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KS3 mathematics: Shape, space and measures

Last updated: 29 Sep 2008

Introduction

The section consists of seven tasks:

Shape, space and measures task 1: Pattern boards
(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – describing properties of shapes using mathematical language and positioning shapes in given outlines
  • Part 2 – recognising identical shapes in different orientations and describing movement using mathematical language.

Shape, space and measures task 2: Closed shapes
(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – positioning shapes alongside each other to make different specified shapes.
  • Part 2 – making and recording shapes.

Shape, space and measures task 3: Lengths of edges
(Level 1 and level 2; for up to 4 pupils)

  • Part 1 – comparing lengths using direct comparison
  • Part 2 – identifying lines that are the same length as given lengths.
  • Part 3 – measuring lengths using non-standard units and recording results.

Shape, space and measures task 4: Pick a shape game
(Level 1 and level 2; for up to 4 pupils)

  • Identifying 2-D shapes that have specified mathematical properties.

Shape, space and measures task 5: Programme times
(Level 1 and level 2; for up to 4 pupils)

  • Part 1 - understanding of the vocabulary first, last, before and after.
  • Part 2 - extracting information from a television programme list.
  • Part 3 - identifying and reading digital 12-hour times; matching a digital 12-hour time to one shown on an analogue clock face.
  • Part 4 - calculating the duration of a given programme; finding a programme that lasts for a given duration.

Shape, space and measures task 6: Moving across a grid

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

  • Part 1 – responding to and using positional language, when finding positions on a grid.
  • Part 2 – responding to and using the language of movement, following instructions to move forwards, backwards, left and right.
  • Part 3 – following a written record of a route.
  • Part 4 – planning and recording a route.

Shape, space and measures task 7: Cinema plan

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

  • Part 1 – responding to and using positional language, when finding positions on a grid.
  • Part 2 – responding to and using the language of movement, following instructions to move forwards, turn left and turn right.
  • Part 3 – following a written record of a route.
  • Part 4 – planning and recording a route.

When teachers feel that the pupils are familiar with an activity, they should begin to observe them and carry out the assessment. During the assessment, judgements regarding the level attained should be based on the pupil's own unaided achievements

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Shape, space and measures task 1: Pattern boards

Assessment focus

Shape, space and measures

  • Describe properties of shapes that they can see (1/Ma3/2a)
  • Observe, handle and describe common 2-D shapes (1/Ma3/2b)
  • Observe, visualise and describe positions, directions and movements using common words (1/Ma3/3a)
  • Recognise movements in a straight line (translations) and rotations, and combine them in simple ways (1/Ma3/3b)
  • Describe 2-D shapes, making precise use of geometrical language; recognise when two shapes are identical (2/Ma3/2b)
  • Describe movements using appropriate language (2/Ma3/3a)
  • Transform objects in practical situations (2/Ma3/3b)

Using and applying mathematics

  • Select and use appropriate equipment when solving shape and space problems ((1/Ma3/1c)
  • Approach spatial problems flexibly, including trying different approaches to overcome difficulties (2/Ma3/1c)
  • Use mathematical reasoning to explain features of shapes (2/Ma3/1h)

Resources

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Shape, space and measures task 2: Closed shapes

Assessment focus

Shape, space and measures

  • Create 2-D shapes (1/Ma3/2c)
  • Make and draw with increasing accuracy 2-D shapes (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)
  • Approach spatial problems flexibly, including trying different approaches to overcome difficulties (2/Ma3/1c)
  • Organise work and record or represent it in a variety of ways when presenting solutions to geometric problems (2/Ma3/1e)

Resources

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Shape, space and measures task 3: Lengths of edges

Assessment focus

Shape, space and measures

  • Order objects by direct comparison (1/Ma3/4a)
  • Make sensible estimates (2/Ma3/4a)
  • Read scales; record measurements (2/Ma3/4b)

Using and applying mathematics

  • Select and use appropriate mathematical equipment when solving problems involving measures or measurement (1/Ma3/1b)
  • Recognise the need for standard units of measurement (2/Ma3/1a)

Resources

  • a copy of the Four shapes sheet for each pupil (ideally these should be copied onto a different coloured card for each pupil and cut up prior to the assessment. Pupils will be required to write on the shapes; do not laminate them).
  • SSM task 3 instructions and record sheets
  • a copy of Length measure sheet for each pupil
  • a pen or pencil for each pupil
  • some sheets of plain paper for each pupil.

