Lines, Rays & Angles

PROCEDURAL

Mathematics›Geometry|Ages 9—10|ID: mt_QysgF57dxh

Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines; identify these in two-dimensional figures

Mastery Evidence

Draw a pair of perpendicular lines and a pair of parallel lines
Identify all pairs of parallel sides in a trapezoid
Mark a right angle, an acute angle, and an obtuse angle in a given figure

Assessment Prompt

“If [child] is given a piece of paper and a ruler, can they draw a line segment, mark a point, and then draw another line through that point that runs perfectly parallel to the first?”

Prerequisites2

Types of angles
hardAges 8—9
Parallel and perpendicular lines
hardAges 7—8

Show full prerequisite tree

Types of angles hard
Y4 acute/obtuse angle identification is prerequisite to drawing and labelling angle types
- Right Angles & Turns hard
  Identifying right angles and greater/less than right angle is prerequisite to naming acute/obtuse
  - Understanding angles hard
    Identifying right angles requires understanding what an angle is
    - 2-D shapes (age 6+) soft
      Understanding angles as shape properties requires knowing basic shape properties
      - Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
      - 2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
      - 3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
    - Position, direction, and movement hard
      Recognising angles as turns extends Y2 work on quarter/half/three-quarter turns
      - Positional Language hard
        Position/direction vocabulary with right angles extends basic positional language
      - Turns & Directions hard
        Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1
        
        What Is a Half? soft
        Understanding half and quarter turns benefits from the concept of halves and quarters
        
        Division as equal sharing hard
        Finding a half requires equal sharing into 2 groups — a division concept
        
        Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Positional Language hard
        Describing movement and turns builds on positional language
  - Types of angles (age 8+) soft
    Identifying right angles and turns is supported by the convention of marking right angles with a small square
  - Position, direction, and movement hard
    Right angles as quarter turns extends Y2 turn vocabulary
    - Positional Language hard
      Position/direction vocabulary with right angles extends basic positional language
    - Turns & Directions hard
      Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1
      - What Is a Half? soft
        Understanding half and quarter turns benefits from the concept of halves and quarters
        
        Division as equal sharing hard
        Finding a half requires equal sharing into 2 groups — a division concept
        
        Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Positional Language hard
        Describing movement and turns builds on positional language
Parallel and perpendicular lines hard
Y3 horizontal/vertical/perpendicular/parallel lines is prerequisite to drawing and identifying them formally
- Right Angles & Turns hard
  Perpendicular lines require understanding right angles
  - Understanding angles hard
    Identifying right angles requires understanding what an angle is
    - 2-D shapes (age 6+) soft
      Understanding angles as shape properties requires knowing basic shape properties
      - Angles in triangles (age 6+) soft
        Understanding defining attributes supports describing shape properties formally
        
        2-D shapes hard
        Distinguishing defining vs non-defining attributes requires knowing common 2-D shape names first
        
        3-D shapes (age 5+) hard
        Identifying defining attributes builds on informal analysis and comparison of shapes
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
      - 2-D shapes hard
        Describing properties of 2-D shapes (sides, symmetry) requires knowing the shapes first
      - 3-D shapes (age 5+) hard
        Formal property description extends informal analysis of sides and vertices
        
        2-D shapes hard
        Analysing and comparing shapes requires being able to name them first
        
        3-D shapes hard
        Analysing 3-D shapes requires recognising and naming them
    - Position, direction, and movement hard
      Recognising angles as turns extends Y2 work on quarter/half/three-quarter turns
      - Positional Language hard
        Position/direction vocabulary with right angles extends basic positional language
      - Turns & Directions hard
        Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1
        
        What Is a Half? soft
        Understanding half and quarter turns benefits from the concept of halves and quarters
        
        Division as equal sharing hard
        Finding a half requires equal sharing into 2 groups — a division concept
        
        Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
        
        Positional Language hard
        Describing movement and turns builds on positional language
  - Types of angles (age 8+) soft
    Identifying right angles and turns is supported by the convention of marking right angles with a small square
  - Position, direction, and movement hard
    Right angles as quarter turns extends Y2 turn vocabulary
    - Positional Language hard
      Position/direction vocabulary with right angles extends basic positional language
    - Turns & Directions hard
      Right-angle turns (clockwise/anti-clockwise) build directly on whole/half/quarter turns from Year 1
      - What Is a Half? soft
        Understanding half and quarter turns benefits from the concept of halves and quarters
        
        Division as equal sharing hard
        Finding a half requires equal sharing into 2 groups — a division concept
        
        Subtraction as taking away or separating hard
        Division as equal sharing/grouping requires understanding subtraction as taking away/separating
        
        How Many in Total? hard
        Understanding subtraction as taking away requires knowing numbers represent quantities (cardinality)
        
        One-to-one counting hard
        Cardinality principle builds on one-to-one correspondence — you must count correctly to know the last number tells 'how many'
      - Positional Language hard
        Describing movement and turns builds on positional language
- Positional Language soft
  Horizontal/vertical builds on positional vocabulary

Unlocks2

Numbers on a number line
hardAges 10—11
Classifying shapes by line properties
hardAges 9—10