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Year 5 Geometry By the End of the year pupils are expected to reach or exceed Level 4c The following objectives should be taught in accordance with our Bishop King Maths Number policy. Children should begin their learning journey from the sub level that they are on and aspire to their age related expected end of year level. Key objectives (NC) Objectives highlighted in yellow could be addressed on a daily basis Key vocabulary To count forwards and backwards (in all multiples, decimals and in steps of powers of 10 for any given number up to 1000 000, positive and negative numbers through zero) To identify 3-D shapes, including cubes and other cuboids, from 2-D representations To know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles To draw given angles, and measure them in degrees (o) To identify: o angles at a point and one whole turn (total 360o) o angles at a point on a straight line and 1/2 a turn (total 180o) o other multiples of 90o To use the properties of rectangles to deduce related facts and find missing lengths and angles To distinguish between regular and irregular polygons based on reasoning about equal sides and angles. To identify, describe and represent the position of a shape following a reflection or translation, using the appropriate language, and know that the shape has not changed. Measurement (Alongside but these will be the objectives after geometry) To convert between different units of metric measure (for example, kilometre and metre; centimetre and metre; centimetre and millimetre; gram and kilogram; litre and millilitre) To understand and use approximate equivalences between metric units and common imperial units such as inches, pounds and pints To measure and calculate the perimeter of composite rectilinear shapes in centimetres and metres To calculate and compare the area of rectangles (including squares), and including using standard units, square centimetres (cm2) and square metres (m2) and estimate the area of irregular shapes To estimate volume [for example, using 1 cm3blocks to build cuboids (including cubes)] and capacity [for example, using water] To solve problems involving converting between units of time To use all four operations to solve problems involving measure [for example, length, mass, volume, money] using decimal notation, including scaling. Shape, pattern, flat, curved, straight, hollow, solid, corner, vertices, vertex, Centre, radius, diameter, Net, surface, Angle, right angle, Acute, obtuse, Congruent, Base, square base, Regular, irregular, Concave, convex 3d, 3 dimensional, 2d 2 dimensional cube, cuboid, pyramid, sphere, hemi-sphere, spherical, cone cylinder, cylindrical prism tetrahedron, polyhedron, octahedron circle, semi-circle triangle, triangular, equilateral, isosceles, scalene, square rectangle, oblong, rectangular, pentagon, pentagonal, hexagon, hexagonal, heptagon octagon, octagonal, polygon quadrilateral symmetry, symmetrical, fold, match, mirror line, pattern, repeated pattern in front, opposite, beside, parallel, perpendicular, rotation, (also see vocabulary book)