MATHS: KS2 Geometry 23.04.15

1. School Direct Twilight
23/4/15

2. Cut the paper in such a way
that it makes a ring that
each person in the group
could step through.

5. A is for angle
B is for………
C is for……….

6. 1
3
2
4
1
3 6
10
15 21
A B
C
D
E
A memorable picture?

7. A Powerful Force
‘Imagery is a powerful force for perception
and understanding. Being able to “see”
something mentally is a common metaphor
for understanding it. An image may be of
some geometrical shape, or of a graph or
diagram, or it may be some set of symbols
or some procedure.’
Open University

8. Aims
 To reflect on current practice in providing opportunities
for developing visualisation
 To engage in a number of activities that involve
visualisation and reflect on the key skills and attitudes
involved
 To explore ways that visualisation can be incorporated
into classroom practice
 To consider resources that might be useful

9. Current Practice
Consider the visualisation
opportunities you offer your
children in your mathematics
lessons.

10. Activity

11. Shape Reveal Game

12. Shape Target Board
Guess my shape/bingo etc

13. The Importance of practical resources.
Common sense? I’m afraid not. . .

14. Don’t believe me?
Level 5 64%
Level 4 25%
Level 4

16. Plan Front View Side View

17. THE TOWER
Can you build the tower from the seven pieces drawn below

18. How many nets of a cube are there?

21. Nets
What shape does this net make?
Which face is opposite GHJK?
Which edge meets IL?
Which points meet at A?

22. Progression in visualisation
Practical experiences
Visual experiences
Abstract experiences

23. Applying it- the ultimate aim .. .
Draw a rectangle in which the area and
perimeter are numerically equal. . .

24. Understanding big ideas, how could you work
out the area of this trapezium?
9cm
14cm
8cm

26. How many squares
can you see?
How aboutnow?

27. Board Number of small
squares
Total Number of
squares on the board
1 1 1
2x2 4 5
3x3 9
Can you see a
pattern?

28. How many
squares on a
chess board?

29. I wonderhow many squares there would
be ona chess board that was 16 x16?

30. Points to consider
1. The ability to visualise representations, pictures or images and
then adapt/change them is an important tool in learning
mathematics.
2. Children need extensive practical experiences in all aspects of
mathematics.
3. Visualisation is not about blue-sky thinking.
4. Visualisation activities in YR might look quite different to
visualisation activities in Y6.

31. Key Messages
 Visualising is a critically important skill in
developing mathematical understanding.
 Visualising does not tend to appear in published
schemes.
 As teachers we need to ensure that we are very
aware of all the processes of mathematics and so
we must always attempt to know what our
students are visualising.

32. Resources
•NNS Shape and Space booklet
•nrich website
•Beam – ‘Eyes closed’
•Anita Straker – ‘Talking Points in Mathematics’
•Maths Trails - Visualisation
•Talk for maths – mind’s eye
•Open University – Learning Space – ‘Using Visualisation in
Mathematics Teaching’

33. d.taylor@wentworthcofe.co.uk
@taffy_dave