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1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Odd shape out
Finding similarities and differences in 2-D shapes
Objective
•
Describe and classify 2-D shapes according to their
properties.
Prior knowledge and skills
•
Recognising simple properties of 2-D shapes, e.g.
numbers of sides and corners, any equal sides, any right
angles, lines of symmetry…
Vocabulary
triangle, square, rectangle, pentagon, circle, semi-circle,
straight, curved, corners, sides, right angle, equal, line of
symmetry
Resources
•
SS3S1
The red right angle measurer in the bottom left-hand corner
of the screen can be dragged and dropped onto an angle of
a shape to confirm whether it is a right angle. Clicking on the
‘Rotate’ button on the toolbar and then on the right angle
measurer will enable you to turn the right angle by dragging.
(Clicking on the ‘Select’ button will then enable you to
reposition the right angle measurer.) Clicking on the ‘Grid’
button on the toolbar will reveal a background grid of
squares. Shapes can be positioned along the grid lines
(using the rotation tool, if appropriate) to measure and
compare their side lengths.
Repeat for the other questions as appropriate. (Question 2
involves 3 different triangles; question 3 involves a regular
pentagon, an irregular pentagon and a ‘tilted’ square;
question 4 involves a circle, an equilateral triangle and a
semi-circle.)
Personal notes
small whiteboards and pens
Main teaching activity
Whole class
(Page 1 on whiteboard)
Refer to each of the 3 shapes on the board (triangle, square,
rectangle) in turn. Ask children to describe each shape in as
much detail as possible, e.g. triangle, 3 equal straight sides,
no right angles, 3 lines of symmetry …
Q Which shape is the odd one out?
Ask children to write the letter (A, B or C) of the odd one out
on their small whiteboards. Then ask:
Q Why is it the odd one out?
Could there be more than 1 correct answer?
Ask children to explain their reasoning using the appropriate
mathematical vocabulary, e.g. 'The rectangle is the odd one
out because in the triangle and the square all the sides are
the same length' or 'The square and rectangle both have
right angles, but the triangle doesn’t'.
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Combining shapes
Combining shapes to make other shapes
Objectives
•
Use 2-D shapes to make and describe pictures and
patterns.
•
Describe the properties of 2-D shapes.
Prior knowledge and skills
•
Recognising simple properties of 2-D shapes, e.g.
numbers of sides and corners, any equal sides, any right
angles, lines of symmetry
Vocabulary
sides, corners, square, rectangle, triangle, right angle
Resources
•
SS3S2
What is the name of the new shape?
Two children may create the same shape but in a different
orientation, e.g.
To demonstrate that the 2 shapes are, in fact, the same,
click on the ‘Select’ button and then on the blank screen
close to one of the combined shapes. Drag the box created
over the whole shape, then click on the ‘Group’ button on the
toolbar. Clicking on the ‘Rotate’ button will now allow you to
rotate the whole shape. Similarly, one combined shape can
be dragged and dropped onto another by grouping the parts
of the whole shape first.
Encourage children to make and name more unusual
shapes, e.g.
none required
hexagon
Main teaching activity
Whole class
You could also challenge children to make given shapes
using a different specified number of triangles, e.g.
(Page 1 on whiteboard)
Q Can you make a square using 4 of the triangles?
Note: Clicking on the ‘Clear’ button on the toolbar will clear
all but the original triangle from the screen.
If time allows, move to question 2 and repeat the activity for
a rectangle whose width is half of its length.
Refer to the triangle on the board, and explain that its 2
shorter sides are equal in length. Ask:
Q What different shapes can you make using 2 of these
triangles?
Personal notes
Invite children to show their suggestions on the whiteboard.
Draggable copies of the triangle can be created using the
‘Copy’ and ‘Paste’ buttons on the toolbar. Clicking on a
triangle and then on the ‘Rotate’ button will allow you to
rotate the triangle by dragging one of the rotation handles
produced. After using the rotation tool, you will need to click
on the ‘Select’ button to be able to reposition the triangle.
Ask the class to describe each shape. Use prompt questions
such as:
Q How many right angles/lines of symmetry/corners/
sides does the new shape have?
How is the new shape different from the original
triangle? How is it the same? (e.g. All of its sides are
straight.)
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
3-D shape properties
Describing the properties of 3-D shapes
Objective
•
Name, classify and describe 3-D shapes including the
triangular prism and the hemi-sphere.
