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# National Curriculum: Geometry - Position and Direction Year 5 - Making Connections

Created on 25 October 2013 by ncetm_administrator
Updated on 17 January 2014 by ncetm_administrator

# Making Connections

Pupils should make rich connections across mathematical ideas to develop fluency, mathematical reasoning and competence in solving increasingly sophisticated problems. They should also apply their mathematical knowledge to science and other subjects.

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.

Teachers should develop pupils’ numeracy and mathematical reasoning in all subjects so that they understand and appreciate the importance of mathematics.

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

## Connections within Mathematics

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

#### Year 4

• describe positions on a 2-D grid as coordinates in the first quadrant
• describe movements between positions as translations of a given unit to the left/right and up/down
• plot specified points and draw sides to complete a given polygon.

### Non statutory guidance

Pupils draw a pair of axes in one quadrant, with equal scales and integer labels. They read, write and use pairs of coordinates (2, 5) including using coordinate-plotting ICT tools.

#### Year 6

• describe positions on the full coordinate grid (all four quadrants)
• draw and translate simple shapes on the coordinate plane, and reflect them in the axes.

### Non statutory guidance

Pupils draw and label a pair of axes in all four quadrants with equal scaling. This extends their knowledge of one quadrant to all four quadrants, including the use of negative numbers.

Pupils draw and label rectangles (including squares), parallelograms and rhombuses, specified by coordinates in the four quadrants, predicting missing coordinates using the properties of shapes. These might be expressed algebraically e.g. translating vertex (a, b) to (a-2, b+3); (a, b) and (a+d, b+d) being opposite vertices of a square.

## Cross-curricular and real life connections

Learners will encounter coordinates in Geography when learning about map referencing.

Learners will encounter a range of translations in Design Technology when designing rooms, planning buildings and object designs of their own.

When focusing on patterns and architecture in Art & Design, translations will be recognised and used.

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