1. SCITT
Day 5
Position, direction and angle identifying key features of shape and space

2. Students will…
be aware of the key ideas underpinning shape and space work in KS1 and KS2;
prepare some challenging practical tasks for using and applying in shape and space;
look at coordinate representation and use of angle;
explore aspects of position and movement using ICT;

3. Associated Issues for teaching
Make sure you are clear about the fundamental ideas in shape.
Explore the use of ICT for shape and space work
Understand the purpose of the plenary session

4. Purposeful Plenaries What are plenaries for?
How have you seen them used?
What features make for a successful plenary?

5. Working backwards
The shape below was turned three quarter of a full turn and ended up looking like this.
What did it look like when it started? (practical)
If I face forwards and turn three quarter turns clockwise then a quarter turn anti-clockwise describe my finishing position.
If I make the two opposite sides of a square 5 cm longer the new lengths of those sides are 27cm.
What was the size of my original square?
What is the name and size of my new shape?
Here are the co-ordinates of corners of a rectangle which has width of 5.
(7, 3) and (27, 3)
What are the other two co-ordinates?
A square is translated 3 squares down and one square to the right.
Three of the coordinates of the translated square are:
(3, 6) (8, 11) (8, 6)
What are the co-ordinates of the original square?
Two triangles have the following co-ordinates:
Triangle A:
(3, 5) (7, 5) (4, 7)
Triangle B:
(3, 1) (7, 1) (4, 3)
Describe the translation of triangle A to B and then from B to A.
Track NCETM – Activities and Exemplification (for your year group and one year group either side)

6. Day 5 Session 1 – Position (Coords & Symmetry) Session 2 - Angle
Session 3 – Movement
Session 4 – Summary

7. Create a picture Use the cubes/ 3D shapes to create a ‘still life’
Make as many statements as you can about your picture…
e.g. “The cone is to the right of the blue cube”
What variety of language can you use?

8. From A to B Using the layout of your school
Create instructions on how to get to…
A  B
How many different trails can you create?
Use 10x10 grid to make a simple maze…
Place a counter in the middle of your maze
How would you describe to a friend how to navigate their way out?

9. Coordinates-Plotting
Draw in the square…
A tick B4
A cross E3
A triangle C2
Try out other ideas with a partner 5 4 3 2 1
A B C D E

10. Coordinates-Movement
Put a counter on E5
Move:
4 squares West
2 squares South
3 squares East
Where do you finish up?
Make up one of your own for your partner 5 4 3 2 1
A B C D E

11. Coordinates Plot (5,3) & (7,5) These are two vertices of a square.10 9 8 7 6 5 4 3 2 1
Plot (5,3) & (7,5)
These are two vertices of a square.
Find the coords of the other two vertices.
How many different squares can you find?
What other 2d shapes can you plot?

12. Real Life Ordnance Survey Maps
Locate ‘interesting features’ on your map.
Can you give accurate 6 figure coordinates for others to find them?
e.g A church

13. Lines of Symmetry
Make a pattern of coloured cubes/ counters on one side of the line of symmetry…
Complete the picture

14. Routes
Give instructions to draw the route below. Use the direction words: north, south, east and west. Give the exact length of each line.

15. Draw it Draw a selection of 2D shapes in each column.
(Regular and irregular)

16. Estimating Angle Makers Draw round a CD twice. Cut out the circles.
Find the centre point of each circle by folding.
Cut along a radius of each circle.
Intersect the circles.

17. Using a Protractor Can you create Success Criteria to
“use a protractor to measure an angle”?
(Expectations: to nearest 10° or 5° or 1°)
What are the main teaching points?
How might you model this?
Woodlands Junior – “What’s My Angle?”

18. Examples
There are nine equal angles around a point. What is the size of each angle?
There are a number of equal angles around a point. The size of each angle is 24°. How many equal angles are there?

19. Robot Instructions
A robot is programmed to walk 3 paces, turn left 90°, then walk another 4 paces and turn right through 90°. It repeats this over and over. Trace out its path on a grid.
Make up another program for the robot to follow... What shapes can you make it draw?

20. MSWLogo Create a set of commands to draw a: fd 100 bk 100 Square rt 90
Rectangle
Other regular shapes
Block letter of the alphabet
A spirograph
fd 100
bk 100
rt 90
lt 90 cs
seth 0
Repeat ? [fd 30 rt 90]
pu / pd (pen up/down)
pe / ppt (en erase/paint)

21. Associated Issues for teaching…
Make sure you are clear about the fundamental ideas in shape.
Explore the use of ICT for shape and space work
Understand the purpose of the plenary session
Students will…
be aware of the key ideas underpinning shape and space work in KS1 and KS2;
prepare some challenging practical tasks for using and applying in shape and space;
look at coordinate representation and use of angle;
explore aspects of position and movement using ICT;