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# Ma3 Shape, space and measures

## Coordinates

### Teacher’s notes

• Plots coordinates in the first quadrant.
• Names 2-D shapes such as trapezium, scalene triangle.

### Next steps

Extend the problem: for example, given almost all of the coordinates and the name of the resulting shape, find the missing coordinates.

## Measuring

### Teacher’s notes

• Measures distance between two dots to the nearest 0.1 cm.
• Measures angles to the nearest degree.
• Knows vocabulary related to angle, for example acute, obtuse.

### Next steps

• Estimate first before measuring angles, as a way of checking which scale to use on the protractor.
• Discuss sensible degrees of accuracy for measuring different lengths, for example the appropriate degree of accuracy for measuring the length of the playground.

## What the teacher knows about Peter’s attainment in Ma3

Peter recognises irregular 2-D shapes such as a pentagon or octagon. He recognises and names most triangles and quadrilaterals, such as isosceles triangle, trapezium and parallelogram; he also understands their properties: for example, a square is a special rectangle and has four lines of symmetry; a trapezium has only one pair of parallel sides; a scalene triangle has no sides equal in length. He finds it difficult to draw 2-D shapes in different orientations or to visualise 3-D shapes from nets. He understands mathematical terms such as horizontal, vertical, congruent (to describe the same shape and size), parallel, regular, irregular. Peter reflects simple shapes in horizontal and vertical mirror lines even when the shape is not touching or parallel to the mirror line, but is not yet confident with oblique mirror lines, unless the shape is touching the line. He can draw a shape after a rotation of 180°, with the help of tracing paper.

In measures, Peter uses standard units of length, mass, capacity and time, choosing which ones are suitable for a task. He measures lengths to the nearest millimetre and reads scales between labelled divisions, for example, he reads 700 g on a scale going up in 50 g increments labelled every 500 g. He measures angles to the nearest degree, understanding whether they are acute or obtuse, and reads the time on an analogue clock. He calculates time durations going over the hour on a 12-hour clock: for example, he knows that 5:20 pm is 1 h 40 min after 3:40 pm. He calculates perimeters of rectangles and finds areas by counting squares and half squares.