Ma3 Shape, space and measures
This is a collection of work. Click through the chapters to see the full collection or download the attached standards file.
- Reads scales on a variety of measuring instruments.
- Works out values between labelled divisions.
What the teacher knows about Daniel's attainment in Ma3
Daniel knows the mathematical names for shapes such as square, rectangle, circle, triangle, pentagon, hexagon and octagon. He uses folded paper to check whether angles are right angles. He sorts shapes by the number of sides and properties such as 'all edges the same length' or 'has a right angle'.
Using ICT, Daniel gives instructions for forward movements and quarter turns to draw rectangles and other irregular shapes. He also uses these instructions to move the cursor into a target area of the screen.
Daniel knows that sand, for example, can be weighed in grams and kilograms, and water can be measured in litres and millilitres. He knows length can be measured in millimetres, centimetres, metres and kilometres. He finds out how much sand will balance with different given weights: 10 g, 20 g, 50 g, 100 g and 500 g. He knows from practical experience of weighing that a small bag of crisps is more likely to weigh 50 g than 500 g. From an interactive teaching program, he reads scales to the nearest labelled division and makes sensible estimates of values between divisions: for example, he reads 67 g on a scale marked in ones and fives and labelled every 10 g. He knows all of the 'fraction times', that is 'quarter past', 'half past' and 'quarter to'. He is beginning to read times past the hour in five-minute intervals, such as 20 minutes past one, 35 minutes past…
Summarising Daniel's attainment in Ma3
Daniel's profile across the AFs for Ma3 is uneven. He is weaker in properties of shape, position and movement and stronger in measures. His performance across Ma3 is best described as working at the top of level 2.
Daniel uses mathematical names for common 2-D and 3-D shapes and describes properties such as numbers of sides. He distinguishes between straight and turning movements when he instructs a programmable toy. He understands angle as a measure of turn and recognises quarter turns as right angles. He uses standard metric units of length, capacity and mass and standard units of time when modelled in interactive teaching programs and in practical activity.