Section 10. Investigating shapes Indicators Suggested implementation Evidence SR 1 i Classify 3-D objects (pyramids, prisms) geometric properties, e.g. number of faces, vertices (corners) and edges. Classify 2-D shapes embedded in everyday environments using geometric properties Children pose as shadow detectives locating common 3-D shapes (pyramids and prisms) and 2-D shapes embedded in everyday environments. Ask children to: select and name 3-D shapes and sort and shapes describe the properties of the shape. Children: name common 3-D shapes in the classroom count the number of faces and vertices (corners) and number of edges of identified 3-D shapes used to classify record 2-D shapes identified embedded in everyday environments classify shapes using the geometric properties — number of sides and corners. Resources torch, sunlight, lamp chalk Suggested time 10–15 minutes — children working in small groups
Appendix A: Dictated spelling WC 1 xiv Word Say Spelling patterns shopping list Can you help me write a shopping list? We need to get things for when we measure our shadows. Write shopping list. Sound symbol relationships, consonant digraph sh, common letter cluster, morpheme (word element) ing Short vowel i, consonant blend st sun hat We will need a sun hat. sun hat. Familiar word, consonant-vowel-consonant, short vowel pattern u, onset and rime un Familiar word, short-vowel pattern a, onset and rime at drink It will be hot so let’s get a drink. Write drink. Onset and rime ink, analogies, consonant blend dr, short-vowel pattern i string You will need string to measure. Write string. Common letter cluster, consonant trigraph str Common letter cluster, morpheme (word element) ing pen You will need a pen. Write pen. Short-vowel pattern e symbol, onset and rime en paper You will need paper to write on. Write paper. pattern a, common letter sequence er, sound symbol time We will decide on times to go out and measure our shadows. Write time Long-vowel pattern i, onset and rime ime group A group of children will go out to measure their shadows. Write group. Common consonant digraph gr Vowel digraph ou sound p morning You will measure your shadow in the morning. Write morning. Sound–symbol relationships, common letter cluster r-controlled or Common letter cluster, morpheme (word element) ing afternoon You will measure your shadow in the afternoon. Write afternoon. Sound–symbol relationships, aft Common letter sequence er Sound–symbol relationships, common vowel digraph noon Note: The must demonstrate correct spelling to achieve the indicator.
Determines the of numbers using reference points, saying a number is more than/less than 100 or more than zero and less than 50 Pay attention to the equidistant placement of the key reference points, e.g. 50 is halfway between 1 and 100 CE 1 iv Identify and compare the quantity of numbers to at least 100, partitioning using place value (groups of 10) Describes/represents the number of the greater length using place value (groups of tens and ones) Compares the number of uniform informal units using place value Section 6. Work out basic facts to add and take away length CE 1 vi Work out basic facts and explain the mental strategies and processes used to combine, add, take away and find the difference in everyday situations by: counting on counting back partitioning, including value, and rearranging parts Solves the problem using adding Solves the problem using taking away Describes the strategies used or demonstrates how the problem was solved Solves the problem using taking away or demonstrates how the problem was solved