Prior knowledge and skills
•
Recognising simple properties of 3-D shapes, e.g.
numbers of faces, edges and vertices, shapes of faces,
whether edges are the same length
Vocabulary
face, edge, vertex, vertices, cube, cuboid, cone, triangular
prism, hemi-sphere, cylinder, flat, curved, circle, triangle,
square, rectangle
SS3S3
Repeat the activity for at least some of the other questions
(question 2 shows a hemi-sphere; question 3 shows a
cuboid; question 4 shows a cylinder; question 5 shows a
cone; question 6 shows a cube). Ask similar questions and
other questions such as:
Q How is this shape different from a triangular prism?
You could ask children to name some of the shapes before
rotating them, to allow practice at relating 3-D shapes to
pictures of them.
Encourage children to use a range of appropriate
mathematical vocabulary.
Personal notes
Resources
•
none required
Main teaching activity
Whole class
(Page 1 on whiteboard)
Click on the ‘Rotate’ button and then on the triangular prism
on the board. Ask children to watch carefully as you click on
one of the shape’s rotation handles and drag, to turn it and
show different views.
Ask questions about the properties of the shape, such as:
Q How would you describe this shape?
How many faces does it have? What shape are the
faces? Are all the faces the same shape? Are the
faces flat or curved?
How many edges/vertices does the shape have? Are
any of the edges the same length?
What is the shape called?
What does the shape look like when viewed from
above? What does it look like when viewed from the
side?
Rotate the prism to confirm the shape’s properties.
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Directions and coordinates
Describing squares on a grid using compass directions and
coordinates
Objectives
x
Describe the position of a square on a grid with rows
and columns labelled.
x
Recognise and use compass points N, S, E, W.
Prior knowledge and skills
x
Using simple coordinates
x
Using the compass points N, S, E, W
Vocabulary
map, grid, row, column, north, south, east, west, compass
point
Resources
x
none required
SS3S4
If the time capsule is not found, refer to the compass on the
screen. Ask children to say which direction each of the
unlabelled arrows corresponds to. You could use the pen
tool to write on the labels. (Clicking on the ‘Select’ button on
the toolbar will turn the pen off.) Explain how compass
directions can be used to give instructions to get from the
newly covered square to a new suggested location, e.g. ‘Go
east 2 squares and then north 1 square’.
Q Can you give some instructions using compass
directions that will take us to where you think the
time capsule is buried?
Invite a child to click on their suggested square. Ask the
class to check that the instructions were correct and to give
the coordinates for the new position.
Repeat in this way until the time capsule is located.
Clicking on the ‘>>’ button resets the activity and buries the
time capsule in a new location so you can repeat the activity.
Personal notes
Main teaching activity
Whole class
(Page 1 on whiteboard)
Establish that a time capsule is a container of information,
(e.g. newspapers, photographs …) that is intended to tell
people in the future what life was like when the time capsule
was buried.
Refer to the map on the screen. Explain to children that a
time capsule has been buried somewhere in the area
represented by the map and they need to find it.
Q Can you use the letters and numbers on the grid to
describe the square where you think the time
capsule may be hidden?
Remind children to use the letter first then the number, when
giving location information, e.g. A3.
Click on the suggested square. The time capsule will appear
if it is buried there. Otherwise, the square will simply become
covered.
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© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Right angles
Identifying right angles in 2-D shapes and pictures of
everyday objects
SS3S5
(Page 2 on whiteboard)
Objective
•
Identify right angles in 2-D shapes and the environment.
Prior knowledge and skills
•
Knowing what a right angle looks like
Vocabulary
Repeat the whiteboard page 1 activity with the everyday
objects shown on the board.
right angle
You could then move on to asking children to identify right
angles in the classroom. The corner of a sheet of A4 paper
could be used to test children’s suggestions.
Resources
•
small whiteboards and pens
Main teaching activity
Personal notes
Whole class
(Page 1 on whiteboard)
Refer to the rectangle on the board.
Q What shape is this? (rectangle)
How many right angles does the rectangle have? (4)
How can you tell?
Ask children to show their numerical answers on their small
whiteboards.
Create copies of the right angle measurer, using the 'Copy'
and 'Paste' buttons on the toolbar. Invite children to confirm
that the rectangle has 4 right angles by dragging a copy of
the right angle measurer onto each corner of the rectangle.
(Clicking on the ‘Rotate’ button and then on a right angle
measurer will allow you to rotate it. You will then need to
click on the ‘Select’ button to be able to reposition the angle
measurer.)
