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National Curriculum: Geometry - Properties of Shapes Year 6 - Making Connections


Created on 23 October 2013 by ncetm_administrator
Updated on 18 December 2013 by ncetm_administrator
 

Making Connections

Connections within Mathematics

When solving practical problems, there are many links to be made between geometry, measures and elements of number and place value. Calculating percentages of angles, e.g. 15% of a circle, of 25% of 360˚ can bring the two mathematical strands together.

Shapes of given properties can be translated, rotated and reflected, and positions described on the full 4-quadrant coordinate grid. Measurement skills can be used to define scale factors between similar shapes, and to calculate areas of parallelograms and triangles.

Making connections to this topic in adjacent year groups

Year 5

  • 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.

Key Stage 3

  • calculate and solve problems involving: perimeters of 2-D shapes (including circles), areas of circles and composite shapes
  • draw and measure line segments and angles in geometric figures, including interpreting scale drawings
  • describe, sketch and draw using conventional terms and notations: points, lines, parallel lines, perpendicular lines, right angles, regular polygons, and other polygons that are reflectively and rotationally symmetric
  • derive and illustrate properties of triangles, quadrilaterals, circles, and other plane figures [for example, equal lengths and angles] using appropriate language and technologies
  • understand and use the relationship between parallel lines and alternate and corresponding angles
  • use the properties of faces, surfaces, edges and vertices of cubes, cuboids, prisms, cylinders, pyramids, cones and spheres to solve problems in 3-D
  • interpret mathematical relationships both algebraically and geometrically

Cross-curricular and real life connections

Learners will encounter properties of shape in:

The world around them – using their ability to recognise and describe 3-D shapes used in building houses, packaging used by supermarkets and storage boxes used in and around the home.

Design and Technology – using an ability to draw 2-D shapes using given dimensions and angles to make and construct technology projects. Building simple and more complex 3-D shapes using plastic toy construction materials as an example.

Physical Education – e.g. in orienteering, pupils use knowledge of angles to find clues and use an understanding of properties of shapes to solve problems.

ICT- use of programming technology to design sequences, using knowledge of angles, to compare and classify geometric shapes based on their properties. Pupils use knowledge of angles to support program writing and building of 3-D models.

History – Pyramids and obelisks – using plasticine or modelling equipment to build models and gain an understanding of the faces and angles used in building 3-D shapes used throughout history.

Art – the NCETM Primary Magazine provides many useful links for looking at shape within art. Issue 34 provides some useful starting points, using the snail work of Matisse as a stimulus.

 

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