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# National Curriculum: Geometry - Properties of Shapes Year 2 - Making Connections

Created on 23 October 2013 by ncetm_administrator
Updated on 11 February 2014 by ncetm_administrator

# Making Connections

Teachers should use every relevant subject to develop pupils’ mathematical fluency. Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum.

(National Curriculum in England Framework Document, September 2013, p10)

### Making connections to other topics within this year group

#### Geometry (position and direction)

Within other areas of the mathematics curriculum for Year2, there will be opportunities to link work on Geometry (properties of shape) with:

• use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti- clockwise).

### Making connections to this topic in adjacent year groups

#### Year 1

recognise and name common 2-­D and 3-­D shapes, including:

• recognise and name common 2-¬D and 3-¬D shapes, including:
• 2-­D shapes (e.g. rectangles (including squares), circles and triangles)
• 3-­D shapes (e.g. cuboids (including cubes), pyramids and spheres)

#### Non Statutory Guidance

Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other.

#### Year 3

• draw 2-­D shapes and make 3-­D shapes using modelling materials; recognise 3-­D shapes in different orientations and describe them
• recognise angles as a property of shape or a description of a turn
• identify right angles, recognise that two right angles make a half-­turn, three make three quarters of a turn and four a complete turn; identify whether angles are greater than or less than a right angle
• identify horizontal and vertical lines and pairs of perpendicular and parallel lines

#### Non-Statutory guidance

Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. Pupils extend their use of the properties of shapes. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle.

Pupils connect decimals and rounding to drawing and measuring straight lines in centimetres, in a variety of contexts.

## Cross-curricular and real life connections

Children need to be encouraged to use the language associated with shape in order to describe the physical world and their environment. Understanding how things fit together (or when and why they do not) is important for making connections.

For example, building anything involves a lot of critical consideration about shape in three dimensions, as well as angles. Reading maps and simple plans also involves an understanding of the relationship between 2-D and 3-D shape.

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