![]() ![]() ![]() Thinking Mathematically, Chapter 7 page 105, Developing an Internal Monitor. Taking shape magazine article | Published in TES Newspaper on 11 May, 2008 | By: Marjorie Gorman. ![]() The Development of Spatial and Geometric Thinking: the Importance of Instruction.Īrticle by Jenni Way for Nrich highlighting three levels of thinking and their application to 2-dimensional shape.Haylock and Cockburn give an accessible and thorough introduction and subject knowledge guidance on Shape and Space in this very readable book. Understanding Mathematics for Young Children, Chapter 8, Understanding Shape and Space. Reading maps and simple plans also involves an understanding of the relationship between 2-D and 3-D shape. Understanding how things fit together (or when and why they do not) is important for making connections.įor example, building anything involves a lot of critical consideration about shape in three dimensions, as well as angles. Cross-curricular and real life connectionsĬhildren need to be encouraged to use the language associated with shape in order to describe the physical world and their environment. Pupils connect decimals and rounding to drawing and measuring straight lines in centimetres, in a variety of contexts. They should be able to describe the properties of 2-D and 3-D shapes using accurate language, including lengths of lines and acute and obtuse for angles greater or lesser than a right angle. Pupils extend their use of the properties of shapes. Pupils’ knowledge of the properties of shapes is extended at this stage to symmetrical and non-symmetrical polygons and polyhedra. identify horizontal and vertical lines and pairs of perpendicular and parallel lines.identify right angles, recognise that two right angles make a half-turn, three make three quarters of a turn and four a complete turn identify whether angles are greater than or less than a right angle.recognise angles as a property of shape or a description of a turn.draw 2-D shapes and make 3-D shapes using modelling materials recognise 3-D shapes in different orientations and describe them.They recognise these shapes in different orientations and sizes, and know that rectangles, triangles, cuboids and pyramids are not always similar to each other. Pupils handle common 2-D and 3-D shapes, naming these and related everyday objects fluently. cuboids (including cubes), pyramids and spheres) rectangles (including squares), circles and triangles) recognise and name common 2-D and 3-D shapes, including:.Recognise and name common 2-D and 3-D shapes, including: Making connections to this topic in adjacent year groups use mathematical vocabulary to describe position, direction and movement, including movement in a straight line and distinguishing between rotation as a turn and in terms of right angles for quarter, half and three-quarter turns (clockwise and anti- clockwise).Within other areas of the mathematics curriculum for Year 2, there will be opportunities to link work on Geometry (properties of shape) with: – National Curriculum in England Framework Document, September 2013, p10 Making connections to other topics within this year group Confidence in numeracy and other mathematical skills is a precondition of success across the national curriculum. Teachers should use every relevant subject to develop pupils’ mathematical fluency. ![]()
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