# Ma3 Shape, space and measures

## Right angles

The subtitle to this page is 'how many can you find on this page? There are four shapes drawn on the page: a right-angled triangle, a rectangle and two trapeziums (both with two right-angles each). There are also six angles drawn on the page: two right-angles, one acute, one obtuse, one line which is intersected by another at right-angles and a cross. The pupil has written a number in each of the right-angles on the page and written 'Number of Right Angles found: 17. The teacher has ticked all the numbers and written 'Excellent � you found them all.

### Teacher’s notes

• Recognises and finds right angles in regular and irregular shapes.
• Identifies right angles when bounded by vertical or horizontal lines.

### Next steps

• Recognise right angles in other orientations, for example at the ‘top’ of a triangle.
• Identify angles that are bigger or smaller than a right angle.

## Carroll diagram

The Carroll diagram is made up of a large piece of white paper, divided into four equal sections, in which the pupils has placed corresponding shapes. The top-left section corresponds to 3-D shapes and 'has triangles'. Here, the pupil has placed a triangular prism, a square pyramid and a hexagonal pyramid. The bottom-left section corresponds to 2-D shapes and 'has triangles'. Here, the pupil has placed two triangles. The top-right section corresponds to 3-D shapes and 'has no triangles'. Here the pupil has placed a cube, a cone and a hexagonal prism. The bottom-right section corresponds to 2-D shapes and 'has no triangles'. Here, the pupil has placed a nonagon and square.

### Teacher’s notes

• Sorts 2-D and 3-D shapes using two given criteria: ‘has triangles’/‘has no triangles’ and ‘2-D shapes’/‘3-Dshapes’.
• Names and explains the properties of the shapes in each section.
• Understands each section of a Carroll diagram.

### Next steps

Identify own criteria to sort shapes.

## Balancing weights

The pupil has recorded the weights of objects on a table with two columns and six rows drawn on graph paper. The title of the page is 'LI: can I wigh things using kg and g? The table has two columns, titled 'things to wigh' and 'weight'. The items and their recorded weights are: small water bottle 300g, pencil case 250g, diconary 1kg 150g, game 520g, marballs 730g.

### Teacher’s notes

• Uses standard units to weigh objects using balancing scales and weights (1 kg, 100 g and 10 g).
• Records in kilograms and grams.
• Records results in a table.

### Next steps

• Begin to use decimal notation for weight, for example 1.150 kg.
• Use and read dial scales to weigh.
• Use standard units in a wider range of contexts, such as capacity.

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

David knows the names and properties of common 2-D and 3-D shapes, for example that a cuboid has six faces that can be squares and rectangles, a pentagon has five sides, a square has four right angles. He talks about and sorts shapes, using two criteria, independently, using appropriate language such as corners, faces, symmetry, edges. He finds lines of symmetry in a square through folding.

David reflects simple patterns and shapes in a vertical mirror line and recognises shapes when rotated. In physical education he makes full turns, half turns and quarter turns, clockwise and anticlockwise.

He recognises scales going up in tens, fives and ones, and labels missing numbers on scales. He measures to the nearest 1/2 cm using a ruler and can record the measurements using decimal notation, for example 7.5 cm. He tells the time using both analogue and digital clocks, and can calculate time durations within the hour, such as 15 minutes after 3:30 pm, or involving whole hours, such as three hours later. David is beginning to understand the relationship between centimetres and metres, that is 1 m = 100 cm so 2.5 m = 250 cm.