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# Mixed Age Year 4 and 5 Properties of Shape Step 1 Free Resource Pack ## Step 1: Mixed Age Year 4 and 5 Properties of Shape Step 1

Mixed Age Year 4 and 5 Properties of Shape Step 1 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 4 Identify Angles & Year 5 Measuring Angles in Degrees for Summer Block 4.  ### What's included in the Pack?

This Mixed Age Year 4 and 5 Properties of Shape Step 1 pack includes:

• Mixed Age Year 4 and 5 Properties of Shape Step 1 Teaching PowerPoint with examples.
• Year 4 Identify Angles Varied Fluency with answers.
• Year 4 Identify Angles Reasoning and Problem Solving with answers.
• Year 5 Measuring Angles in Degrees Varied Fluency with answers.
• Year 5 Measuring Angles in Degrees Reasoning and Problem Solving with answers.

#### National Curriculum Objectives

Mathematics Year 4: (4G4) Identify acute and obtuse angles and compare and order angles up to two right angles by size

Mathematics Year 5: (5G4a) Know angles are measured in degrees: estimate and compare acute, obtuse and reflex angles

Mathematics Year 5: (5G4b) Identify angles at a point and one whole turn (total 360)

Mathematics Year 5: (5G4b) Identify angles at a point on a straight line and 1/2 a turn (total 180)

Mathematics Year 5: (5G4b) Identify other multiples of 90

Mathematics Year 5: (5G4c) Draw given angles, and measure them in degrees

Differentiation for Year 4 Identify Angles:

Varied Fluency
Developing Questions to support identifying acute, obtuse and right angles. Angles in horizontal plane and facing one direction. Angles obviously visually different. Angle tester used as pictorial support.
Expected Questions to support identifying acute, obtuse and right angles. Most angles in horizontal plane and facing in any direction. Angles visually similar. Angle tester used as pictorial support in some questions.
Greater Depth Questions to support identifying acute, obtuse and right angles. Angles in any plane and facing any direction. Includes some intersecting lines with multiple angles.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Combine angles to find which remain acute. Two digit values with 5 or 0 in the units, angles combine 1:1.
Expected Combine angles to find which remain acute. Any two digit values addition crossing tens, some combine 2:1 and some have no match.
Greater Depth Using a given angle, calculate which angle they can add to create the largest acute angle and smallest obtuse angle.

Questions 2, 5 and 8 (Reasoning)
Developing Spotting the odd one out, obvious differences all angles presented on a horizontal plane and facing one direction. Angle tester used as pictorial support.
Expected Spotting the odd one out, subtle differences, all angles presented on a horizontal plane, facing any direction with one confusing factor. Angle tester used as pictorial support for some questions.
Greater Depth Spotting the odd one out, very subtle differences, angles presented on a variety of planes and facing any direction. with a number of confusing factors.

Questions 3, 6 and 9 (Problem Solving)
Developing Using 4 digit cards, create either obtuse or acute angles.
Expected Using 4 digit cards, decide whether can make more acute or obtuse angles.
Greater Depth Using 4 digit cards, decide whether can make more acute or obtuse angles, some double digits.

Differentiation for Year 5 Measuring Angles in Degrees:

Varied Fluency
Developing Questions to support measuring degrees around a point, including angles in increments of 90°. Using right angles and reflex angles. Clock faces and compasses used in quarter increments.
Expected Questions to support measuring degrees around a point, including angles in increments of 30o and 45°. Using acute, obtuse, reflex and right angles. Clock faces used in increments of twelve and compasses used in increments of eight.
Greater Depth Questions to support measuring degrees around a point, including some angles in increments of 30° and 45°. Using acute, obtuse, reflex and right angles. Clock faces used in increments of twelve and compasses used in increments of eight, where some or no increments are marked.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Explain which statement is correct when describing the turn needed to face a compass point, including angles in increments of 90°. Using right angles and reflex angles.
Expected Explain which statement is correct when describing the turn needed to face a compass point, including angles in increments of 30o and 45°. Using acute, right angle, obtuse and reflex angles.
Greater Depth Explain which statement is correct when describing the turns needed to face a compass point, including one or more angles in increments of 30o and 45°. Using acute, right angle, obtuse and reflex angles, no pictorial support.

Questions 2, 5 and 8 (Problem Solving)
Developing Find all of the possible options to make more than/less than statements true. Including angles in increments of 90°.
Expected Find all of the possible options to make more than/less than statements true. Including angles in increments of 30o and 45°.
Greater Depth Find all of the possible options to make more than/less than statement true. Including one or more angles in increments of 30o and 45°. Including more than one whole and a mixture of angles and fractions.

Questions 3, 6 and 9 (Problem Solving)
Developing Find all of possible times that a clock face could show after a sequence of quarter turns clockwise. Times to the nearest fifteen minutes.
Expected Find all of possible times that a clock face could show after a sequence of quarter turns clockwise or anti-clockwise. Times to the nearest 5 minutes.
Greater Depth Find all of possible times that a clock face could show after a sequence of twelfth turns clockwise or anti-clockwise. Times to the nearest minute.