5.9 GEOMETRIC REASONING 22–23 Planning Framework p49 Geometry: properties of shapes identify 3-D shapes, including cubes and other cuboids, from 2-D representations know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles draw given angles, and measure them in degrees (°) Identify: – angles at a point and one whole turn (total 360°) – angles at a point on a straight line and ½ a turn (total 180°) – other multiples of 90° use the properties of rectangles to deduce related facts and find missing lengths and angles distinguish between regular and irregular polygons based on reasoning about equal sides and angles Geometry: position and direction 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. Learn, Practise and Revise 5, pp 56–9, 16 ‘Properties of shape’ Learn, Practise and Revise 5, pp 60–3, 17 ‘Drawing shapes’ Learn, Practise and Revise 5, pp 64–7, 18 ‘Reflecting shapes’ Problem Solving and Reasoning 5, pp 52–3, 5 ‘It’s all reflecting’ MENTAL MATHS TESTS Mental Maths Tests 5, pp 40–3, Spring Tests 8 and 9 ASSESSMENT TASK 5.9 Assessment Tasks Years 5 and 6 pp24–25 Success criteria Pupils can explain how to reflect and translate shapes on a grid in the first quadrant and use this knowledge and understanding to solve problems. TASK: Transforming Triangles USE WITH: Groups of 3 Medium-term plan: spring term 2nd half (cont.) Year 5 Sequence and Theme Weeks Page Learning objectives Pupils should be taught to: Notes/Resources/Teaching Activities
6.12 NUMBER SENSE 29–30 Planning Framework p64 Fractions (including decimals and percentages) use common factors to simplify fractions; use common multiples to express fractions in the same denomination compare and order fractions, including fractions >1 associate a fraction with division and calculate decimal fraction equivalents [for example, 0.375] for a simple fraction [for example, 3∕8] recall and use equivalences between simple fractions, decimals and percentages, including in different contexts identify the value of each digit in numbers given to three decimal places and multiply and divide numbers by 10, 100 and 1000 giving answers up to three decimal places Algebra use simple formulae generate and describe linear number sequences express missing number problems algebraically find pairs of numbers that satisfy an equation with two unknowns Measurement problems involving the calculation and conversion of units of measure, using decimal notation to three decimal places where appropriate use, read, write and convert between standard units, converting measurements of length, mass and time from a smaller unit of measure to a larger unit, and vice versa, using decimal notation to three decimal places Statistics interpret and construct pie charts and line graphs and use these to solve problems. Picture Maths 6, pp 8–9, 3 ‘Pete’s percentage problems’ Learn, Practise and Revise 6, pp 6–9, 1 ‘Place value and numbers’ Problem Solving and Reasoning 6, pp 66–7, 12 ‘Perfect, abundant and deficient numbers’ Problem Solving and Reasoning 6, pp 68–9, 13 ‘Number knowledge’ Skills Builders: Fractions, Decimals and Percentages 6, pp 40–1, ratios to show the relative sizes of two quantities’ Problem Solving and Reasoning 6, pp 76–7, 17 ‘Pies or lines?’ MENTAL MATHS TESTS Mental Maths Tests 6, pp 50–5, Summer Tests 3, 4 and 5 ASSESSMENT TASK 6.12 Assessment Years 5 and 6 pp58–59 Success criteria Pupils can represent and explain the relationship between decimals, fractions and percentages and how decimals and fractions fit into the number system. They use this understanding to solve problems. TASK: Bottles USE WITH: Groups of 3 Medium-term plan: summer term 2nd half Year 6 Sequence and Theme Weeks Page Learning objectives Pupils should be taught to: Notes/Resources/Teaching Activities