Download Y4 New Curriculum Maths planning 5

Y4 Block 5
Planning grid
Days 1 - 4
Short-Term Planning Grid for Mathematics
Year 4
Block 5
Geometry – properties of shapes Geometry - position direction and movement
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Review 2D shapes, with a focus on accurate vocabulary and a development of understanding
of properties. Do plenty of sorting with a wide range of criteria, using lists, tables, Carroll and
Venn diagrams. Make sure that children have access to practical equipment, including set
squares for measuring right angles and other angles. Make symmetrical shapes with a variety
of shapes, both real and on computers. Set these tasks as problems and challenges for
children to solve.
1) Compare and classify geometric shapes, including quadrilaterals and
triangles, based on their properties and sizes
2) Identify acute and obtuse angles and compare and order angles up
to two right angles by size
3) Complete a simple symmetric figure with respect to a specific line of
symmetry
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
ITP: Polygon
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Activity ideas
Straws
Try activity 4 from the ‘Straws 2’ sheet. This gives children the opportunity to explore sides and
angles in regular polygons, and realise that having the same angle is just as important as having
the same length of side if you want to make a regular polygon.
Set squares
Use both types of set squares to draw shapes, using a ruler to join the angles you draw. Can you
draw squares and rectangles? What other shapes are possible? Try to make both regular and
irregular shapes. Label the shapes with their names and properties. Start with one right angle and
see how many different shapes are possible. Then start with one 45 0 angle or one 300 and do the
same. Can you make a star shape?
Straws
Activity 5 from Straws 2 develops deeper understanding of sorting 2D shapes. The shapes can be
made with straws or drawn on paper, but they will need a variety of hexagons, heptagons, etc.
Children may need support to think through the use of Venn and Carroll diagrams, but allow them
to try things that won’t work and discover why. Although Venn and Carroll diagrams are not
specifically mentioned in the programme of study, both these types of diagrams are useful in
helping children make decisions using a range of criteria.
Symmetry experiment
Use the sheet ‘Shapes for Symmetry experiment’ printed on card and cut out. Draw a line of
symmetry horizontally or vertically on a sheet of paper, and place shapes to make a symmetrical
pattern. How can you tell it’s symmetrical? If you rotate the paper 45 o is it still symmetrical?
(Children have much more difficulty with a line of symmetry that is not horizontal or vertical.)
More ideas
Children extend their knowledge of 2-D shapes. They name equilateral triangles, isosceles triangles and heptagons, and know that polygons are closed flat shapes with straight sides. They learn that
polygons can be regular or irregular and that a regular polygon has equal sides and equal angles. They explore polygons that have equal sides but unequal angles, and those that have equal angles
but unequal sides. They describe properties of polygons using correct mathematical vocabulary such as: has more than one right angle, is regular, has two or more sides of equal length, is a
quadrilateral. They classify polygons, using Carroll or Venn diagrams when appropriate. They justify their reasoning, explaining to others why some shapes may not fit their chosen criteria.
Using their understanding of the properties of 2-D shapes, children investigate problems such the maximum number of right angles in a triangle, quadrilateral, pentagon, …
Sort these irregular polygons into those with no right angles, one right angle, two right angles, and 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?
Assessment opportunities
Look for evidence of children who can sort and classify shapes, using more than one criterion, and who can explain the mathematical properties that apply to the shapes they have sorted. Look for
children who begin to understand and use the terms ‘regular’ and ‘irregular’.
[email protected]
© www.ccjmaths.co.uk
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