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| 1. Vocabulary / notation / labelling conventions - for
lines / angles / shapes |
SSM1 |
| 2. Identify parallel & perpendicular lines |
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| 3. Angles Rules: angles on a straight line = 180°/
angles a.a.p. = 360° / angles in a triangle = 180°
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| 4. Recognise vertically opposite angles |
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| 5. Begin to identify & use angle / symmetry / side
properties of triangles & quadrilaterals |
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| 6. Use conventions & notations for 2-d coordinates
in all 4 quadrants; find coordinates of points from geometric
information |
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| 7. Use angle measure; acute, obtuse & reflex angles
-distinguish between & estimate |
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| 1. Understand & use language & notation for
triangles |
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| 2. Recognise & visualise transformation & symmetry
properties for 2-d shapes: |
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| 3. Recognise line symmetry; visualise reflection in
given mirror lines |
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| 4. Recognise rotational symmetry & visualise rotation
about a point |
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| 5. Recognise & visualise translations |
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| 6. Explore transformation & symmetry using ICT |
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| 7. Solve problems / investigations - Shape & Space |
SSM5 |
| 8. Suggest extensions - 'what if ...?' / begin to generalise
/ use counter-examples |
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| 1. Explore transformation & symmetry using ICT |
SSM4 |
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| SSM2
Spring Term: 3h Key L.O's: Parallel / perpendicular lines;
angle rules Geometric reasoning is introduced
in SSM2, starting with recognition of perpendicular
& parallel lines and with 3 main angle rules (angles
a.a.p, angles on a straight line & angles in a triangle).
Although geometric reasoning objectives also appear
in SSM3, the focus of SSM2 appears to be an early link
between geometric reasoning & transformations /
symmetry. The former is further developed in SSM3, whilst
the latter is explored in more detail in SSM4. As before,
a coherent view of both strands can taken in the final
unit, SSM5.
Therefore, the aim of SSM2 in the SSM2 > SSM4 >
SSM5 strand appears to be early connection static &
geometric geometry. This is in contrast to the relatively
common practice of teaching transformations within a
coordinate grid following topics on geometric reasoning.
Identification of shapes from their geometric properties
focuses on triangles & quadrilaterals. More formal
classification of quadrilaterals according to properties
now appears in Y8 programme Note: rules for angles within
parallel lines are also postponed to Y8). Use of dynamic
geometry software - appropriate CDs & Internet -
is of particular relevance in this unit. |
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SSM4
Spring Term: 6h Key L.O's: Word problems / investigations
with Shape & Space
SSM4 is the longest unit in Y7 SSM (6h), and focuses
on transformations: reflections, rotations & translations.
It reinforces the connection between transformations
and angle & symmetry properties of 2-d shapes. Its
aim to bring pupils to the point where they can apply
their knowledge, skills & understanding to word
problems involving transformations, symmetry & related
geometric reasoning. |
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| SSM5
Summer Term: 5h Key L.O's: none - Re-integration
of spatial & measurement skills & understanding.
Previous learning of angle, side & symmetry properties
of triangles & quadrilaterals are linked to transformations
and symmetry. Transformations (from SSM4) are explored
more fully using ICT. ICT is being proposed as a vehicle
for consolidation, modelling & extension of both
the dynamic geometry and the practical / static aspects
developed in both SSM strand |
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