, how many edges does it have? How is it like this square? Is it different in any way?
Draw arrows to show which shapes belong in the set.
I can identify reflective symmetry in
patterns and 2D shapes and draw lines of
symmetry in 2D shapes (2)
Two of these shapes have no lines of symmetry. Which are they?
This shape has been folded in half along the dotted line. Imagine opening it up. How many sides does the opened
shape have? Draw the shape that you think will be made when the folded shape is opened up.
Look at the symmetrical picture that I have given you. Draw a line of symmetry on it.
The tick is in square B5. Follow my instructions.
Draw a cross in square D2. Draw a circle in square E4. Draw a triangle in square A5.
Level 2
I can follow and give instructions involving
position, direction and movement(2)
Now tell me where to put a cross, a circle and a triangle
.
How could you make the robot come back to its starting point? What instructions would you give?
The robot went too far/hasn't gone far enough. What do we need to change in our instructions?
Roughly, how many centimetres is one robot step? How can we find out?
I can visualise common 2D shapes and 3D
solids
I can identify shapes from pictures of them
in different orientations and positions (2)
How do you know that this shape is a square? What is special about it?
Two of these shapes are not hexagons. Which are they?
Here are five identical triangles.
Use some or all of the triangles to make a bigger triangle.
Is there another way to do it?
Describe the shape or solid in the cloth bag as you feel it. What might it be? Why? How do you know this shape is a
…? How do you know this shape isn't a …?
Imagine a cube. Four faces are yellow; the rest are blue. How many faces are blue?
Describe this shape/solid to a friend. Can they guess what it is?
Look at these two shapes. What is the same about them? What is different?
Watch as I slowly reveal a shape from behind a 'wall'. What could it be? How do you know? What could it not be?
Why?
This shape is made from four identical squares touching edge to edge.
Make different shapes from four identical squares touching edge to edge. Record each different shape that you make.
I can sort, make and describe shapes
referring to their properties (2)
Sort these 2-D shapes. Put all the pentagons in this circle. Now choose another way to sort them. What do all the
shapes that you have put in the circle have in common?
I can read and record the vocabulary of
position, direction and movement, using the
four compass directions to describe
movement about a grid (3)
Which square lies halfway between squares A3 and E3?
Move a counter from square B4 to E2. Describe each move you make using the words north, south, east or west.
If you stand facing north, then make a half turn, what direction would you be facing?
Level 3
Give instructions to draw the route below. Use the direction words: north, south, east and west. Give the exact length of
each line.
I can use a set-square to draw right angles
and to identify right angles in 2-D shapes;
compare angles with a right angle; recognise
that a straight line is equivalent to two right
angles (3)
Use a set-square and a ruler to draw a square with sides of 12 cm.
How many right angles are there in this pentagon? How could you check?
Paula says that angle A is smaller than angle B. Is she right? Explain your answer.
Place a set of shapes in the correct place in this table.
Find a quadrilateral that has two angles that are smaller than right angles and two that are bigger than right angles.
Which shapes always have four right angles?
Draw two lines to complete the square.
I can draw and complete shapes with
reflective symmetry
I can draw the reflection of a shape in a
mirror line along one side (3)
Which of the shapes on this page are symmetrical? How could you check?
Reflect this semicircle in the mirror line. What shape does this make?
Draw the reflection of this shape in the mirror line.
A letter d is reflected in its straight side. Its reflection is a different letter. Which one?
I can draw polygons and classify them by
identifying their properties, including their
line symmetry (4)
Sort these irregular polygons into those with no right angles, one right angle, two right angles, three right angles.
Use these triangular tiles to make a symmetrical shape. Can you take one tile away and keep your shape symmetrical?
Can you change one or more tiles so it is no longer symmetrical?
This is half a symmetrical shape. Tell me how you would complete it. How did you use the line of symmetry to complete
the shape?
What do you look for when you try to find a line of symmetry in a shape?
What is the difference between a regular and an irregular polygon?
[Use a set of regular and irregular polygons, and criteria written on cards, such as 'is a regular polygon', 'is an irregular
polygon', 'has no lines of symmetry', 'has at least one line of symmetry', 'has no right angles', 'has one right angle', etc.
