Download Y6 New Curriculum Maths planning 5

Short-Term Planning Grid for Mathematics
Year 6
Block 5
Geometry – properties of shapes Geometry - position direction and movement Algebra
Y6 Block 5
Planning grid
Days 1 - 2
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Focus on the parallel and perpendicular properties of shapes to develop further
understanding of the properties of 2 D and 3D shapes. Teach children to make
or draw shapes with increasing accuracy, using set squares and rulers. Review
the angles and angle sums in triangles and quadrilaterals and on a line.
5) Compare and classify geometric shapes based on their properties and sizes and find
unknown angles in any triangles, quadrilaterals, and regular polygons
6) Recognise angles where they meet at a point, are on a straight line, or are vertically
opposite, and find missing angles
Oral/ Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
ITPs: Area, Polygon, Fixpoint, Isometric grid
Geogebra and related video files
Geostrips
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Activity ideas
Geogebra – angles
Watch the video ‘Angles in quadrilaterals’. This will show you how to create
any polygon and find the total of the interior angles. Get different pairs or
groups to create a range of triangles, quadrilaterals, pentagons and so on,
listing the sum of the interior angles. What do they find out?
Parallel and perpendicular
Use linking strips (Geostrips – cheapest found Aug 2014 is either
http://www.hope-education.co.uk/Searchresults.aspx?style=0&kw=geostrip
or http://www.rapidonline.com/maths-humanities-pe/geo-strips-71839) and
find perpendicular faces in the classroom, such as edges of tables. Explore
perpendicular faces on 3D shapes as well. Which shapes
have both perpendicular and parallel faces? Can you find any
shapes that have parallel faces but not perpendicular ones, or
the other way round? Find a way of presenting your results.
What is the same and what is different between 2D and 3D
shapes when you look at parallel and perpendicular?
Cutting quads
Children cut out quadrilaterals, either drawing them
with rulers and cutting really careful straight lines, or
by using a paper cutter and putting the paper in at
different angles to make a quadrilateral.
3D shapes
Make a collection of 3D shapes, including mathematical models,
boxes, etc. Allow children to sort them into Venn and Carroll
diagrams of their own making, including labels such as ‘Has
parallel faces’, ‘Has perpendicular faces’.
Setting up the page for Geogebra
Click ‘Basic Geometry’ before doing anything else or
the ‘Perspectives’ choice will disappear.
Geogebra – perpendicular and parallel
Download the free dynamic geometry package, ‘Geogebra’ at
http://www.geogebra.org/cms/
I’ve included some videos that show you how to use the
programme. When you open the programme choose ‘Basic
Geometry’ to set up the page. Then get children to create
regular polygons (see file), and make a list or table recording
what they find out about perpendicular or parallel sides.
ITPs
I’ve included a range of ITPs that help you explore the properties
of 2D shapes. Use them as necessary during this block.
More ideas
Check children’s understanding of parallel and perpendicular sides. Identify parallel and perpendicular sides in 2-D shapes and in objects around them. Which of these shapes has two pairs of
parallel sides? Can you draw other shapes with two pairs of parallel sides/ perpendicular sides? They use set squares and rulers to draw parallel and perpendicular lines accurately. Use your ruler
and set-square to draw a 5 cm by 7 cm rectangle.
They explore which quadrilaterals have pairs of parallel and/or perpendicular sides. They investigate how many pairs of parallel sides there are in regular polygons, generalising and explaining their
findings and expressing them in a formula, at first in words then using symbols.
They can identifiy parallel and perpendicular edges and sides on 3D shapes. Look at this cube. How many edges/ faces are parallel to this one? How many edges/faces are perpendicular to this one?
Children make and draw shapes and apply their knowledge of the properties. They use art straws to create 'skeleton' shapes. How many different shapes can I make with two equal long straws and
two equal short straws? 4 equal length straws? Can I name them? They draw shapes with increasing accuracy, for example, using a set-square and ruler to draw a right-angled triangle with its two
shorter sides 7.2 cm and 9.6 cm long. They find the perimeter of the triangle by measuring accurately.
