Year 1 Block B - Securing number facts, understanding shape Unit 3
Objectives End-of-year expectations (key objectives) are
Assessment for learning
highlighted. Children's learning outcomes in italic

Describe simple patterns and relationships involving
numbers or shapes; decide whether examples satisfy given
conditions
I can use numbers or shapes to make patterns of my own and
explain what comes next

Solve problems involving counting, adding, subtracting,
doubling or halving in the context of numbers, measures or
money, for example to 'pay' and 'give change'
Can you make a different pattern using the
same numbers/shapes?
What comes next? How did you work that
out?
Look at these shapes on the right.
Which two of the shapes would fit
together to make the shape on the left? Tick the two shapes.
How did you do the calculations?
What if you used different numbers or coins, would
that change your way of working?
How much money is in the money box?
I can talk about how I solved a problem or puzzle


Derive and recall all pairs of numbers with a total of 10
and addition facts for totals to at least 5; work out the
corresponding subtraction facts
I know the pairs of numbers that total 10
I can remember or work out simple add and take away
calculations with answers to 5
Recall the doubles of all numbers to at least 10
I can recall doubles of numbers up to 10 10
How many different pairs of numbers can you remember that have
a total of 10? How can you be sure you have got them all?
Look at this addition: 2 3 5
Can you make a subtraction sentence using those numbers?
If you choose a number between 1 and 10 and double it, what is
your answer? Can you double other numbers? Try these:
10 20 30 40 50
I doubled a number and got 18. What number did I double?

Relate addition to counting on; recognise that addition
can be done in any order; use practical and informal written
methods to support the addition of a one-digit number or a
multiple of 10 to a one-digit or two-digit number
I can add using counting on
I know that if I add my numbers in any order I will get the same
answer
There are 15 cubes in the bag. Can you count on as I put in 3
more? What is 15 count on 3? What is 12 and 3 more?
What can you tell me about 6 4 and 4 6?
I want to find the total of these numbers: 2, 14 and 8. Tell me some
different ways I could add them. Would they all give the same
answer? How do you know? I am thinking of a number. It is 20
more than 50. What number am I thinking of?

Understand subtraction as 'take away' and find a
'difference' by counting up; use practical and informal written
methods to support the subtraction of a one-digit number from a
one-digit or two-digit number and a multiple of 10 from a two-digit
number
What is 8 take away 4?
Show me two numbers that have a difference of 3. Can you think of
another pair of numbers with a difference of 3?
How many do I add on to get from 3 to 8?
15 ducks are on the pond. 11 of them go away. How many are left?
I can subtract by taking away and by counting up to find the
difference between the numbers
How many more ducks must come to the pond to make 19 ducks
altogether?

Use the vocabulary related to addition and subtraction
and symbols to describe and record addition and subtraction
number sentences I can use mathematical words and symbols
to describe and record add and take away calculations
There are 12 pegs on a coat hanger. Five are showing. How many
are hidden under the cloth?
What number sentence could we write to show this?
Put numbers in the shapes that add to 12.
12

Visualise and name common 2-D shapes and 3-D solids
and describe their features; use them to make patterns, pictures
and models
Think of a shape. Without saying its name, can you describe it so
that I can find your shape in the box?
Can you describe your shape to your partner so that
your partner can picture it?
Draw a line on this square to
make two triangles. You may
use a ruler.
Find two shapes with only five straight
sides. Draw a circle around them.
I can describe and match a shape using mathematical features
such as sides, corners, faces
I can work with a partner to picture a shape in my mind

Use diagrams to sort objects into groups according to a
given criterion; suggest a different criterion for grouping the same
objects
I can choose reasons for sorting my objects into groups and use
a diagram to record this
I can use the same objects but group them using different
reasons

Ask and answer questions, make relevant contributions,
offer suggestions and take turns
When I am working with a partner or a group I know that taking
turns is important. I can ask helpful questions as well as answer
questions. I can make suggestions to help our work
How have you sorted the objects? How did you
decide that this object belongs here?
Could you sort them in a different way?
These shapes have been sorted. Put a cross on
the shape which is in the wrong place.
What question could you ask to help you to find out what shape is
hidden in the bag?
Year 2 Block B - Securing number facts, understanding shape Unit 3
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Describe patterns and relationships involving numbers
or shapes, make predictions and test these with examples
Investigate different ways of making 50p using only silver coins.
How many different ways can you find?
Record each different way of doing it.
I can describe and continue the pattern for a set of numbers or
shapes

