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:which are adjacent)• Describes and classifies abroad range of 2D and 3Dobjects and shapes andsimple composite shapes(e.g. an ice-cream conewith a hemisphere of icecreamon top); Describesand classifiesquadrilaterals in terms ofsides, diagonals and angles(e.g. the diagonals of arhombus bisect each otherat right angles); Identifiespolygons, circles andellipses and simple partand composite shapesmade from theseIn two dimensions• Sorts squares, circles andtriangles not necessarilyknowing their names• Uses spatial features tosort, compare and describecommon 2D shapes andobjects (e.g. says “theseones have got 3 cornersand these have got 5”)• Identifies and describescommon 2D shapes(squares, rectangles,triangles and circles) anddraws them usingtechnology by focusing ontheir characteristics• Identifies and describescommon 2D shapes(squares, rectangles,triangles and circles) anddraws them usingtechnology by focusing ontheir characteristics, anduses appropriate spatiallanguage when describingfeatures including side,angle, centre,circumference, parallel,perpendicular• Identifies the uniquefeatures of some shapeswithin families of 2Dshapes and generalisesabout their features (e.g.says “all squares have twopairs of parallel sides”,and “ a parallelogram is aquadrilateral with twopairs of parallel sides”);Can draw a 2D shapewhen given an oral orwritten description of it• Describes a 2D shape to apeer so that they coulddraw or recognise it (e.g.over the phone or inwriting) referring to theproperties of the shapesand correct names of theshapes (squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles)• Describes and classifiestriangles and quadrilateralsin terms of sides andangles (e.g. says “anisosceles triangle has twoequal sides and two equalbase angles and the sum ofthe three internal angles is180 degrees”); Identifiesproperties of squares,rectangles, parallelograms,trapezia, pentagons,hexagons, octagons andcircles and describes part(e.g. semi-circles) andcomposite shapes (e.g. starshapes) in terms of theirproperties• Applies the distinguishingfeatures of commonclasses of quadrilaterals todetermine ‘inclusive’relationships between them(e.g. showsparallelograms, rectanglesand squares in a Venndiagram and says “allsquares are rhombuses butnot all rhombuses aresquares because theirangles aren’t all 90°”)• Determines the sum of theinterior angles of apolygon with 3, 4, or 5sides• Makes deductions relatedto geometric properties ofshapes (e.g. when twostraight lines intersect,opposite angles are equal;the sum of the interiorangles of a polygon with nsides is always 180° x [n -2] )Lines and angles• Describes parts of shapesas ‘pointy’ or ‘smooth’• Describes lines as‘straight’ or ‘curvy’• Knows that circles don’thave corners and boxes do• Recognises angle inshapes, objects and turns(e.g. box, turning bookpages, pizza slices)• Identifies and describesangles as right, acute,obtuse and reflex in theenvironment and makes ordraws them• Classifies and describesright, acute, obtuse andreflex angles andrecognises them in 2Dshapes; draws andrecognises right angles ina range of differentorientations• Uses the language of lines(vertical, horizontal,oblique, parallel) correctly• Knows that the sum of theinternal angles of a triangleis 180º and candemonstrate by making atemplate of each angle andlaying them next to eachother on a straight line;Explains why a trianglecan not have two rightangles• Knows that the sum of theangles of the internalangles of a quadrilateral is360° and demonstrates thisby tearing/cutting each ofthe internal angles from aquadrilateral drawn onpaper and placing themaround a point• Knows the angleproperties related toparallel, perpendicular andtransversal lines (i.e. cointerior,corresponding andalternate angles) and canuse these termsappropriately in a sentence(e.g. says “ The oppositeangles formed by theintersection of the roadand the creek are alternateangles”)• Explores demonstrationsand informal proofs ofgeneral propositions (e.g.the sum of angles in aplane (flat surface) triangleis always 180°; ifcorresponding angles areequal then alternate anglesare equal, Pythagoras’Theorem); Applies theangle properties related toparallel, perpendicular andtransversal lines to find thesize of unknown anglesVisualisation• Draws pictures by firstimagining them (e.g.imagines a book or a dogand draws it)• Turns simple shapes tomatch other shapes• Draws an object from anoral description whichimplies shape such as“draw a skinny hat with apointy top”, by firstimagining it and selectinga shape ‘most like a treetrunk’, for example• Visualises familiar shapeswithin other familiarshapes (e.g. draws what asquare might look like if itis folded in half)• Makes constructions fromvisual instructionsincluding those used forchildren’s constructiontoys• Draws from memory, anarrangement of severalshapes (e.g. looks at anarrangement of four shapesdrawn by their partnerbefore covering it andmaking a sketch of it)• Imagines and draws crosssectionsof simple 3Dshapes (e.g. slices ofcarrots at different angles)• Imagines a single flip,slide or turn and drawswhat it might look like• Inspects a 3D shape(pyramid or prism), puts itaside and then selects 2Dshapes to match the facesof the 3D shape• Uses drawing conventionsincluding dotted lines toindicate what they can’tsee in reality but what theycan visualise• Combines what they seewith what they think isthere based on theirknowledge of shapes, anddescribes it (e.g. describesa cube from a 3D drawingusing their knowledge ofthe properties of cubes andreasoning)• Draws an object (such as ajug with a handle) and thenimagines what it mightlook like from anotherdirection and draws it fromthat direction, payingattention to specifics(including the placementof the handle)• Examines the drawing of anet of a shape anddetermines whether it willin fact, fold up to make theshape based on theirvisualisation, and explainswhy or why not• Visualises and plansessential details whenconstructing figures andobjects (e.g. decides whereto best place the tabs on anet to ensure the made-upobject holds together)• Visualises an object orscene in differentorientations and drawspossible ‘other views’ ofan object from informationcontained in 2D drawingsBound for Success Scope and Sequence Statements V2 Page 27 Working Document Semester One 2007