﻿ Mixed Age Year 4 and 5 Properties of Shape Step 2 Resource Pack – Classroom Secrets | Classroom Secrets
All › Mixed Age Year 4 and 5 Properties of Shape Step 2 Resource Pack

# Mixed Age Year 4 and 5 Properties of Shape Step 2 Resource Pack ## Step 2: Mixed Age Year 4 and 5 Properties of Shape Step 2

Mixed Age Year 4 and 5 Properties of Shape Step 2 Resource Pack includes a teaching PowerPoint and differentiated varied fluency and reasoning and problem solving resources for this step which covers Year 4 Compare and Order Angles & Year 5 Measuring with a Protractor 1 for Summer Block 4.   ### What's included in the Pack?

This Mixed Age Year 4 and 5 Properties of Shape Step 2 pack includes:

• Mixed Age Year 4 and 5 Properties of Shape Step 2 Teaching PowerPoint with examples.
• Year 4 Compare and Order Angles Varied Fluency with answers.
• Year 4 Compare and Order Angles Reasoning and Problem Solving with answers.
• Year 5 Measuring with a Protractor 1 Varied Fluency with answers.
• Year 5 Measuring with a Protractor 1 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: (5G4c) Draw given angles and measure them in degrees

Differentiation for Year 4 Compare and Order Angles:

Varied Fluency
Developing Questions to support comparing and ordering angles. Up to 3 angles per question, presented on a horizontal base line.
Expected Questions to support comparing and ordering angles. Up to 4 angles per question. All angles including a horizontal or vertical side.
Greater Depth Questions to support comparing and ordering angles. Up to 4 angles per questions. Angles in any orientation.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Problem Solving)
Developing Identify which of 2 shapes contains the largest or smallest angle. Angles presented on a horizontal base line.
Expected Identify which of 3 shapes contains the largest or smallest angle. All angles including a horizontal or vertical side.
Greater Depth Identify which of 4 complex shapes contains the largest or smallest angle. Angles in any orientation.

Questions 2, 5 and 8 (Reasoning)
Developing Explain whether a statement is correct. Includes 2 angles to compare.
Expected Explain whether a statement is correct. Includes 3 angles to compare.
Greater Depth Explain whether a statement is correct. Includes 4 angles to compare with more than one possible answer.

Questions 3, 6 and 9 (Problem Solving)
Developing Work out if 3 different pairs of lines, when matched, form a set of angles in ascending or descending size order. Up to 3 angles per question, presented on a horizontal base line.
Expected Work out if 4 different pairs of lines, when matched, form a set of angles in ascending or descending size order. Up to 4 angles per question. All angles including a horizontal or vertical side.
Greater Depth Work out if 4 different pairs of lines, when matched, form a set of angles in ascending or descending size order. Up to 4 angles per question. Angles in any orientation.

Differentiation for Year 5 Measuring with a Protractor 1:

Varied Fluency
Developing Questions to support drawing and measuring acute angles in 10o increments with a protractor on a horizontal line.
Expected Questions to support drawing and measuring acute angles in 5o increments with a protractor, most angles presented on a horizontal line.
Greater Depth Questions to support drawing and measuring acute angles of any value with a protractor, not all angles are presented on a horizontal line.

Reasoning and Problem Solving
Questions 1, 4 and 7 (Reasoning)
Developing Consider 2 statements, accompanying angles and protractors being used for measurement. Decide which child is using the protractor correctly, one obvious error. Angles to measure are in 10o increments on a horizontal line.
Expected Consider 2 statements, accompanying angles and protractors being used for measurement. Decide which child is using the protractor correctly, one error. Angles to measure are in 5o increments and most angles are presented on a horizontal line.
Greater Depth Consider 2 statements, accompanying angles and protractors being used for measurement. Decide which child is using the protractor correctly, there may be up to two errors. Angles to measure can be of any value and not all angles are presented on a horizontal line.

Questions 2, 5 and 8 (Problem Solving)
Developing Measure and calculate the sum of two angles, decide if their sum would still be acute. Angles to measure are in 10o increments on a horizontal line.
Expected Measure and calculate the sum of two angles, decide if their sum would still be acute. Angles to measure are in 5o increments and most angles are presented on a horizontal line.
Greater Depth Measure and calculate the sum of two angles, decide if their sum would still be acute. Angles to measure can be of any value and not all angles are presented on a horizontal line.

Questions 3, 6 and 9 (Problem Solving)
Developing Find acute angles created by 2 crossing lines. Measure and record angle size to confirm.
Expected Find acute angles created by 3 crossing lines. Measure and record angle size to confirm.
Greater Depth Find acute angles created by 4 crossing lines. Measure and record angle size to confirm, describing an acute angle. Children to discuss patterns they find and test their theory drawing diagrams.