Number properties and transformations of shape SCITT Jan
Number properties and transformations of shape SCITT Jan 2015
Objectives (students will): gain a better understanding of the structure and special properties of the number system; n be able to teach aspects of 2 d shape, including transformations; n understand the relationship between 2 d nets and associated 3 d solids; n continue work on the mathematics subject audit. n
Associated issues for teaching n n Developing understanding of the complete number line. Using number properties to set challenging problems.
Provide an example for each… palindromic digit consecutive Triangular number decimal multiple even real odd imaginary recurring decimal prime square root factor integer complex rational Mixed number whole Square number fraction irrational Fibonacci natural root digit (or digital root)
Note please! n The following words are for your developing subject knowledge… n Not all are appropriate for primary pupils
Complex i Real π Rational 0. 5 Integer -2 Whole 0 Natural 3
A Number ‘Schematic’ complex imaginary real irrational integer fraction whole integer natural
NC 2014 n What are the age-related expectations for your learners for Number? n What ‘number properties’ are mentioned explicitly? Are any implied? n
Properties of Number n Choose a number between 20 -100 (inclusive) n Talk about what ‘families’ it belongs to… n What makes it ‘special’?
Prime Numbers n Which numbers between 1 and 30 are prime numbers? n ‘Number Grid ITP’
Prime factors - Year 6 “Find all the prime factors of any number to 100” e. g. the prime factors of 60 are 2, 2, 3 and 5 because: 60 3 6 10 2 2 5
A Happy Number A happy number… follows the rule: “Add the square of each digit” …creating a number chain that ends in ‘ 1’
Shape be able to teach aspects of 2 d shape, including transformations; n understand the relationship between 2 d nets and associated 3 d solids; n
Polygons n n Poly comes from the Greek word meaning ‘many’; gon comes from the Greek word for ‘angles’. A polygon is a flat shape with ‘many angles’. When we talk about polygons we are talking about shapes with 3 or more straight sides. (Polyhedrons: a solid shape with ‘many faces’)
Triangles n n A 3 -sided polygon is called a triangle. Can you sketch them all? q q Right angled Isoceles Equilateral Scalene Congruent – shapes which are exactly the same size and shape are called congruent.
Area of a triangle… n ½bxh 4 cm 6 cm 5 cm 8 cm
Glossary Definitions n What vocabulary would you use to define these quadrilaterals: q q q q Parallelogram Rhombus How do we compare to Rectangle www. amathsdictionaryforkids. com ? Square Oblong Kite and inverted kite (delta) Trapezium
Research: ‘Tangrams’/ ‘Tesselations’/ ‘MC Escher’/ ‘Origami’/ ‘Transformations’/ ‘Platonic Solids’ 3 D challenges 2 D challenges n n n Tarsia Jigsaw ITT website: Keith Ws ‘Cutting up quadrilaterals’ Investigate ITP's - Isogrid, Polygon, Area, Coordinates What different shapes can you make by folding A 4 paper? Isogrid ‘Dot to Dot’ - use a triangular array of 15 dots to draw different triangles. q How many are there? n n The 12 Pentominoes – Which make the net of an open cube? Nets. . . what are the minimum number of 'flaps‘ required to secure a cube? Nets Challenge - What 3 D closed shapes can you construct using up to 6 squares and 8 equilateral triangles? Building Nets from card – cube, tetrahedron, others… You will feedback!
Task 3 given out on Day 6 n Prepare 15 maths questions with explanation, working at your own level. This will give an indication of your progress with the subject knowledge audit. In your reflection – identify any areas for future study. WILF OUTCOMES: Access materials to revise/ revisit some identified aspects of subject knowledge, show evidence of research in identified areas
Objectives: Did we…? gain a better understanding of the structure and special properties of the number system; n be able to teach aspects of 2 d shape, including transformations; n understand the relationship between 2 d nets and associated 3 d solids. n
- Slides: 20