Maths Year 3/4 Summer Shape

Day 1
Revise symmetry. Children discuss and identify lines of symmetry in regular and irregular shapes.
Group Activities: T with Y3
Y3 -- Identify whether shapes are symmetrical. Draw the lines of symmetry on 2-D shapes. -- Draw one half of a shape for a partner to complete symmetrically. Begin to explore shapes with two lines of symmetry.
Y4 --Identify whether shapes are symmetrical. Draw the lines of symmetry on 2-D shapes. -- Identify lines of symmetry in regular and irregular 2-D shapes.

Day 2
Use the ‘Hamilton clock’ as basis for modelling quarter and half turns, clockwise and anti-clockwise.
Further Teaching with Y4
Children discuss and compare sizes of five displayed angles, then classify as right, acute or obtuse.
Group Activities: T with Y4
Y3 -- Follow and give instructions to practise making quarter, half and three-quarter turns.
Y4 -- Recognise and compare acute and obtuse angles and right angles.

Day 3
Explore images and patterns turned through successive right angles.
Further Teaching with Y4
Revise names and properties of the different families of triangles.
Group Activities: T with Y3
Y3 -- Create patterns by rotating shapes through successive right angles.
Y4 -- Explore the angle properties of different types of triangles.

Day 4
Model using IWB set square to find angles greater or less than 90°; use vocabulary acute and obtuse.
Group Activities: T with Y3
Y3 -- Find examples of different types of angle in the classroom and around the school. -- Classify angles <90° as ‘acute’ and >90° as ‘obtuse’.
Y4 -- Investigate the angle properties of quadrilaterals.

Day 5
Model parallel and perpendicular lines using examples around the room.
Further Teaching with Y4
Explore properties of quadrilaterals; name them. Sort into a Venn diagram.
Group Activities: T with Y3
Y3 Use the ‘My Square, Not Yours!’ in-depth problem-solving investigation below as today’s group activity. Or, use this activity
-- Sort shapes into a Venn diagram based on their properties
Y4 Use the ‘Rabbit Run’ in-depth problem-solving investigation from NRICH as today’s group activity. Or, use this activity:
-- Compare and classify quadrilaterals, based on various properties.

• Whiteboards and pens
• Symmetry ITP, IWB set square
• Mirrors, rulers, set squares, scissors, protractors
• Set of 2-D shapes (regular, irregular, symmetrical, not symmetrical)
• ‘Shapes for sorting’ (see resources)
• ‘Hamilton clock’ (see resources)
• ‘Animal cards’ (see resources)
• ‘Comparing and ordering angles’ (see resources)
• Coloured card, squares of card, brass fasteners, sheets of paper, coloured pencils
• cm2 paper
• Elastic bands, geoboards
• ‘Perpendicular and parallel lines’ (see resources)
• ‘Sorting shapes’ (see resources)
• ‘Sorting quadrilaterals’ (see resources)
• Venn rings (or hoops)
• Sticky notes

Day 1
Subtraction facts

Day 2
Add multiples of 10

Day 3
Multiply/ divide by 10

Day 4
Compare pairs of numbers with 2 decimal places

Day 5
Division fact bingo for the 8x table

Day 1
Y3: Symmetrical shape.
Y4: Symmetrical shapes.

Day 2
Y3: Angles and turns.
Y4: Naming angles.

Day 3
Y3: Right angle turns.
Y4: Triangles and angles.

Day 4
Y3: Angles.
Y4: Angles in quadrilaterals.

Day 5
Y3: Vertical, horizontal, perpendicular and parallel lines.
Y4: Sorting quadrilaterals.

Y3

• Draw a 2-D shape with at least 1 curved side and 2 lines of symmetry.
• How many lines of symmetry in a regular pentagon?
• Can you draw a…
  -- 4-sided shape with exactly 2 right angles?
  -- Hexagon with every side a different length?
  -- Regular octagon?
• Draw a shape with 2 right angles that is not a square. Identify any angle in this shape that is more than 90 degrees.
• Set a clock to 3 o’clock. Move the minute hand clockwise through 3 right angles. What is the time? What is the angle between the hands of a clock at 6 o’clock?