Repeat for the other shapes on the board. Also ask children
to use a copy of the right angle measurer to demonstrate
why any remaining angles are not right angles. (Note: The
angle at the top of the kite is a right angle.)
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1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Properties of 2-D shapes
Sorting and classifying 2-D shapes according to their
properties
Objectives
•
Classify and describe 2-D shapes, including the semicircle, using criteria such as reflective symmetry or the
number of sides.
•
Identify and sketch lines of symmetry in simple shapes,
and recognise shapes with no lines of symmetry.
•
Understand the vocabulary ‘semi-circle’, ‘vertex’ and
‘vertices’.
Prior knowledge and skills
•
Recognising the 2-D shapes circle, triangle, square,
rectangle, pentagon, hexagon, octagon
•
Understanding of the terms ‘side’, ‘corner’, ‘curved’ and
‘straight’
Vocabulary
straight, curved, side, corner, vertex, vertices, circle,
semi-circle, triangle, square, rectangle, pentagon, hexagon,
octagon, line of symmetry, symmetrical, reflection
Resources
•
sets of 2-D shapes differentiated for the needs of each
group (choose from circle, square, rectangle, triangle,
semi-circle, hexagon, pentagon and octagon)
•
paper labels
•
small whiteboards and pens
•
A4 sheet of paper
•
a large mirror
•
Resource sheet (with shapes cut out for support group)
•
scissors
•
squared paper
SS3L1
Whole class
Select 2 groups of children to show their sets and explain
their decisions to the rest of the class.
(Page 1 on whiteboard)
Refer to the 6 shapes on the board and ask:
Q Are there any shapes on the board that are the same
as the ones on your table? How do you know they
are the same?
What are the names of the shapes? How did you
recognise them?
Introduce children to the name ‘semi-circle’ to describe the
half-circle.
Q How can we sort the shapes into 2 groups?
Choose one of the children’s suggestions and record
appropriate titles in the Carroll diagram using the pen tool,
e.g. ‘More than 4 sides’ and ‘4 sides or fewer’.
Click on the ‘Select’ button on the toolbar. Invite children to
help you to sort the shapes into the Carroll diagram by
asking, e.g.
Q Does the square have more than 4 sides?
Children show ‘thumbs up’ if they think the answer is ‘yes’
and ‘thumbs down’ if they think the answer is ‘no’. Discuss
any incorrect responses, and drag the shapes into
appropriate positions on the Carroll diagram.
(Page 2 on whiteboard)
Possible starter
SS3S1 Odd shape out
Main teaching activity
Groups of 4
Give each group a set of 2-D shapes. There should be
several types of shape in each set. Ask groups to look at
their shapes and sort them into 2 sets. Children will need to
decide what criteria to use and should label their sets
appropriately, e.g. ‘All straight sides’ and ‘Some curved
sides’.
Remind children of the meaning of the term ‘sides’ and
introduce the vocabulary ‘vertex’ and ‘vertices’ as alternative
ways of describing ‘corner’ and ‘corners’. Help children to
read the descriptions in each green box on the left-hand side
of the screen. Ask children to name the shape that matches
each description. Invite children to drag the appropriate
shape into the box adjoining each description.
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1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Properties of 2-D shapes
Ask questions relating to the shapes on the screen, such as:
Q Can you name another shape that has 4 sides and 4
vertices like a square does? (e.g. a rectangle)
Can you name a shape that has fewer sides than a
hexagon? (e.g. a triangle)
How many vertices does an octagon have? (8)
(Page 3 on whiteboard)
SS3L1
•
create a pattern on squared paper that has 1 or 2 lines of
symmetry.
Plenary
Continue using whiteboard page 3. Establish that the shapes
on the board are similar to the shapes children have been
working with.
Q Which shapes do not have any lines of symmetry?
(speech bubble, arrow)
Which shapes have more than one line of symmetry?
(pentagon and triangle) How many lines of symmetry
do they have? (5 and 3 respectively)
Invite children to help you to draw lines of symmetry on as
many of the shapes on the board as possible. Clicking on
the ‘Line’ button on the toolbar, and then clicking on the
screen and dragging will enable you to draw dotted lines on
the shapes.
Q Some of the shapes on the screen are symmetrical.
What is special about a symmetrical shape?
Establish that a symmetrical shape has two matching
halves. Remind children that whether a shape has a line of
symmetry or not can be checked by folding, or by using a
mirror. Use a sheet of A4 paper to demonstrate the folding
method for one of the lines of symmetry of a rectangle. Then
‘check’ the line of symmetry by positioning a large mirror
along it and showing children the reflection. Draw on the line
of symmetry as a dotted line.
