## Right angles

### 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

### 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

### 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.