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Shape, space and measure task 4: Pick a shape game

Assessment focus

Shape, space and measures

  • Observe and visualise positions and movements (1/Ma3/3a)
  • Recognise right angles (2/Ma3/2a)
  • Recognise geometrical features and properties and use these to solve problems (2/Ma3/2c)

Using and applying mathematics

  • Select and use appropriate equipment and materials when solving shape and space problems (1/Ma3/1c)
  • Organise work and record it in a variety of ways when presenting solutions to geometrical problems (2/Ma3/1e)

Resources

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Shape, space and measures task 5: Programme times

Assessment focus

Shape, space and measures

  • put familiar events in chronological order (1/Ma3, 4a)
  • read the time from analogue and digital 12-hour clocks; use units of time – minutes, hours –
    and know the relationship between them (2/Ma3, 4d)

Handling data

  • interpret tables and lists used in everyday life (2/Ma4, 2b)

Using and applying mathematics

  • select and use appropriate calculation skills to solve (geometrical) problems (2/Ma3, 1b)
  • use the correct language and vocabulary for measures (1/Ma3, 1d)

Resources

  • a copy of Programme times A, B, C and D, a different sheet for each pupil.
    You may:
    - rule lines across the sheets to help pupils to track information more easily;
    - fold under, cover up, or cut off, the key headed Types of programme, only needed for Part 2, if pupils are likely to find it distracting during other parts of the activity.
  • SSM task 5 instructions and record sheets
  • a copy of Clock faces.
    This should be cut up prior to the assessment.

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Shape, space and measures task 6 (version 1): Moving across a grid

Assessment focus

Shape, space and measures

  • Observe, visualise and describe positions, directions and movements using common words (1/Ma3/3a).
  • Recognise movements in a straight line (translations) and combine them in simple ways (1/Ma3/3b).
  • Visualise and describe movements using appropriate language (2/Ma3/3a).
  • Visualise and predict the position of a shape following a translation (2/Ma3/3b).

Handling data

  • Solve a relevant problem by using simple lists (1/Ma2/5a)
  • Interpret lists used in everyday life (2/Ma4/2b).

Using and applying mathematics

  • Use the correct language and vocabulary for space (1/Ma3/1d).
  • Use mathematical communication skills (1/Ma3/1f).
  • Use checking procedures to confirm that the results of geometrical problems are reasonable (2/Ma3/1d).
  • Organise work and record or represent it in a variety of ways when presenting solutions to geometrical problems (2/Ma3/1e).

Resources

a roll of opaque sticky tape, or similar, (to be used for marking out a grid on a suitable floor space) or playground chalk or 49 carpet tiles

Advance preparation

  • Before starting the activity you should identify a suitable,
    large floor space (possibly the school hall or
    playground) where the activity can be carried out.
    Mark out a seven by seven grid, with squares that are each
    approximately 50cm across and label the grid using letters,
    numbers and an arrow written on sheets of paper or with
    playground chalk as shown here:

(A quicker alternative, to marking out a grid with
tape or chalk, would be to use carpet tiles if these are available.)

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Shape, space and measures task 6 (version 2): Cinema plan

Assessment focus

Shape, space and measures

  • Observe, visualise and describe positions, directions and movements using common words (1/Ma3/3a).
  • Recognise movements in a straight line (translations) and rotations, and combine them in simple ways (1/Ma3/3b).
  • Visualise and describe movements using appropriate language (2/Ma3/3a).
  • Visualise and predict the position of a shape following a rotation or translation (2/Ma3/3b).

Handling data

  • Solve a relevant problem by using simple lists (1/Ma2/5a).
  • Interpret lists used in everyday life (2/Ma4/2b).

Using and applying mathematics

  • Use the correct language and vocabulary for space (1/Ma3/1d).
  • Use mathematical communication skills (1/Ma3/1f).
  • Use checking procedures to confirm that the results of geometrical problems are reasonable (2/Ma3/1d).
  • Organise work and record or represent it in a variety of ways when presenting solutions to geometrical problems (2/Ma3/1e).

Resources


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