Note: Clicking on the ‘Select’ button will allow you to
reposition a dotted line; clicking on the ‘Rotate’ button and
then on a dotted line will allow you to rotate it. Discuss
whether the lines of symmetry drawn on the shapes are
correct and whether all the lines of symmetry have been
identified.
(Page 4 on whiteboard)
Q Can a shape have more than one line of symmetry?
After ascertaining that this is possible, ask children to draw a
rectangle on their whiteboards and ask them to try and draw
on 2 lines of symmetry using dotted lines. Demonstrate the
second line of symmetry using your sheet of A4 paper.
Pairs
Children cut out the shapes on the Resource sheet (which
are similar to the shapes on whiteboard page 3), and use
folding to try to discover any lines of symmetry.
Q Are there are shapes that have more than one line of
symmetry? Can you find all of their lines of
symmetry?
Support: Children use shapes that have already been cut
out.
Extension: Encourage early finishers to draw and cut out
their own shapes with at least one line of symmetry from
squared paper.
Q How can you be sure that your shape is
symmetrical?
Other tasks
Invite children to use the pen tool to draw the missing halves
of the objects on screen to make the whole objects
symmetrical. Encourage the rest of the class to offer advice
on how the drawn half could be improved. The eraser tool
can be used to remove drawing so it can be improved. Click
on the ‘Select’ button and drag away the white panels to
reveal the missing halves and compare them with children’s
drawings.
Key idea and assessment
We can recognise 2-D shapes by looking at their properties.
Can children …
•
understand what is meant by ‘semi-circle’, ‘vertex’ and
‘vertices’?
•
group 2-D shapes according to their properties?
•
name a 2-D shape when given information about its
properties?
•
recognise symmetrical and non-symmetrical shapes?
You could ask the children to:
•
investigate the symmetry of the letters of the alphabet;
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Properties of 3-D shapes
SS3L2
Describing and sorting 3-D shapes according to their
properties
Q What is the name of this shape?
Objective
Q How many faces does the hemi-sphere have ? (2)
•
Classify and describe 3-D shapes, including the hemisphere and prism, referring to properties such as the
number or shapes of faces, the number of edges and
vertices, whether edges are the same length, ...
Prior knowledge and skills
•
Recognising the 3-D shapes cube, cuboid, pyramid,
sphere, cone and cylinder
•
Understanding the terms ‘face’, ‘edge’, ‘corner’, ‘flat’ and
‘curved’
Vocabulary
sort, flat, curved, face, side, edge, end, vertex, vertices,
cube, cuboid, pyramid, sphere, hemi-sphere, cone, cylinder,
prism, circle, triangle, square, rectangle
Resources
•
sets of 3-D shapes differentiated for the needs of each
group (choose from cube, cuboid, pyramid, sphere,
hemi-sphere, cone, cylinder, triangular prism)
•
a set of objects with a variety of known 3-D shapes (e.g.
cube, cuboid, cylinder, sphere, …)
•
paper labels
Possible starters
SS3S12 Sorting 2-D shapes
Main teaching activity
Introduce the name ‘hemi-sphere’ to describe the halfsphere.
How would you describe the faces? (One is flat and
circular, the other is curved.)
Also explain that the name ‘prism’ is used to describe 3-D
shapes which have identical end faces joined by rectangular
faces.
Q The cuboid belongs to the family of prisms. Why? (It
has two identical square, or rectangular, end faces,
joined by rectangular faces.)
Refer to the yellow triangular prism on the whiteboard:
Q This shape is called a triangular prism. Why do you
think that is? (It’s a prism with triangular end faces.)
Revise the terms ‘face’ and ‘edge’. Revise or introduce the
terms ‘vertex’ and ‘vertices’ as appropriate. Ask children to
identify how many faces, edges and vertices each shape on
the whiteboard has. Rotate the shapes to help children who
find it hard to visualise parts they cannot see. Dragging the
orange panel below a shape into the bin will reveal its
properties.
You could also ask children to say what shaped faces each
of the different 3-D shapes has and/or how the lengths of a
3-D shape’s edges compare.
Groups of 4
Provide each group with a set of 3-D shapes. There should
be several types of shape in each set.
Ask groups to look at their shapes and to sort them into 2
sets. Children will need to decide what criteria to use and
should label their sets appropriately, e.g. ‘All flat faces’ and
‘At least one curved face’.