Solve problems involving addition, subtraction,
multiplication or division in contexts of numbers, measures or
pounds and pence
Look at the number line. It shows the sum that Peter did.
I can decide which calculations are needed to solve a two-step
word problem
Which of these sums did Peter do? Tick it.
5 7 2 14
5 6 3 14
5 5 4 14
5 8 1 14
Ella's dad washes some cars. He uses 12 buckets of water. Each
bucket has 5 litres of water. How many litres of water does he use
altogether? Show me how to use cubes to work out the answer.
Now show me how to work out the answer using a number line.
There are 60 sweets in a bag. 20 sweets are red. 16 sweets are
yellow. The rest are green. How many sweets are green? Show me
how you worked out the answer.
Make up a story that would mean that you needed to work out 2 9
then add 16.

Derive and recall all addition and subtraction facts for
each number to at least 10, all pairs with totals to 20 and all
pairs of multiples of 10 with totals up to 100
Look at this number sentence:
20. What could the two
missing numbers be? What else?
Can you tell me all the pairs of numbers that make 20?
I know which pairs of numbers make 20
I know all the pairs of multiples of 10 that make 100

Understand that halving is the inverse of doubling and
derive and recall doubles of all numbers to 20, and the
corresponding halves
I'm thinking of a number. I've halved it and the answer is 15. What
number was I thinking of? Explain how you know.
I know the doubles of all the numbers up to 20

Derive and recall multiplication facts for the 2, 5 and 10
times-tables and the related division facts; recognise multiples of
2, 5 and 10
Sita worked out the correct answer to 9 5. Her answer was 45.
Show how she could have worked out her answer.
Harry worked out the correct answer to 20 5. His answer was 4.
Show how he could have worked out his answer.
I know my 2, 5 and 10 times-tables and can work out the division
facts that go with them
I can tell if a number is a multiple of 2, 5 or 10

Use knowledge of number facts and operations to
estimate and check answers to calculations
I can check answers to calculations involving doubling by
halving the answer

Visualise common 2-D shapes and 3-D solids; identify
shapes from pictures of them in different positions and
orientations; sort, make and describe shapes, referring to their
properties
I can match familiar solids to their pictures
Ling wants to check her answer to this addition.
45 28 73
Which of these tells Ling that her answer is correct?
A 73 45 118
B 73 - 45 28
C 28 73 91
D 45 - 28 17
How can I check the answer to half of 28 is 14?
Look at these two shapes. What is the same about them? What is
different?
Watch as I slowly reveal a shape from behind a 'wall'. What could it
be? How do you know? What could it not be? Why?
This shape is made from four identical squares touching edge to
edge.
Make different shapes from four identical squares touching edge to
edge. Record each different shape that you make.

Tell real or imagined stories (using conventions of
familiar story language)
I know my 2, 5 and 10 times-tables and can make up a story to
fit a calculation and tell it to a group or to the class
Tell me a story that would mean that you had to work out this
calculation:
45 - 8 37
Year 3 Block B - Securing number facts, understanding shape Unit 3
Objectives
Assessment for learning
End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic

Solve one-step and two-step problems involving
numbers, money or measures, including time, choosing and
carrying out appropriate calculations
I can solve a problem by writing down what calculation I should
do


A box holds 35 nuts.
John eats 17 nuts. How many nuts are left?
How many people can have 5 nuts each?
How many nuts are there in 3 boxes?
What calculation did you do each time?
Anna has a 50p coin and three 20p coins. How much is this
altogether?
Show how you worked out the answer. How did you decide what
calculations to do?
I can draw a picture to help make sense of a problem
A spider has eight legs. How many legs do six spiders have?
How did you find the answer? What did you write down or draw?
Anna is 118 cm tall. Her brother is 97 cm tall. How much taller is
Anna?
Draw a picture or use a number line to help you to find the answer.
Ali had 50 apples. He sold some and then had 20 left. Which of
these is a number sentence that shows this?
A
20 50
B 20
50
C
50 20
D 50
20
Identify patterns and relationships involving numbers or
shapes, and use these to solve problems
What is special about the shaded numbers in the grid? Suggest
some other numbers that would be shaded.
Represent the information in a puzzle or problem using
numbers, images or diagrams; use these to find a solution and
present it in context, where appropriate using .p notation or
units of measure
I can find numbers or shapes that match a property
Look at this set of 2-D shapes. Identify the shapes in the set that
have one right angle, two right angles, more than two right angles.

