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Geometry
Y5
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In year 3, pupils learnt to identify right angles and to determine whether a given angle is larger or smaller than a right angle (3G–1). Pupils should now compare angles, including the internal angles of polygons, and be able to identify the largest and smallest angles when there is a clear visual difference. Pupils should be able to use the terms acute, obtuse and reflex when describing and comparing angles, and use conventional markings (arcs) to indicate angles. Language focus “An acute angle is smaller than a right angle.” “An obtuse angle is larger than a right angle but less than the angle on a straight line.” “A reflex angle is larger than the angle on a straight line, but less than the angle for a full turn.” Pupils must learn that we can measure the size of angles just as we can measure the length of sides. They should learn that the unit used is called degrees and indicated by the ° symbol. Pupils should know that there are 360° in a full turn, 90° in a quarter turn or right angle, and 180° in a half turn or on a straight line. Pupils must know that the position of the arc indicating an angle does not affect the size of the angle, which is determined by the amount of turn between the two lines. Similarly, they should know that the length of the lines does not affect the size of the angle between them Language focus: “D is the smallest angle. It is an acute angle.” “C is the largest angle. It is a reflex angle” Before pupils learn to use protractors, they should learn to estimate and approximate common angles, and angles that are close to them, including 90˚, 180˚, other multiples of 10˚, and 45˚. They should use sets of ‘standard angle’ measuring tools (for example, cut out from card) for support in approximating, and to check estimates. Once pupils can make reasonable estimates of angle size, they must learn to make accurate measurements, using a protractor, for angles up to 180˚. It is good practice to make an estimate before taking an accurate measureme
Show lessThe standard small step pack, as her own modules ship it. We do not print page counts here, because her catalogue does not publish them and a guessed number is worse than none.
Her own system, with the star count repeated in every worksheet header so a child can be handed the right sheet without a word.
“Fine, though the font is small for my class.”
The maths is right and the sequence is sensible. Several of my children needed it enlarged to A3, which is easy enough but worth knowing before you print thirty.
4 teachers found this helpful
“Printed it at eight on a Sunday and taught it on the Monday.”
No editing, no reformatting, no hunting for the answers. The three levels are on separate pages, which sounds obvious until you have used the sites where they are not.
10 teachers found this helpful
“Matches our White Rose planning almost week for week.”
I stopped adapting things from three different sites and now start here. The odd week does not line up exactly, but the small step it covers is always somewhere in the same block.
8 teachers found this helpful
Geometry
Y5
Geometry
Y5
Geometry
Y5
Geometry
Y5
Geometry
Y5
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