Whole class
Select 2 groups of children to explain briefly the decisions
and sets they have made to the rest of the class.
(Page 1 on whiteboard)
Q Did all of the groups choose the same labels?
Why do you think this happened?
Whole class
(Page 2 on whiteboard)
Note: The 3-D shapes on the board can be rotated so that
their properties can be explored. To rotate a shape, click on
the ‘Rotate’ button on the toolbar and then on the shape.
Then drag one of the rotation handles produced.
Refer to each shape on the board in turn.
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Properties of 3-D shapes
Select a shape from the four shown down the left-hand side
of the screen, and drag it into the top box in the diagram.
Work through the questions on the screen from the top
downwards. Move the shape to the appropriate ‘Yes’ or ‘No’
box to reflect the consensus of opinion.
Note: The cone will roll on its curved face (though not on its
flat face), so the answer to the question ‘Does the shape
roll?’ will be ‘Yes’.
Continue in this way until the shape is positioned in the
appropriate box at the bottom of the diagram. Then repeat
the activity for each of the other three shapes in turn. Drag
the orange panels below the boxes into the bin to confirm
that the shapes have been sorted correctly.
Pairs
Children choose four 3-D shapes from the set they used
earlier.
Q What series of questions with ‘yes’ and ‘no’ answers
could you use to sort each of your shapes into a
different set?
Children write down their questions. They then use their
questions to create their own tree diagram, similar to the one
on whiteboard page 2, for their 4 shapes.
Q Does it matter in which order you ask the questions?
Support: Provide children with different shaped boxes or
objects, e.g. a cube-shaped tissue box, a cuboid-shaped
cereal packet, a spherical orange … Children use them to
play the ‘What am I?’ game, e.g.
SS3L2
Plenary
Provide a wide range of 3-D shapes in a box at the front of
the classroom. Ask a child to choose one of the shapes
secretly and put it behind their back. Choose other children
to ask questions to try to determine what the shape is. The
child holding the shape can only answer ‘yes’ or ‘no’.
Q How many questions were needed before the shape
was identified?
Which questions are the best ones for sorting the
shapes? Why is that?
Key idea and assessment
We can sort 3-D shapes by looking at how they are the
same and how they are different.
Can children …
•
identify a ‘hemi-sphere’ and a ‘prism’?
•
identify the shapes of faces and the numbers of faces,
edges and vertices in common 3-D shapes?
•
group shapes according to their properties?
Personal notes
‘I have 6 flat faces that are all squares.
What am I?’
Extension: Provide children with a wider range of 3-D
shapes (you could include a variety of different prisms, e.g.
hexagonal prism, octagonal prism …). Challenge children to
make a tree diagram that sorts the shapes in as few steps
as possible.
Q Is there another question that would help you to
solve the problem more quickly?
How many steps does it take you to name the
shape?
Other tasks
You could ask children to:
•
collect boxes with a range of different 3-D shapes.
Children could classify them according to their
properties, to make a classroom display;
•
play a guessing game with a friend. One child hides a
3-D shape in an opaque bag. The other child puts their
hand into the bag to feel the shape, and tries to deduce
what 3-D shape it is.
Mult-e-Maths © Cambridge University Press 2004
© Cambridge University Press
www.cambridge.org
Cambridge University Press
1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Year 3 Measures, shape, space and handling data
Giving positions
Giving instructions and finding positions on a grid of squares
SS3L3
(Page 2 on whiteboard)
Objectives
•
Use vocabulary related to direction and movement.
•
Describe and find the position of a square on a grid of
squares with the rows and columns labelled.
•
Recognise and use the 4 compass directions N, S, E, W
Prior knowledge and skills
•
Giving instructions for someone to follow to move from
one place to another on a grid of squares, using the
vocabulary ‘up’, ‘down’, ‘left’ and ‘right’
Vocabulary
instruction, direction, compass point, north, south, east,
west, grid, row, column, map
Resources
•
Resource sheet for each pair of children
•
counters
•
the same atlas for each pair (it needs to use simple grid
references of the form E5)
Possible starter
SS3S4 Directions and coordinates
Main teaching activity
Whole class
(Page 1 on whiteboard)
Divide the class into two teams. State which team will collect
triangles from the grid and which will collect circles.