Read and write proper fractions (e.g. ,
),
interpreting the denominator as the parts of a whole and the
numerator as the number of parts; identify and estimate fractions
of shapes; use diagrams to compare fractions and establish
equivalents
What fraction of this shape is shaded? Can you say this fraction in
another way?
Roughly how much of this cake has been eaten?
I can say what fraction of a shape is shaded

Derive and recall all addition and subtraction facts for
each number to 20, sums and differences of multiples of 10 and
number pairs that total 100
I know and use all addition and subtraction facts to 20
I can find what to add to a number to make 100
Tell me some addition and subtraction facts with the answer 12.
What is 12 7? What is 120 70? How did you find the answer?
Rick says 38 72 100. Is he right? What mistake has he made?

Derive and recall multiplication facts for the 2, 3, 4, 5, 6
and 10 times-tables and the corresponding division facts;
recognise multiples of 2, 5 or 10 up to 1000
I know the 2, 3, 4, 5, 6 and 10 times-tables and use them for
division
I recognise multiples of 2, 5 and 10
Two numbers multiply to make 20. What could they be?
If you cannot remember the 4 times-table, how could you work it
out?
Find a number between 10 and 20 that gives a remainder when
divided by 3.
Find a number that is a multiple of 2 but is not a multiple of 10.

Use knowledge of number operations and
corresponding inverses, including doubling and halving, to
estimate and check calculations
I can estimate and check my calculations
Half of 38 is 19. Use the word "double"to make a sentence with the
same numbers.
Find which two of these calculations are wrong:
A Half of 34 is 18 B 35 19 16 C 35 5 12

Relate 2-D shapes and 3-D solids to drawings of them;
describe, visualise, classify, draw and make the shapes
I dip a triangular prism in paint and make a print of each face. What
shapes will I print?
I can describe the properties of shapes
I can sort shapes using different properties
Use cubes to make these shapes:

Use a set-square to draw right angles and to identify
right angles in 2-D shapes; compare angles with a right angle;
recognise that a straight line is equivalent to two right angles
I can say whether the angles of a
2-D shape are right angles or whether they are smaller or bigger
Find a quadrilateral that has two angles that are
smaller than right angles and two that are bigger than
right angles.
Which shapes always have four right angles?
Draw two lines to complete the square.

Develop and use specific vocabulary in different
contexts
I can picture a shape in my head when it is described to me
I can describe a shape so that others can draw it
Imagine two squares the same size placed so that they touch side
to side. What shape does this make?
Year 4 Block B - Securing number facts, understanding shape Unit 3

Objectives End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning
Identify and use patterns, relationships and properties of
numbers or shapes; investigate a statement involving numbers and
test it with examples
Name a multiple of 6 that is also a multiple of 9.
Using the numbers 6, 8 and 48, create some sentences using the
vocabulary product, factor, multiplied by and multiple of.
Here are some polygons. Decide on a property and classify them
according to your property. Explain your decisions to me.
What colour is each shape? Write it on the shape.
Clues

Red is not next to grey.

Blue is between white and grey.

Green is not a square.

Blue is on the right of pink.
I can start with a calculation such as 18 3 15 and use number
patterns to create a family of calculations with the same answer:
180 30 150
190 40 150
200 50 150
I can draw polygons on triangular grid paper and pick out some of
the properties they have in common

Solve one-step and two-step problems involving numbers,
money or measures, including time; choose and carry out
appropriate calculations, using calculator methods where
appropriate
I can work out how to solve problems with one or two steps
I can decide what calculation to work out and whether a calculator
will help me. I can think about the numbers in a calculation and
choose a good way to do the calculation

Report solutions to puzzles and problems, giving
explanations and reasoning orally and in writing, using diagrams
and symbols
I can describe how I solved a problem about shapes using
mathematical vocabulary

Use knowledge of rounding, number operations and
inverses to estimate and check calculations
I can use inverse operations to help me check calculations
If you give me a number fact, I can tell you some related facts
Sort these problems into those you would do mentally and those you
would do with pencil and paper. Explain why.
John wanted to use his calculator to add 463 and 319. He entered 263
319 by mistake. What could he do to correct his mistake?
A Add 200.
B Add 2.
C Subtract 2.
D Subtract 200.
This grid has two shaded shapes.
Leon says: 'Shape A has a larger area than
shape B.' Explain how he could have
worked this out.
6 7 13. Write three other facts that you can work out from the
addition fact.
48 8 6. Write three other facts that you can work out from the
division fact.
Write a calculation that you could do to check that the answer to 53
is 212.
4

