Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resource Pack

Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resources

Step 9: Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resource Pack

Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 2 Lines of Symmetry & Year 3 Horizontal and Vertical for Summer Block 1.

 

0 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 50 votes, average: 0.00 out of 5 (0 votes, average: 0.00 out of 5)
You need to be a registered member to rate this.

Loading...


Not a member? Sign up here.

What's included in the Pack?

This Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 pack includes:

  • Mixed Age Year 2 and 3 Shape, Position and Direction Step 9 Teaching PowerPoint with examples.
  • Year 2 Lines of Symmetry Varied Fluency with answers.
  • Year 2 Lines of Symmetry Reasoning and Problem Solving with answers.
  • Year 3 Horizontal and Vertical Varied Fluency with answers.
  • Year 3 Horizontal and Vertical Reasoning and Problem Solving with answers.

National Curriculum Objectives

Mathematics Year 2: (2G2a) Identify and describe the properties of 2-D shapes, including the number of sides and line symmetry in a vertical line

Mathematics Year 3: (3G2) Identify horizontal and vertical lines

Differentiation for Year 2 Lines of Symmetry:

Varied Fluency
Developing Questions to support identifying vertical lines of symmetry in simple, regular 2D shapes.
Expected Questions to support identifying vertical lines of symmetry in regular and some irregular 2D shapes.
Greater Depth Questions to support identifying vertical and horizontal lines of symmetry in regular and irregular 2D shapes.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Identifying whether a statement is correct using knowledge of vertical lines of symmetry in simple, regular 2D shapes.
Expected Identifying whether a statement is correct using knowledge of vertical lines of symmetry in regular and some irregular 2D shapes.
Greater Depth Identifying whether a statement is correct using knowledge of vertical, horizontal, or diagonal lines of symmetry in regular and irregular 2D shapes.

Questions 2, 5 and 8 (Reasoning)
Developing Decide whether a statement is true or false and explain why using knowledge of vertical lines of symmetry in simple, regular 2D shapes.
Expected Decide whether a statement is true or false and explain why using knowledge of vertical lines of symmetry in regular and some irregular 2D shapes.
Greater Depth Decide whether a statement is true or false and explain why using knowledge of vertical, horizontal, or diagonal lines of symmetry in regular and irregular 2D shapes.

Questions 3, 6 and 9 (Problem Solving)
Developing Draw shapes from given lines of symmetry in simple, regular 2D shapes.
Expected Draw shapes from given lines of symmetry in regular and some irregular 2D shapes.
Greater Depth Draw shapes from given lines of symmetry in regular and irregular 2D shapes.

Differentiation for Year 3 Horizontal and Vertical:

Varied Fluency
Developing Questions to support learning about horizontal and vertical. Easy questions using simple shapes and objects.
Expected Questions to support learning about horizontal and vertical. Harder questions with a greater number of elements, using more complex shapes and objects.
Greater Depth Questions to support learning about horizontal and vertical. Hardest questions with an even greater number of elements, using very complex shapes and objects.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain how much time has to pass before the minute hand of a clock makes a vertical or horizontal line. Time gaps in 15 minute intervals only.
Expected Explain how much time has to pass before the hour hand of a clock makes a vertical or horizontal line. Time gaps in hours and 5 minute intervals.
Greater Depth Explain the time gap until the next, or from the last time the hour hand made a vertical or horizontal line. Time gaps in hours and 1 minute intervals.

Questions 2, 5 and 8 (Problem Solving)
Developing Work out which child has the most vertical or horizontal lines in the letters of their name. 2 children with short names.
Expected Work out which child has more vertical or horizontal lines in the letters of their name than a given name. 4 children with longer names.
Greater Depth Write two names which have more vertical and horizontal lines in their letters than a given name. Long names used.

Questions 3, 6 and 9 (Reasoning)
Developing Explain which shape is the odd one out in terms of lines of symmetry (horizontal and vertical). 3 simple shapes in the same style used.
Expected Explain which shape is the odd one out in terms of lines of symmetry (horizontal and vertical). 4 more complex shapes in 2 different styles used.
Greater Depth Explain which shape is the odd one out in terms of lines of symmetry (horizontal and vertical). 5 very complex shapes in 5 different styles used.

This resource is available to download with a Premium subscription.

Post a Reply