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KS2 mathematics task 2: Shape, space and measures

Introduction

This section consists of five tasks.

Shape, space and measures task 1: Pin-board shapes

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 - understanding of the properties of a square; copying and making squares on a pin-board.
  • Part 2 - creating different 2-D shapes with three or four sides using a pin-board.
  • Part 3 - describing shapes with three or four sides; understanding right angles.

Shape, space and measures task 2: Ordering objects

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 - comparing lengths using direct comparison and ordering objects according to length.
  • Part 2 - using a ruler to measure objects to the nearest centimetre and recording the measurements.

Shape, space and measures task 3: Times of the day 1

(Level 1; for up to 4 pupils)

  • Putting familiar events into chronological order; describing the reason for their ordering.

Shape, space and measures task 4: Times of the day 2

(Level 2; for up to 4 pupils)

  • Part 1 - reading times on analogue clocks showing whole hours, half hours and quarter hours.
  • Part 2 - identifying familiar times in the school day from a given selection; recording a time that fulfils certain criteria, on an analogue clock face.

Shape, space and measures task 5: Everyday objects

(Level 1 and level 2; for up to 4 pupils)

  • Part 1 - describing properties of 3-D objects.
  • Part 2 - sorting 3-D objects into two groups and stating the criterion for the sort.
  • Part 3 - ordering and comparing the heights of 3-D objects.
  • Part 4 - identifying the number of faces and vertices of a 3-D shape.

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Shape, space and measures task 1: Pin-board shapes

Assessment focus

Shape, space and measures

  • Describe properties of shapes that they can see using the related vocabulary (1/Ma3/2a)
  • Observe, handle and describe common 2-D shapes (1/Ma3/2b)
  • Create 2-D shapes (1/Ma3/2c)
  • Recognise right angles (2/Ma3/2a)
  • Describe 2-D shapes, making more precise use of geometrical language, especially that of triangles and quadrilaterals; recognise when shapes are identical (2/Ma3/2b)
  • Make and draw with increasing accuracy 2-D shapes; recognise their geometrical features and properties (2/Ma3/2c)

Using and applying mathematics

  • Try different approaches and find ways of overcoming difficulties when solving shape and space problems (1/Ma3/1a)
  • Use appropriate equipment and materials when solving shape and space problems (1/Ma3/1c)
  • Approach spatial problems flexibly, including trying alternative approaches to overcome difficulties (2/Ma3/1c)

Resources
  • three or four copies of the Pin-board sheet for each pupil
  • SSM task 1 instructions and record sheets
  • a nine-pin pin-board for each pupil [If nine-pin pin-boards are not available it is possible to do the assessment only using the Pin-board sheets. However, the task will be more accessible if actual pin-boards can be used.]
  • an elastic band for each pupil (spares should be available in case of breakage)
  • a ruler for each pupil (optional)
  • a pen or pencil for each pupil.

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Shape, space and measures task 2: Ordering objects

Assessment focus

Shape, space and measures

  • Estimate the size of objects and order them by direct comparison using appropriate language (1/Ma3/4a)
  • Recognise the need for standard units of length, and use them to make sensible estimates in everyday situations (2/Ma3/4a)

Using and applying mathematics

  • Recognise the need for standard units of measurement (2/Ma3/1a)

Resources

two clearly longer than the stick
two clearly shorter than the stick
two almost the same length as the stick (no more than ½cm difference)
[Ideally each pupil should have a different set of objects.]

[Select objects that match the interests and maturity of the pupils. Possible objects include:
pencils, paint brushes, drinking straws, pipe cleaners, wrapped chocolate-sticks.]

  • a centimetre ruler for each pupil, with which they are familiar
  • a pen or pencil for each pupil
  • a sheet of plain paper for each pupil.

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Shape, space and measures task 3: Times of the day 1

Assessment focus

This task allows pupils to demonstrate performance at level 1 only.

Shape, space and measures

  • Put familiar events in chronological order (1/Ma3/4a)

Using and applying mathematics

  • Use the correct language and vocabulary for measures (1/Ma3/1d)
  • Recognise simple relationships and make predictions about them (1/Ma3/1e)

Resources

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Shape, space and measures task 4: Times of the day 2

Assessment focus

This task allows pupils to demonstrate performance at level 2 only.

Shape, space and measures

  • Read the time from analogue 12-hour clocks; use units of time – minutes and hours (2/Ma3/4d)

Using and applying mathematics

  • Present and interpret solutions to problems (2/Ma3/1g)

Resources

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Shape, space and measures task 5: Everyday objects

Assessment focus

This task allows pupils to demonstrate performance at levels 1 and 2.

Shape, space and measures

  • describe properties of shapes they can see using the related vocabulary (1/Ma3, 2a)
  • describe 3-D shapes, making more precise use of geometrical language (2/Ma3, 2b)
  • recognise geometrical features and properties, and use these to classify shapes (2/Ma3, 2c)
  • order objects by direct comparison using appropriate language (1/Ma3, 4a)

Handling data

  • sort, classify and organise information (1/Ma2, 5a)
  • solve problems involving data (2/Ma4, 2a)

Using and applying mathematics

  • use the correct language and vocabulary for shape, space and measures (1/Ma3, 1d)
  • explain and justify their methods and reasoning (2/Ma4, 1h)

Resources

  • A set of six everyday objects for each pupil. Pupils in a group may have the same or different quantities of cuboids and cylinders, to include either:
    - four cuboids and two cylinders, or
    - two cuboids and four cylinders.

Each pupil's set should contain six objects of different sizes, to include a variety of heights and other dimensions. However, it is not required that all 24 objects have different sizes.

One part of the task requires that all of the pupils’s objects be on the table at the same time. Therefore, please be aware of the size of the objects and the space available for the task when making your selection of objects.

[Suggestions for cuboids include tissue boxes, tea bag boxes, stock cube boxes, tin foil boxes and camera film boxes. Other boxes used in trials of the task included sandwich bag boxes, calculator boxes and CD boxes. Note that cuboids with parts of faces missing, eg tissue boxes that have been opened, should not be used.]

[Suggestions for cylinders include tin cans, gravy granules tubs, cocoa tubs, soft cheese boxes, baking soda tubs, crisp tubes, chocolate sweets tubes, candles, hairspray and silver cake plates. Note that all cylinders should be closed at each end.]

  • Part 4 of the task uses four shapes; a cuboid, a tetrahedron, a triangular prism and a square-based pyramid.
    You may choose to use either:
    - solid shapes available in the classroom, or
    - a copy of Net A, Net B, Net C and Net D, a different sheet for each pupil (these should be photocopied onto card, cut out and fold lines scored prior to the assessment, or you may choose to make the shapes prior to the assessment).

Using the nets will give opportunity to extend the mathematics of the task by allowing the pupils to make the shapes for themselves and gain understanding of how the faces fold up to make a 3-D shape, but this is not assessed.

  • Reusable sticky-tac (to stop any tall, thin shapes from falling over).
  • A roll of sticky tape (to use in assembling the 3-D shapes, if using the nets provided).
  • A pen or some small stickers for each pupil (for pupils working at level 1 to use when counting the number of faces or vertices on a shape).

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