Bound for Success Scope and Sequence Statements

MATHEMATICSSpaceConcept In Year 1the student:In Year 2the student:In Year 3the student:In Year 4the student:In Year 5the student:In Year 6the student:In Year 7the student:In Year 8the student:In Year 9the student:2D and 3D shapesDescribe and analyseshapes and objects anduse their properties tosolve problems• Pays attention to shape inmaking and drawing things(e.g. knows that a wheel isround with no ‘bumpybits’)• Recognises and namescircles, squares andtriangles in the built andnatural environment• Recognises and describesfamiliar 2D and 3D shapesin the built and naturalenvironment (e.g. conesand rectangles) andrepresents them bydrawing, making and/orusing technology• Draws 2D and 3D shapes(using technology or byhand) from differentpositions (e.g. draws fivedrawings of a jug bymoving around the jug andviewing it front-on andfrom a ‘bird’s-eye-view’;Draws a box, placed on atable, from differentpositions and shows somesimple attention toperspective)• Represents and describes2D shapes in differentorientations and 3D shapesand objects from differentperspectives, highlightingrelevant features, usingtechnology as appropriate;Makes drawings or modelsthat accurately reflect thesize and significantfeatures (e.g. draws ahuman head with eyes halfway up the head instead ofat the top)• Recognises and matches a‘bird’s-eye view’, frontview and side views of a3D shape with the actualshape and explains why itis a match; Recognises anddraws the net of a cube andknows that there are manydifferent nets that can bedrawn for this object• Draws the nets of prisms,pyramids and cylinders byhand or with drawingsoftware, or, given theirnets can construct theshapes using materials ordrawings; Draws squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles using theirproperties (usingcompasses andtechnological drawingsoftware) and paysattention to theconventions of drawingincluding the use ofperspective• Draws isometric/ front,side, top views of regularprisms and distinguishesbetween these (e.g. says“that view is an isometricview since it has an edgeclosest to me”); Drawscross-sections of regularprisms, spheres, cylindersand knows that the verticalcross-section will berepresented by a differentshape than a cross-sectionon an angle (e.g. says “thevertical cross section of acylinder is a circle but ifyou cut it on an angle youget an ellipse”); constructsa cube from its net; makesmodels of right prismsgiven their isometricdrawing-• Uses drawing tools,including geometrysoftware, models andmaterials to represent andconstruct common 2Dshapes and 3D shapes andobjects includingcomposite shapes andobjects; Shows front, sideand top views and crosssectionsof 3D shapes andobjects including simplepolyhedra, cylinders,spheres and cones andcomposite shapes formedfrom these (e.g. a drinkbottle) ; Draws 2D shapesto specification in terms ofboundary, angle and scale(e.g. a symbol including astar in a circle is a 5-pointed star inscribed in acircle of a given diameter);Uses geometric shapes toconstruct accurate 2Drepresentations of 3Dobjects (e.g. an isometricdrawing, front-side, topview or a single pointperspectives drawing of anhourglass, draws variouscross-sections of a toothpastetube, draws a suitablenet for constructing a coneof a given slant edgelength with a lid from asheet of paper) anddiscusses which propertiesare preserved by therepresentation and whichare not (e.g. angle, sidelength, area); Constructs3D objects from nets andmakes models of 3Dobjects from isometricdiagrams (e.g. a soccer ballfrom the net of its stitchingpattern involving atessellation of pentagonsand hexagons) anddiscusses their properties(e.g. what is the differencebetween two tetrahedronsjoined at their bases and anoctahedron, and which ofthese is a space-fillingshape?)In three dimensions• Sorts ‘boxes’, cones andspheres and makes simplestatements about theirdifferences (e.g. says“these boxes are long andthese ones aren’t”)• Uses spatial features andcharacteristics to sort,compare and describecommon 3D shapes andobjects (e.g. says “theseones have flat sides andcorners but these havecurvy sides and they roll”)• Identifies and describes byname families of 3Dshapes (prisms, pyramids,cones, cylinders andspheres) and makesmodels and sketches ofthem• Identifies and describesfamilies of 3D shapes(prisms, pyramids, cones,cylinders and spheres) andmakes models andsketches of them, and usesappropriate spatiallanguage when describingfeatures including parallel,perpendicular, vertex,edge, baseIdentifies the unique featuresof some shapes withinfamilies of 3D shapes andgeneralises about theirfeatures (e.g. all of the facesof triangular pyramids aretriangles; the two ends ofcylinders are circles); candraw a 3D shape when givenan oral or written descriptionof it• Describes a 3D shape to apeer so that they coulddraw or recognise it (e.g.over the phone or inwriting) referring to theproperties of the shapesand using the correctwords to describe the facesand angles including thecorrect names of the faces)• Identifies prisms,pyramids, spheres andcylinders and describespart and composite shapesand objects in terms oftheir properties (e.g. says“that tent looks like atriangular prism so the twoends must both becongruent triangles”)• Describes features thatdistinguish one commonclass of shapes fromanother, (e.g. says “prismshave two parallel facesthat are exactly the samebut pyramids don’t”)• Identifies and classifiesdifferent representations of3D shapes and objectsincluding cylinders, cones,the platonic solids,packages and containerswith reference to faces andsurfaces (e.g. atetrahedron-shapedpackage has a shape whichconsists of four equilateraltriangles, any three ofBound for Success Scope and Sequence Statements V2 Page 26 Working Document Semester One 2007