Use knowledge of addition and subtraction facts and place
value to derive sums and differences of pairs of multiples of 10, 100
or 1000 Because I know number facts such as 8 - 3 5, I know that
80 - 30 50. I can use this to work out calculations such as
86 - 36 50. I can find differences between numbers such as 2993
and 3000 because I know facts such as 3 7 10
Which three numbers in this list have a sum of 190?
10 30 50 70 90
How did you work it out?
Which pairs of these numbers have a difference of 60?
190 30 70 130 90
How did you work it out?

Identify the doubles of two-digit numbers; use to calculate
doubles of multiples of 10 and 100 and derive the corresponding
halves I can work out doubles of two-digit numbers. Because I know
that double 9 is 18, I know that double 900 is 1800. Because I know
that double 80 is 160, I know that half of 160 is 80. I know that
doubling and halving are inverse operations
What are the missing numbers in this sequence?

Derive and recall multiplication facts up to 10 10, the
corresponding division facts and multiples of numbers to 10 up to
the tenth multiple
I can tell you answers to the 9 times-table, even when the questions
are not in order. If you give me a multiplication fact I can give you
one or two division facts that go with it. I know what a factor of a
number means. I can find all the factors of 36
If you count in nines from zero, which digits change? How? Why do
they change like this? Show me the pattern on the 100-square. How
does the pattern help you to work out, say, six nines?
How can you build the 9 times-table from the 3 and 6 times-tables?
If you know 4 9 36, how does this help you to work out 36 9?
What are the missing numbers in this number sentence? Are there any
other possibilities?
18. What is the missing number in this
number sentence? 9
54. How do you know?

Visualise 3-D objects from 2-D drawings; make nets of
common solids
When I look at a drawing of a 3-D shape I can work out what shapes
I need to make its net, such as four triangles and a square to make
a square-based pyramid
Match 3-D shapes to pictures of them.
There are three shapes in a row. What order are they in and what
colour are they? The cube is in the middle. The pink shape is not on
the right. The red shape is next to the pyramid. The cone is not
blue.

Draw polygons and classify them by identifying their
properties, including their line symmetry
I can pick out 2-D shapes that have more than one line of symmetry.
I can draw lots of different polygons on squared paper and tell you
their mathematical names
I can draw all the shapes made from squares placed edge to edge
and tell you what sort of polygon each one is
A shape has four right angles. It has four sides which are not all the
same length. What is the name of this
shape?
Sort a set of polygons using this sorting
diagram.
Complete the number pattern.
Here are five shapes on a square grid.
Which two shapes have a line of symmetry?

Use time, resources and group members efficiently by
distributing tasks, checking progress, making back-up plans
I can work with a group of other children to discuss and plan how we
will solve a problem
I want you to work in a group to solve this problem. You have 45
minutes. Decide how you will work together and share the tasks. Make
sure you ask someone to be the timekeeper to keep a check on your
progress.
Year 5 Block B - Securing number facts, understanding shape Unit 3

Objectives End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning
Explore patterns, properties and relationships and propose
a general statement involving numbers or shapes; identify examples
for which the statement is true or false
Two square tiles are placed side by side. How many tiles are needed to
surround them completely?
I can suggest a general statement and test whether it is true by
investigating examples
What if three square tiles were laid side by side? Four tiles? Five tiles?
How many tiles would be needed if 100 tiles were laid side by side?
Explain your answer.
'A number that ends in the digits 52 is always divisible by 4.' Give me
an example where the statement is true. Can you find an example
where the statement is false? Why not?

