Shape and Pattern

1. Shape and Pattern A look at how we teach this at Ranvilles Infant School

2. Progression • Year R- In early years we encourage the children to explore Mathematical problem solving and reasoning by seeking patterns, making connections, recognising relationships, working with numbers, shapes, space and measures, counting, sorting and matching. The children are given the opportunity to develop their mathematical understanding through directed activities and in their continuous provision. The children are mainly using concrete apparatus (counters, puppies and number lines) • Year 1- We build on the skills developed in Year R and include mathematical opportunities daily through teacher led activities and continuous provision. The children will work in groups that are differentiated to ensure each child’s needs are being met and that they are being targeted at the correct level. The children are now predominantly using mathematical tools (number lines, 100 squares) • Year 2- The children continue to work in their differentiated groups to solve mathematical problems. They are exposed to mathematical problem solving daily and are encouraged to challenge their thinking in continuous provision. When the children are ready they move on to using unstructured tools (empty number lines and mental calculation strategies) In key stage 1 we use the Maths Framework to teach 5 units of work these are: • Counting, partitioning and calculating, • Securing number facts and understanding shape, • Handling data and measure, • Calculating, measuring and understanding shape, • Securing number facts, relationships and calculating.

3. Year R Through practical activities and continuous provision the children will • Sort and match objects while talking about sorting- e.g colour, shape, size • Describe shapes in simple models, pictures and patterns that they have created. • Talk about, recognise and recreate simple patterns. • Name simple 2-D shapes and begin to look at how they could describe these.

4. Year 1 The children will • use understanding of shape properties to sort shapes, explaining the criterion used • name and describe features of 2-D shapes, including square, rectangle, triangle, circle • name and describe features of 3-D shapes, including cube, sphere, cylinder, pyramid and cone • use everyday shape language to describe simple patterns in the environment • • understand, follow and use positional vocabulary such as: position, grid, outside, inside, beside, next to, front, back, between, centre, underneath, above, on top of, below, halfway, near, far

5. Year 2 • identify and describe 2-D shapes, including squares, triangles, circles, pentagons and hexagons, using properties such as number of sides and corners • handle common 3-D shapes and explore their properties, such as the number and shape of faces and the number of corners • consider what is the same and what is different about two or more shapes • sort shapes, using one criterion initially, and place them in tables and sorting diagrams • recognise that a shape does not change when it is in a different orientation • • recognise what changes and what stays the same when shapes are moved or enlarged • Have an understanding of symmetry and use this to create shapes and patterns. The children will

6. Now time to go and work with your child in the classroom and take part in the shape and pattern problem solving activities.