TOPIC
Strand:
344
345
346
347
Identify, describe and classify vertical, horizontal and parallel lines.
Recognise an angle in terms of a rotation.
Classify angles as greater than, less than and equal to a right angle.
Solve problems involving lines and angles.
1. Exploring and recognising angles in the environment.
1. Applying and problem-solving: Select appropriate materials and processes for mathematical
tasks and applications. Select and apply a variety of strategies to complete tasks/ projects or
solve problems.
2. Communicating and expressing: Discuss problems presented orally, pictorially or
diagrammatically; carry out analyses.
3. Integrating and connecting: Represent mathematical ideas and processes in different modes:
verbal, pictorial, diagrammatic, symbolic. Recognise and apply mathematical ideas and
processes in other areas of the curriculum.
4. Reasoning: Explore and investigate mathematical patterns and relationships.
5. Understanding and recalling: Understand and recall terminology, facts and definitions.
Lollipop sticks, A4 paper, page with pattern, map
Parallel, vertical, horizontal, angle, right angle, turn
Children often can’t visualise lines and angles, so it can help to get them out into the yard to make
the lines and angles themselves. Get them to make an obstacle course using horizontal bars (table)
to go under and vertical lines to go around. They can use the ladder to show
parallel lines. They would also enjoy lying down on the ground and joining
their feet to make angles.
The teacher calls out a rotation, make a full turn, a 12 turn , a 14 turn, 34 turn and the children do the
action.
Fans:
Revise tables, addition and subtraction, make up simple problems, e.g. there are 20 sweets on the table
and a child takes 4 away. How many are left? Hide answer then show it. Repeat with similar questions.
Back to back
Divide the children into pairs. Child A gets a picture from the teacher or draws one using only
vertical, parallel and horizontal lines (they can have a few other simple symbols or items) without
letting Child B see. Child A and Child B sit back to back and Child B must try and replicate Child
A’s picture accurately by following verbal instructions, e.g. ‘Draw a vertical line down the righthand side of the page.’ ‘Draw a horizontal line across the middle of the page.’
Lollipop madness:
Using lollipop sticks, children make right angles, angles greater than a right angle, smaller than a
right angle, etc. They can also make their own angles and ask their partner to identify them.
Line art:
Encourage children to create pictures using only types of lines, e.g. horizontal, vertical, parallel.
What angles can they see in the picture?
Map work:
Children identify the different types of lines they can see on a map. Introduce geographical terms
for lines, e.g. equator.
Simon says
Children stand up and follow instructions, e.g. ‘Simon says make a quarter/half/full turn, turn left,
right’, etc. If the instruction does not begin with ‘Simon says’, children who do the action are out.
Lower attainers:
Separate activity sheet
Topic
4
1. Tick the lines that are parallel.
(c)
(b)
(a)
(d)
(e)
(f)
2. How many angles can you count?
(a)
(b)
_____________
(d)
(c)
_____________
(e)
_____________
_____________
(f)
_____________
_____________
How many right angles are there altogether in the above pictures? _____________
3.
(a) How many horizontal
lines can you count?
lines can you count?
____________________
(c) Can you name any other
lines in the picture?
____________________
____________________
110
____________________
© Folens Photocopiables
____________________
(b) How many vertical
Shape and Space: 2D and 3D shapes (identify lines and angles) symmetry, lines of symmetry
Art: Line art or construction
PE: Dance, gymnastics
SESE Geography: Lines of longitude and latitude, equator, tropics
Look at lines and angles around the home on picture frames, windows, etc. and discuss the use
of certain lines, e.g. horizontal lines for shelves and washing lines, parallel lines for windows
and vertical lines for poles.
Notes
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