Mixed Age Year 5 and 6 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 5 Measuring with a Protractor 1 and Year 6 Measure with a Protractor for Summer Block 3.

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This Mixed Age Year 5 and 6 Properties of Shape Step 2 pack includes:

- Mixed Age Year 5 and 6 Properties of Shape Step 2 Teaching PowerPoint with examples.
- Year 5 Measuring with a Protractor 1 Varied Fluency with answers.
- Year 5 Measuring with a Protractor 1 Reasoning and Problem Solving with answers.
- Year 6 Measure with a Protractor Varied Fluency with answers.
- Year 6 Measure with a Protractor Reasoning and Problem Solving with answers.

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

Mathematics Year 6: (6G2a) Compare and classify geometric shapes based on their properties and sizes

Mathematics Year 6: (6G3a) Draw 2-D shapes using given dimensions and angles

Mathematics Year 6: (6G4a) Find unknown angles in any triangles, quadrilaterals, and regular polygons

Mathematics Year 6: (6G4b) Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles

**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.

**Differentiation for Year 6 Measure with a Protractor:**

**Varied Fluency**

**Developing **Questions to support measuring with a protractor using degrees in tens and in regular orientations.

**Expected **Questions to support measuring with a protractor using degrees in fives and in regular orientations.

**Greater Depth **Questions to support measuring with a protractor using degrees in ones and in irregular orientations.

**Reasoning and Problem Solving**

**Questions 1, 4 and 7 (Problem Solving)**

**Developing **Find who should have which piece of chocolate tart from criteria given. Degrees in tens and two people per question.

**Expected **Find who should have which piece of custard/chocolate tart from criteria given. Degrees in fives and three people per question.

**Greater Depth **Find who should have which piece of chocolate tart from criteria given. Degrees in ones and four people per question.

**Questions 2, 5 and 8 (Reasoning)**

**Developing **Explain the mistake when measuring an angle. Degrees in tens and in regular orientations.

**Expected **Explain the mistake when measuring an angle. Degrees in fives and in regular orientations.

**Greater Depth **Explain the mistake when measuring an angle. Degrees in ones and in irregular orientations.

**Questions 3, 6 and 9 (Problem Solving)**

**Developing **Matching people to the angles they describe. Degrees in tens, simple clues and 2 people per question.

**Expected **Matching people to the angles they describe. Degrees in fives, more complex clues and 3 people per question.

**Greater Depth **Matching people to the angles they describe. Degrees in ones, complex clues and 4 people per question.

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