Year:
5
Theme: 5.4 SHAPE
Week 3: 19.1.15
Prior Learning
Learning Objectives – Revisiting Introducing
Pupils should be taught to:
Pupils should be taught to:
Geometry: properties of shape
 compare and classify geometric shapes, including
quadrilaterals and triangles, based on their properties
and sizes
 identify acute and obtuse angles and compare and order
angles up to two right angles by size
 identify lines of symmetry in 2-D shapes presented in
different orientations.
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 1∕2 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.


Success criteria for sequence
AfL questions:
Key Vocabulary
area, metres, square metres, length, width, perimeter, scaling, angles,
perpendicular, parallel, quadrilaterals, rhombus, parallelogram, kite,
trapezium, square, right angle, obtuse, triangle, straight line.
Cross curricular links
Guidance
Pupils become accurate in drawing lines with a ruler to the nearest millimeter, and measuring with a protractor. They use conventional markings for parallel lines and right angles. Pupils
use the term diagonal and make conjectures about the angles formed between sides, and between diagonals and parallel sides, and other properties of quadrilaterals, for
example using dynamic geometry ICT tools. Pupils should use angle sum facts and other properties to make deductions about missing angles and relate these to missing number
problems.
Resources
ITPs/spreadsheets:
Problem solving/challenges: Scaling down lengths and arranging
shapes to fit in a given area. Using the area to draw a shape.
Websites:
Practical resources: pg 119 Target your maths book
Picture maths pgs 30-31
Protractors
Squared paper/maths books.
Pitch and expectation:
Lessons
Lesson 1
Mental and Oral
Starter
Objectives
Fizz-Buzz, 4 and
8 times tables
LI: To
measure the
area and
perimter of
shapes in a
real life
situation
Games:
Main Teaching
Key questions
Picture maths – Playground winners
- Remind the chn that, just as metres are a
measure of length, square metres are a measure of
area. Area is a measure of a surface and coverage.
- Put one of the pieces of paper on the floor. Ask
chn to measure the length and width of the paper
and confirm it measures 1 m in each direction.
Remind the children that this is 1 m2.
- Put all six paper squares in a 3 m by 2 m
rectangle on the floor. Ask the chn how long and
how wide the rectangle is? Demonstrate that
multiplying the length of the rectangle by the
width equals the area. Check by counting the
paper squares.
- Ask the chn to visualise a rectangle 4 m long and
3 m wide. Ask one or two children to explain how
they could work out the area without counting all
the squares.
- Read through the picture together. Explain the
class have won a competition for a playground
makeover and can choose the equipment they
would like. Ask the children to discuss what it
means that the area is 72 m2.
- Remind the children that the perimeter is the
distance around the outside of an area. Ask them
to work out the perimeter of the 3 m by 2 m
rectangle that you laid out on the floor. Discuss the
possible formulae for this: 2 (l + w) or 2 l + 2 w. Put
Plenary
Support
Core
Extension
Work with class
teacher, starting
on question one.
Start at question
1
Start at question
4
If children need
further practice,
they can use some
of the paper
squares to
recreate the area
needed in the
picture.
LSA working with
groups on one of
the gaps from
rapid maths test –
15 min then
rotate.
Put some
rectangles up
on the board
and ask chn to
find area and
perimeter
some measurements of rectangles on the board
and ask them to use one of the formulae to find
their perimeters.
Assertive mentoring test
Pick out any key areas of weakness
from last test and once finished and
PA, work with class on a particular
area they struggled on and LSA with
one particular group focussing on
gaps from AM termly test
Lesson 2
Lesson 3
Ask chn if they
remember
formulas for area
and perimeter.
Create a class
poster showing
these formulas for
working wall.
LI: To design
my own
playground
using the
appropriate
measurement
and scaling
Go through answers from Monday’s picture maths,
discussing how to get the right area/perimeter and
going through methods. Self-assess and write target.
Ask chn to imagine that our class have been given the
opportunity to design our own playground.
Must draw this design to send to the builders so they
can accurately construct it.
Explain that when we do drawings of an area we often
use scaling. What do I mean by scaling? – take
feedback..
Model on IWB drawing the perimeter of the playground
and how we can say 1cm = 1m.
Work with CT to draw
playground accurately
and to scale.
(Take page of book and
draw box for
playground then fill in
with objects).
Label each shape with
name and whether it is
regular or irregular. Go
through properties.
Given playground
measurements and
must design
playground to scale,
fitting in the
different items.
Should label each
item with the shape
and properties
Must fill in the rest
of the table.
Tables for
playground in maths
folder – Core,
Support and
Extension.
Given a budget to
design playground to
different dimensions
to scale.
Must fill in the rest of
the table.
LSA to float around
core and ext. to make
sure understand scaling
and are measuring
accurately.
Take some
examples of
playground
designs and show
on visualiser –
who has created
the best
playground?
Lesson
4
http://nrich.maths.
org/191
LI: To use
How many
rectangles can you
find? Put up on
board and let chn
discuss in time
limit.
rectangles to
the
properties of
find lengths
and angles.
Draw a rectangle on the board with one length written
on it. Ask what details children can give you about this
rectangle.
Show shape on flipchart and ask how we might know the
lengths of the sides? Go through the process of
working this out.
What do all angles in a rectangle add up to?
What if I drew a bigger rectangle, would the angles be
the same?
Try with other quadrilaterals. See that the angles
always add up to 360 degrees (use IWB to measure
angles).
Explain that, from one or two angles we are therefore
able to deduce other angles.
Give children cut
outs of quadrilaterals
and get them to sort
them out in pairs into
the different types.
Must justify why they
have placed each
where they are.
Target your maths
Target your maths
page 119
page 119
Take photos to stick
in books the next
day. Get chn to write
properties of each
quadrilateral in
books. Include angles
and lengths. LSA to
work with and take
photos, not much
initial
input/guidance.
-
A and B
-
B & C
Ask children to write
Ask children to write
an explanation of how
an explanation of how
they got to answer
they got to answer
next to each question
next to each question
(encourage
(encourage
mathematical
mathematical language,
language, reasoning
reasoning and spelling
and spelling of math
of math vocab.)
Quiz on shapes
(put in mixed
ability tables).
See flipchart.
Give A3 paper to
write answers on.
(Long plenary,
give 15-20 mins
for)
vocab.)
CT to assist, make
sure understand how
to deduce the
information and to
see if they
understand angles
opposite each other
in a cross are the
same.
Lesson 5
PPA
PPA
PPA with Music, PE and French.
.