Download Y3 New Curriculum Maths planning 5

Short-Term Planning Grid for Mathematics
Year 3
Fractions; Geometry – properties of shapes
Y3 Block 5
Planning grid
Days 1 - 2
Block 5
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Focus for the first three days on 3-D shapes, reviewing shapes they have met before,
extending to newer shapes such as prisms and developing understanding of the
properties of all these shapes, including talking about angles. Most of this work will be
practical and will involve creating 3-D shapes from kits such as Clixi or Polydron, or
from nets, working with solid 3-D shapes, making 3-D shapes from 2-D drawings using
resources such as multilink and so on. Children will sort shapes and create lists, tables
and diagrams to record their sorting. Continue focusing on counting in fraction steps in
your daily counting.
1) Count up and down in tenths; recognise that tenths arise from dividing an
object into 10 equal parts and in dividing one-digit numbers or quantities by 10
5) Draw 2-D shapes and make 3-D shapes using modelling materials;
recognise 3-D shapes in different orientations and describe them
6) 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
Oral/ Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
ITP: Area
1
Activity idea
Playdough
Make long, thick rolls of playdough, then shape it using tools such as rulers to make triangular,
rectangular, pentagonal, hexagonal, etc prisms. Slice the prism vertically to make shorter prisms.
Make a display of your prisms with detailed labels.
Blocks
Use multilink, wooden blocks, Lego blocks and so on to make simple
3D shapes. Take photos of the shapes from different angles. Which
shapes are possible to recreate from the photos and which are not?
Make shapes
Use Clixi or Polydron, or accurately cut card squares, triangles, rectangles, etc and masking tape
to create 3D shapes. Take a photograph of your shape and write next to it a list of its properties.
Make a similar shape twice the size. Discuss what ‘twice the size’ means when you have solid
objects.
Dice
Use 3D shapes and boxes of various sorts to make dice by sticking dot patterns
on each side, starting from 1 each time. Roll the dice and make a list or table
showing the numbers that are rolled. Which shapes make fair dice? Do any
prisms make fair dice? Why do you think this is?
More ideas
Children extend their knowledge of shapes, and of the patterns, properties and relationships between shapes, to solve mathematical problems. They recognise 3–D shapes and make collections, for
example, of shapes that are prisms. They know that a prism has the same cross–section along its length, and that its two end–faces are identical. They name and describe solids, using the correct
language: 'A triangular prism has two identical triangular faces at opposite ends and the other three faces are rectangles'; 'A hemisphere is a sphere cut in half. It has one flat face and a curved
surface.' They sort 3–D shapes using criteria such as the number of vertices, edges or faces.
They find the number of edges of assorted prisms to investigate the general statement : The number of edges of a prism is always a multiple of 3
All the shapes on this table except one are prisms. Which shape does not belong? How did you recognise the odd one out?
Here are some drawings of 3–D solids. Which drawings show cylinders? Name any other solids you can see in the drawings. Can you see any prisms and pyramids?
Assessment opportunities
Look out for children using the properties of a 3–D shape to choose which of several collections of 2–D shapes could be its faces.
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2
Y3 Block 5
Planning grid
Days 3 - 4
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Look at 2-D shapes in more detail now. Check that children understand that both 2D and 3-D shapes have vertices (use the words vertex and vertices), but that 3-D
shapes have edges, whereas 2-D shapes have sides. Use paper, geostrips,
straws, the computer etc. to create 2-D shapes, but make sure that children understand
that a real 2D shape has no thickness, so can be drawn on card or as a template, but not cut out.
(See picture) Make sure that you use irregular shapes frequently.
5) Draw 2-D shapes and make 3-D shapes using modelling
materials; recognise 3-D shapes in different orientations and
describe them
6) Identify right angles, recognise that two right angles make a halfturn, three make three quarters of a turn and four a complete turn;
identify whether angles are greater than or less than a right angle
Oral/ Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
Spreadsheet: Carroll diagram
IWB: Create new shapes
ITP: Area
3
Activity ideas
Dice game
Label a blank dice with 4, 5, 6, 7, 8 and 9. One person rolls the dice and says the number, and
the others have to create a shape with that many sides. You can play the game with drawings
(good for use of a ruler, estimating how to draw an appropriate angle and making irregular
shapes), or by sticking cut straws onto paper (have them in at least 3 different lengths). It is
helpful if children making the shape can work in pairs.
Fold and cut
Start with squares and rectangles (different proportions, not all based on A4 or A5) of paper.
Make one fold, then one cut. What shapes can you make?
Sort the shapes, sticking them onto a large sheet of paper and labelling this to show how you
sorted the shapes. Which shapes are quadrilaterals? Can you tell someone else how to fold and
cut a square to make a rectangle, a square or a kite?
Turtle /Roamer/ Bee Bot
Programme a Turtle (on screen or Roamer) Bee Bot, Pro-Bot or similar, to draw 2D shapes.
Change the length of sides to see what is different. Then change the angle to see what happens.
Which shapes are easy to draw? Are any shapes impossible?
Overlaps
Take 3 paper rectangles, all the same size. Can
you overlap them to make a shape with 4 sides,
or 5, 6, 7, or 8? Can you make shapes with more
than 8 sides? Draw the shapes you have made.
What are they called? What are their properties?
More ideas
I’ve included the teaching guidance ‘Can I make, name and describe 2-D and 3-D shapes’ from Overcoming Barriers Levels 2-3 in the folder. It will give you some good ideas and you will get useful
support for things that you or the children find difficult.
Children extend their knowledge of 2–D shapes. They know that a quadrilateral is any flat shape with four straight sides. They choose a shape to match properties described by others; for example,
they find a shape that is 'half a circle', or 'is not a right–angled triangle' or 'has four right angles and opposite sides equal'. Children create 2–D shapes using a variety of equipment. For example, they
fold and cut paper to make squares, octagons and stars; they use geostrips; they put two identical shapes together then describe the new shape; they use a computer program to generate, identify
and compare new shapes. They describe the properties of the shapes that they have generated.
In this drawing there are triangles, rectangles, squares and other quadrilaterals. Show me these shapes. Are there any pentagons? What about octagons?
Assessment opportunities
Look for evidence of children identifying and using the properties of 2–D and 3–D shapes to solve problems, for example, children using the properties of a given 2–D shape to select appropriate
geo–strips to create a similar shape.
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