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# Mixed Age Year 5 and 6 Properties of Shape Step 1 Free Resource Pack

## Step 1: Mixed Age Year 5 and 6 Shape Step 1

Mixed Age Year 5 and 6 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 5 Measuring Angles in Degrees for Summer Block 3.

### What's included in the Pack?

This Mixed Age Year 5 and 6 Shape Step 1 pack includes:

• Mixed Age Year 5 and 6 Shape Step 1 Teaching PowerPoint with examples.
• 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 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 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.