Y4

• Draw a shape with exactly four lines of symmetry. It does not need to be a polygon.
• By shading just one ‘cell’ on a 3 by 3 square grid, how many different symmetrical patterns can you make? Be careful not to count reflections or rotations of patterns already made…
  How many different patterns can you make if you are allowed to shade 2, 3, 4 or 5 cells?
  Can you make a prediction about how the number of patterns with 6 cells shaded will relate to the number with 3 cells shaded?
• True or false?
  - A triangle cannot have two right angles.
  - A triangle with one right angle cannot be isosceles.
  - A quadrilateral cannot have exactly three right angles.
  - A quadrilateral can always be divided into two triangles by drawing just one straight line.

Y3 In-depth investigation: My Square, Not Yours!
Children draw a succession of perpendicular and parallel lines to create squares.

Y4 In-depth investigation: Rabbit Run
Help Ahmed to build a quadrilateral-shaped run for his rabbit using planks of different lengths. Rabbit Run from nrich.maths.org.

Y3 Transformations on a Pegboard
Explore the properties of 2-D shapes using an interactive pegboard. Transformations on a Pegboard from nrich.maths.org.

Y4 Jig Shapes
Complete the shape jigsaw and describe the shapes for a partner. Can they guess which shape you are describing? Jig Shapes from nrich.maths.org.

Day 1
Use Co-ordinates ITP to revise reading and plotting co-ordinates. Plot the vertices of polygons on a co-ordinate grid.
Group Activities: T with Y4
Y3/4 -- Plot polygons on 0-10 and 0-15 co-ordinate grids.

Day 2
Revise translating shapes on co-ordinate grids, children write points before and after translation.
Further Teaching with Y3
Use Egyptian square-based pyramid to define faces, vertices and edges and to model how to count each.

Group Activities: T with Y3
Y3 -- Construct pyramids with different shaped bases; count faces, vertices and edges. Make generalisations and predictions.
Y4 Use the ‘Co-ordinate Challenge’ in-depth problem-solving investigation from NRICH as today’s group activity. Or, use this activity:
-- Plot and translate 2-D shapes up, down, left or right in the first quadrant of a co-ordinate grid.

• Co-ordinates ITP
• ‘Co-ordinates grid’ Sheets 1 and 2 (see resources)
• Rulers, sharp pencils, scissors, tape
• Several different square-based pyramids
• Pyramids with differently shaped bases
• ‘Nets of pyramids’ Sheets 1, 2 and 3 (see resources)
• Net for a square-based pyramid (enlarged from Sheet 1)
• ‘Pyramid properties’ (see resources)

Day 1
Draw irregular polygons

Day 2
Division facts for the 7x table

Day 1
Y3: Co-ordinate shapes.
Y4: Co-ordinate shapes.

Day 2
Y3: Faces, vertices and edges.
Y4: Translating shapes.

Y3/4

• Draw a 6 by 6 grid; label the x and y axes. Mark these co-ordinates:
  A (1, 1) B (1, 4) C (4, 1).
  Join these and name the shape created.
  Add another co-ordinate so that if you join all four vertices you create a 4-sided shape that is not a square.
• Sam says that if she draws a square on a co-ordinate grid, then two of its corners will always have the same ‘x’ co-ordinate and two will have the same ‘y’ co-ordinate.
  Is she correct? Explain how you know.
• Bill draws a triangle on his grid. He moves it two spaces ‘down’ the grid. The new co-ordinates of its vertices are:
  (2,1) (6, 1) (3, 5)
  Write the co-ordinates of the triangle before its translation.

Y3 In-depth investigation: Use the Day 2 Group Activity as this unit’s Problem-solving Investigation.

Y4 In-depth investigation: Co-ordinate Challenge
Use clues about the symmetrical properties of capital letters to place them on the coordinate grid. Co-ordinate Challenge from nrich.maths.org

Y3/4 The Lily Pond
Describe a route for Frog to jump across all the leaves to visit Snail. The Lily Pond from nrich.maths.org.