Represent a puzzle or problem by identifying and
recording the information or calculations needed to solve it; find
possible solutions and confirm them in the context of the problem
I can split a word problem into steps and work out what calculation
to do for each step. I can explain what the answer to each step tells
me I recognise when there may be more than one solution to a
problem and try to find them all

Use knowledge of place value and addition and
subtraction of two-digit numbers to derive sums and differences and
doubles and halves of decimals (e.g. 6.5 2.7, half of 5.6, double
0.34)
I can add/subtract decimals in my head by using a related two-digit
addition or subtraction I can find the double or half of a decimal by
doubling or halving the related whole number
You need six drinking straws each the same length. Cut two of them in
half. You now have eight straws, four long and four short. You can
make two squares from the eight straws like this.
Arrange your eight straws to make three
squares, all the same size. Draw a diagram to
show your solution.
Which of these subtractions can you do without any jottings? How did
you find the difference between these two numbers? Talk me through
your method.
Find half of 92. Use your answer to find half of 0.92. Explain the
relationship between the two calculations.
What number added to 0.72 gives 1? How do you know?
What number lies exactly halfway between 0.48 and 0.74? How did you
work this out?
I think of a number, halve it, then add 0.6. I get the answer 5.2. What
number did I start with? How did you work out your answer?

Recall quickly multiplication facts up to 10 10 and use
them to multiply pairs of multiples of 10 and 100; derive quickly
corresponding division facts
I can use tables facts to multiply multiples of 10 and 100 and to find
linked division facts
What tips would you give someone who had forgotten the 7 times-table
to help them to work it out?
What other links between times-tables are useful?
Find two numbers with a product of 1500. What other pairs can you
find? Find different ways of completing this calculation: 240

Use knowledge of rounding, place value, number facts and
inverse operations to estimate and check calculations
Before I solve a word problem, I work out an estimate for the answer
417 895 men and 176 243 women attended a football match. Roughly,
how many people attended altogether?
Suggest a multiplication problem that will have an answer close to
2000.

Use efficient written methods to add and subtract whole
numbers and decimals with up to two places
How did you find the difference between these two numbers? Talk me
through your method.
Make up an example of an addition/subtraction involving decimals that
you would do in your head and one you would do on paper. Explain
why.
What could the two missing digits be? 62
95 757
I can explain each step when I write addition and subtraction
calculations in columns

Use a calculator to solve problems, including those
involving decimals or fractions (e.g. to find of 150g); interpret the
display correctly in the context of measurement
I can use a calculator to find missing numbers in calculations. I use
inverse operations and number facts to help me
You have been using your calculator to find an answer. The answer in
the display reads 5.6. What might this mean?
You save 1.35 per week. How many weeks is it before you can buy a
book costing 18.49? Explain how you used your calculator to work out
the answer.

Identify, visualise and describe properties of rectangles,
triangles, regular polygons and 3-D solids; use knowledge of
properties to draw 2-D shapes and identify and draw nets of 3-D
shapes
Tell me some facts about rectangles.
Give me some instructions to get me to draw a rectangle.
What is the same about a square and a rectangle? What might be
different?
Is it possible for a quadrilateral to have exactly three right angles? Why
not?
Imagine you have a paper square and a pair of scissors. Imagine
cutting off a corner of the square in one straight cut. Without saying
anything, quickly draw the shape you cut off. Now draw the shape you
have left. Compare your two shapes with the rest of your group. What
are the names of your two shapes?
Describe how you would draw a net for a tetrahedron.
I use mathematical vocabulary to describe the features of a 2-D
shape. I always say whether any angles in the shape are equal I use
the properties of 3-D shapes to draw their nets accurately

Identify different question types and evaluate impact on
audience
I know that when my teacher asks certain mathematical questions
there may be more than one answer. I try to think of all the possible
answers
What is the difference between these two questions?
What is the product of 12 and 7?
Tell me all the factor pairs of 84.

Understand the process of decision making
I can explain why I decided to use a particular method to solve a
problem. I can describe what was special about the problem that
prompted my decisions
Why did you decide to use a mental/written/calculator method for this
calculation? Why did you decide to change all the units to metres rather
than centimetres? Why did you decide to use the scales rather than the
balance?
Year 6 Block B - Securing number facts, understanding shape Unit 3

Objectives End-of-year expectations (key objectives) are highlighted
Children's learning outcomes in italic
Assessment for learning
Tabulate systematically the information in a problem or
puzzle; identify and record the steps or calculations needed to solve
it, using symbols where appropriate; interpret solutions in the
original context and check their accuracy
Imagine you have 25 beads. You have to make a three-digit number on
an abacus. You must use all 25 beads for each number you make.
How many different three-digit numbers can you make? How can you
be sure that you have counted them all?
How will you organise the information in this problem?
Two boys and two girls can play tennis. Yasir said: 'I will only play if
Holly plays.' Holly said: 'I won't play if Ben is playing.' Ben said: 'I won't
play if Luke or Laura plays.' Luke said: 'I will only play if Zoe plays.'
Zoe said: 'I don't mind who I play with.' Which two boys and which two
girls play tennis?
I can use a table to help me solve a problem
I can identify and record what I need to do to solve the problem,
checking that my answer makes sense and is accurate