The teams take turns to say an instruction to make the worm
move on the grid. These instructions must consist of a
compass point direction (north, south, east, west) and a
number of squares from 1 to 4. Each time invite a child from
the appropriate team to enter the chosen number in the
number box in the centre of the compass. (Clicking on the
box will bring up a number pad for this purpose.) They then
click on the appropriate compass point to move the worm
the specified distance in the specified direction. If an
instruction is impossible to follow without ‘falling off’ the grid,
the worm will stay still.
The worm collects any shapes from any squares it passes
over or finishes on, and they appear in the scoring table. If a
team causes the worm to pass over the other team’s shape,
the worm will still collect it, but the shape will be awarded to
the other team.
Play the game until one team collects all their shapes and
wins. During the game ask questions such as:
Q In which direction do you want to move the worm?
Why?
How many squares do you want the worm to move?
Why?
Are there any squares that you want to avoid?
How can you pick up two of your shapes in one
turn?
Pairs
Children play the same game as on the whiteboard, using
the grid on the Resource sheet and counters to travel
around the grid.
Use the diagram on the board to discuss compass points.
Explain that ‘N’ represents ‘north’, ‘S’ represents ‘south’, ‘W’
represents ‘west’ and ‘E’ represents ‘east’. Establish that
compass points are helpful when giving instructions. The
coloured panels alongside the diagram can be used to
temporarily hide the letter labels, allowing you to give
children practice at identifying the compass points. The
mnemonic ‘Naughty Elephants Squirt Water’ may help
children to remember the compass points clockwise from the
top.
One child in each pair collects triangles and the other
collects circles. They try to collect all of their shapes using
the smallest number of moves. Children record each move
on the Resource sheet under the appropriate heading using
a letter (N, S, E, W) and a number only, e.g. ‘N3’ for ‘move
north 3 squares’. If they collect one of their shapes, they
cross it off the grid and draw it in their column on the sheet.
If they collect one of their opponent’s shapes, they cross it
off the grid and their opponent draws it in their column on the
sheet.
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© Cambridge University Press
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1845659597 - KS2 Measures, Shape, Space and Handling Data Teacher’s Notes
Gill Potter
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Giving positions
On the Resource sheet there is also a grid with no shapes
drawn on. Each child draws on five shapes for their partner
to ‘gobble up’. They then play the game again, recording the
instructions they use under two appropriate headings.
SS3L3
questions such as ‘Where is the whiteboard?’, giving
positions using the row and column labels.
Whole class
Plenary
(Page 3 on whiteboard)
Use whiteboard page 3 again with the whole map revealed.
Invite children to give the position of each toy in turn.
Ask children to help you to write a set of instructions, using
compass points and numbers of squares, that will take you
from square A1 to each of the toys and back to square A1.
You could use the pen tool to draw on and record the routes.
Q What instruction will you use first?
Can you collect two toys with one instruction?
Ask children to look at the grid on the board.
Q What is different about this grid compared to the
grids we used for the game? (It has letter and number
labels along the sides.)
When you have a complete set of instructions you could
repeat the activity asking children to try to use as few
instructions as possible.
Why do you think the numbers and letters are there?
Key idea and assessment
How can you use the labels to name a particular
square easily?
We can use compass points, and row and column labels, to
describe a square on a grid.
Explain that a specific square can be found using the letters
and numbers that have been used to label each column and
row. Point to a square and explain how to describe it by
finding the letter directly beneath the required square, e.g. A,
and then finding the number directly to the left of the
required square, e.g. 4. Putting the letter and the number
together gives the position of the square, e.g. A4.
Point to several squares and ask children to give you the
position of the square using the letter and number labels.
Reinforce that the letter comes first.
Can children …
•
say which compass point is which?
•
provide instructions including compass points (N, S, E or
W) to travel on a grid (e.g. go north 4 squares; N4)?
•
locate a specific square on a grid using grid references of
the type C4?
Personal notes
When children can use the grid references confidently to
locate a square, challenge them to find the 5 toys someone
has hidden on an island behind the panels. Invite children to
point to the square where they think a toy is hidden, to say
its position and then to drag the appropriate orange panel
into the bin. Repeat until the positions of all 5 toys have
been identified.
Pairs
Children look at a simple atlas and locate given countries on
a continent map, or given cities on a map of Great Britain,
using letter and number grid references.
Other tasks
You could ask children to:
•
use compass points to give the class a series of clues to
the identity of a country/city in a simple atlas, e.g. ‘It is
north of London’, ‘It is further south than that’, …;
•
work with a simple plan of the classroom drawn on a grid
of squares. They label the rows of the grid with numbers
and the columns with letters. They then answer
Mult-e-Maths © Cambridge University Press 2004
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