They classify 2-D shapes using assorted criteria. They use their knowledge of shape properties to solve problems, for example:
How many different shapes can be made by placing two identical equilateral triangles edge to edge? What about 3, 4, 5, ... identical equilateral triangles?
Draw two straight lines from point A to divide the shaded shape into a square and two triangles.
Look at this cube. How many edges are parallel to this one? How many edges are perpendicular to this one? How would you check if two lines are parallel or perpendicular? Tell me some facts about
parallelograms.
Investigate the minimum number of flaps that you would need to put on the edges of a net of the cube in order to secure each edge of the cube.
Assessment opportunities
As they investigate shapes and numbers, look for evidence of children making general statements or formulating 'rules'. Look for children who review the shapes they have sorted and can, for
example, recognise that there are no triangles with more than one right angle, and can give reasons why this is so. As children measure shapes, look for evidence that they select appropriate
measuring instruments and use them accurately. Look out for children who place the measuring instrument carefully with 0 where the measurement begins. Look for children measuring lines
accurately to within 1 or 2 mm, or angles to within 2° to 5°.
[email protected]
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Y6 Block 5
Planning grid
Days 3 – 4
OVERVIEW – WHAT CHILDREN WILL LEARN
Objectives you will cover, partially or fully
Children need to discuss and compare the properties of, and the patterns and
relationships between shapes. Make sure that they are thinking for themselves about
how to record their results, working in groups and pairs to find the most effective ways
of doing this, and then working individually to make their own recordings.
5) Compare and classify geometric shapes based on their properties and sizes
and find unknown angles in any triangles, quadrilaterals, and regular polygons
6) Recognise angles where they meet at a point, are on a straight line, or are
vertically opposite, and find missing angles
Oral/ Mental Objective
and Activity
Objectives/Success
criteria
Introduction/
demonstration/
modelling
Activities set
Differentiation / Use of
other adults
Learning review
opportunities
Resources
[email protected]
Set squares
ITPs as before
Straws 2
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Activity ideas
Properties
Create 2D shapes by joining 2, 3 or more 2D shapes
together. Display these and use sticky notes to add
labels showing properties of the shapes, both with
drawings and words. Include properties such as type
(acute, right angle, obtuse and reflex) or size of angles,
and parallel or perpendicular sides.
More angles
Place set squares together at a point in different ways to find the sum of angles at a point. Now place them to
find the sum of angles on a straight line. How many different ways can you do it? Remove one or more set
squares. How can you work out what is missing?
Playdough and paint!
Start with the nrich activity http://nrich.maths.org/2156
The teachers’ notes for this give lots of ideas. Have playdough available for children to
make the shapes and cut them, and paint for printing. If you can’t manage paint, get the
children to draw around the cut shape. Cutting playdough is quite tricky, as it tends to
squash rather than cut. A bit of adult help with a knife may be useful at this point.
Shape 2
Use Activity 8 from ‘Straws 2’. If you don’t have time to make straws the correct length then it’s possible to
do this activity with 2-4 different lengths of straw. The important part of the activity is writing the rules. Get
children to write these in groups of 4, making 2 copies of the rules. Then send 2 of the group on to the
next group, so that each group now has 2 new members and 2 sets of rules to compare. Get children to
make the best set of rules they can, adapted from both sets of rules.
More ideas
Encourage children to work systematically - How could you organise the information to help you?
How many triangles can you see in this diagram?
How can you make sure that you have counted them all?
Does the rule for the relationship between edges, faces and vertices work for cylinders and cones?
What is the same about a rhombus and a kite? What is different?
Name a shape that has one pair of parallel sides, but no pairs of perpendicular sides.
What do you notice about the opposite sides of this parallelogram? Is it true for all parallelograms? What about this trapezium?
By moving just one point, can you change this shape into a kite? A rhombus? A non-isosceles trapezium?
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