Represent and interpret sequences, patterns and
relationships involving numbers and shapes; suggest and test
hypotheses; construct and use simple expressions and formulae in
words then symbols (e.g. the cost of c pens at 15 pence each is 15c
pence)
I can describe and explain sequences, patterns and relationships
I can suggest hypotheses and test them
I can write and use simple expressions in words and formulae
Draw the next two terms in this
sequence: Describe this sequence to a
friend using words. Describe it using
numbers. How many small squares
would there be in the 10th picture? I want to know the 100th term in the
sequence. Will I have to work out the first 99 terms to be able to do it?
Is there a quicker way? How?
How would you change an amount of money from pounds sterling to
euros? Record it for me using symbols.

Use knowledge of multiplication facts to derive quickly
squares of numbers to 12 12 and the corresponding squares of
multiples of 10
I can say the squares of numbers to 12 12 and work out the
squares of multiples of 10
How many squares of multiples of 10 lie between 1000 and 2000? How
many lie between 1000 and 10 000?

Use knowledge of place value and multiplication facts to
10 10 to derive related multiplication and division facts involving
decimals (e.g. 0.8 7, 4.8 6)
I can use my tables to work out decimal facts like 0.4 8 and 5.6
7
Which of these are incorrect?
56 0.7 8
56 0.7 80
0.7 0.8 6.6
Explain how you know using words or diagrams.

Recognise that prime numbers have only two factors and
identify prime numbers less than 100; find the prime factors of twodigit numbers
I can tell you all the prime numbers up to 100 and find the prime
factors of other numbers
Investigate which numbers to 30 have only one distinct prime factor
(prime numbers, squares of prime numbers, cubes of prime numbers).
Predict what numbers to 60 will have only one distinct prime factor
when you test them.

Use a calculator to solve problems involving multi-step
calculations
Which part of your problem will you solve mentally? Which part will you
solve using a calculator?
My calculator shows:
I can use a calculator to solve problems with more than one step
My question was about pounds. 0.35 means ... pence.
My question was about litres. 0.35 means ... millilitres.
My question was about metres. 0.35 means ... centimetres.

Use approximations, inverse operations and tests of
divisibility to estimate and check results
I can estimate and check the result of a calculation

Describe, identify and visualise parallel and perpendicular
edges or faces; use these properties to classify 2-D shapes and 3-D
solids
I can identify 3-D shapes with perpendicular or parallel edges or
faces

Make and draw shapes with increasing accuracy and
apply knowledge of their properties
I can make and draw shapes accurately

Use a range of oral techniques to present persuasive
arguments and engaging narratives
I can listen to the ideas of others, making sure that I respond to their
ideas when I make my next statement
Is this calculation correct? How do you know?
What inverse operation could you use to check this result?
I multiplied two odd numbers and my answer was 186. Explain why I
cannot be correct.
Should the answer be a multiple of 6? How could you check?
This sequence of numbers goes up by 40 each time. 40 80 120 160
200 ...This sequence continues. Will the number 2140 be in the
sequence? Explain how you know.
Imagine a triangular prism. How many faces does it have? Are any of
the faces parallel to each other?
How many pairs of parallel edges has a square-based pyramid? How
many perpendicular edges?
Look at these 3-D shapes (e.g. a cuboid, tetrahedron, square-based
pyramid and octahedron). Show me a face that is parallel to this one.
Which face is perpendicular to this one?
What can you tell me about the faces of a cuboid? Why are so many
packing boxes made in the shape of a cuboid?
Which of these shapes is incorrectly placed on this Carroll diagram?
Change the criteria so the shapes are correctly sorted according to
their properties.
Use your ruler and protractor. Draw the net of a regular tetrahedron
with edges of 6 cm.
Use compasses to draw a circle. Use a ruler and protractor to draw a
regular pentagon with its vertices on the circumference of the circle.
Tell me an example of a circular object that would have a radius of
about 5 cm. What about 50 cm? 500 cm?
In your group, consider the sum of five numbers in a straight line on the
100-square. What do you notice? Think about this problem and how to
solve it. Take turns to contribute one idea for the group to discuss.