Select a card, e.g. 'is an irregular polygon'.]
Show me a polygon in this group? How do you know it is in the group? What do you look for?
[Select two cards, such as 'is a regular polygon' and 'has at least one line of symmetry'.]
Show me a polygon that fits both of these criteria. What do you look for?
A shape has four right angles. It has four sides which are not all the same length. What is the name of this shape?
Sort a set of polygons using this sorting diagram.
Here are five shapes on a square grid.
Which two shapes have a line of symmetry?
I can visualise 3-D objects from 2-D
drawings; make nets of common solids (4)
Draw in lines where you would fold this shape to make a cube.
Use a ruler to measure where they would go.
I am thinking of a 3-D shape. It has a square base. It has four other faces, which are triangles. What is the name of the
3-D shape?
Name three different 3-D shapes that can have at least one square face.
Here is a cereal packet. Describe what you think its net might look like.
Anna makes a cube using straws. First she joins four straws to make a square. Then she joins more straws to make a
cube.
Altogether, how many straws has she used?
Match these 3-D shapes to these pictures of them.
There are three shapes in a row. What order are they in and what colour are they?
Clues
The cube is in the middle.
The pink shape is not on the right.
The red shape is next to the pyramid.
The cone is not blue.
I know that angles are measured in degrees
and that one whole turn is 360 ; compare and
order angles less than 180 (4)
Tell me an angle that is bigger than one right angle and smaller than two right angles.
Two of these angles are the same size. Put rings around the two angles which are the same size.
Draw an angle which is bigger than a right angle.
Level 4
Look at these six angles.
Which is the smallest angle?
One of the angles is a right angle. Which is a right angle?
One of the angles is an obtuse angle. Which is an obtuse angle?
Heres a shaded square.
I can read and plot coordinates in the first
quadrant.(5)
Write the coordinates for point A and point C.
Three of the four corners of a square are (3, 10), (5, 12) and (7, 10). Work out the coordinates of the fourth corner.
(8, 10) and (10, 8) are two vertices of a right-angled triangle. What are the coordinates of the third vertex? Are there
any other possibilities?
I recognise parallel and perpendicular lines in
Points A (3, 4) and B (3, 7) are joined by a straight line. Plot the coordinates of two points C and D so that line CD is
parallel to AB.
Now plot two points E and F so that line EF is perpendicular to AB.
Give an example of parallel lines in everyday life. How can you recognise them? What about perpendicular lines?
How would you check if two lines are parallel? How would you check that two lines are perpendicular?
grids and shapes (5)
I can use a set-square & ruler draw shapes
with perpendicular or parallel sides (5)
I can estimate, draw and measure acute and
obtuse angles using an angle measurer or
protractor to a suitable degree of accuracy;
calculate angles in a straight line (5)
On plain paper, use a ruler and set-square to construct:
a square with sides 56mm a rectangle with length 6.3cm, width 4.9cm
Construct a right-angled triangle with the two shorter sides measuring 3.5cm and 4.2cm. What is the length of the third
side?
Look at these angles.
Which of them are acute angles? Which are obtuse angles?
Estimate the size of each of the angles.
Now use your protractor to measure the angles to the nearest 5 degrees.
Estimate then use a protractor to measure these angles to the nearest 5 degrees
Use a protractor to draw an angle of 35 .
PQ is a straight line. Calculate the size of angle x
I can visualise and draw on grids of different
types where a shape will be after reflection,
translations or rotations through 90 or 180
about its centre or one of its vertices (6)
Draw the reflection of this shape.
Level 5
The shape below is rotated 90 clockwise about point A. Draw the shape in its new position on the grid.
I can use all four quadrants to find
coordinates of points determined by
geometric information (+) (6-7)
There are no AfL questions in the Renewed Framework for Y6-7 objectives.
I know the sum of angles on a straight line, in
a triangle and at a point, and recognise
vertically opposite angles (+) (6-7)
There are no AfL questions in the Renewed Framework for Y6-7 objectives.