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Mixed Age Year 2 and 3 Shape, Position and Direction Step 2 Resource Pack

Mixed Age Year 2 and 3 Shape, Position and Direction Step 2 Resources

Step 2: Mixed Age Year 2 and 3 Shape, Position and Direction Step 2

Mixed Age Year 2 and 3 Shape, Position and Direction Step 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Describing Turns & Year 3 Turns and Angles for Summer Block 1.


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What's included in the Pack?

This Mixed Age Year 2 and 3 Shape, Position and Direction Step 2 pack includes:

  • Mixed Age Year 2 and 3 Shape, Position and Direction Step 2 Teaching PowerPoint with examples.
  • Year 2 Describing Turns Varied Fluency with answers.
  • Year 2 Describing Turns Reasoning and Problem Solving with answers.
  • Year 3 Turns and Angles Varied Fluency with answers.
  • Year 3 Turns and Angles Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2P2) 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)

Mathematics Year 2: (2P1) Order and arrange combinations of mathematical objects in patterns and sequences

Mathematics Year 3: (3G4a) Recognise that angles are a property of a shape or a description of a turn

Mathematics Year 3: (3G4b) 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

Differentiation for Year 2 Describing Turns:

Varied Fluency
Developing Questions to support drawing shapes after a turn and identifying quarter and half turns, either clockwise or anti-clockwise.
Expected Questions to support describing turns and identifying quarter, half, three quarter and whole turns, either clockwise or anti-clockwise.
Greater Depth Questions to support drawing shapes after turns and describing and identifying quarter, half, three quarter and whole turns, both clockwise and anti-clockwise in multi-step problems.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain if a statement about a turn is correct. Includes quarter and half turns, either clockwise or anti-clockwise.
Expected Explain if a statement comparing turns is correct. Includes quarter, half, three quarter and whole turns, either clockwise or anti-clockwise.
Greater Depth Explain if a statement comparing turns is correct. Includes quarter, half, three quarter and whole turns, both clockwise and anti-clockwise in multi-step problems.

Questions 2, 5 and 8 (Reasoning)
Developing Explain the mistake when describing the turn a shape has made. Includes quarter and half turns, either clockwise or anti-clockwise.
Expected Explain the mistake when describing the turn a shape has made. Includes quarter, half, three quarter and whole turns, either clockwise or anti-clockwise.
Greater Depth Explain the mistake when describing the turns a shape has made. Includes quarter, half, three quarter and whole turns, both clockwise and anti-clockwise in multi-step problems.

Questions 3, 6 and 9 (Problem Solving)
Developing Explain the different ways a shape could have turned. Includes half turns either clockwise or anti-clockwise.
Expected Explain the different ways a shape could have turned. Includes quarter and three quarter turns either clockwise or anti-clockwise.
Greater Depth Explain the different ways a shape could have turned. Includes quarter, half, three quarter and whole turns, both clockwise and anti-clockwise in multi-step problems.

Differentiation for Year 3 Turns and Angles:

Varied Fluency
Developing Questions to support recognising angles as a description of a turn and make turns in fractions both clockwise and anti-clockwise. Quarter and half turns only written in words.
Expected Questions to support recognising angles as a description of a turn and make turns in fractions both clockwise and anti-clockwise. Quarter, half turns and three-quarter turns, written in words or as fractions.
Greater Depth Questions to support recognising angles as a description of a turn and make turns in fractions both clockwise and anti-clockwise. Quarter, half turns and three-quarter turns, written in words or as fractions. More than one turn for some questions and using different starting points.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Identify a shape from given criteria. Shapes are given.
Expected Draw a shape from given criteria. Using regular shapes.
Greater Depth Draw a shape from given criteria. Using irregular shapes.

Questions 2, 5 and 8 (Problem Solving)
Developing Identify the starting position following a given turn. Using half turns and quarter turns written in words.
Expected Identify the starting position following a given turn. Using half turns, quarter turns and three-quarter turns written in words.
Greater Depth Identify the starting position following two given turns. Using half turns, quarter turns and three-quarter turns written in words.

Questions 3, 6 and 9 (Reasoning)
Developing Explain if a child is correct in describing a turn using half and quarter turns with four compass points.
Expected Explain if children are correct in describing a turn using half, quarter and three-quarter turns with four compass points.
Greater Depth Explain if children are correct in describing more than one turn using half, quarter and three-quarter turns with eight compass points.

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