![]() Simon says rub your tummy and pat your head at the same time.Those who stop are out! Because the instruction was not preceded by “Simon says”.Īnd the game goes on… until there’s just one player standing. Here’s an example of how the game is played: Simon’s role is to tell the players what to do, but there’s a catch: the players must only obey commands that begin with the words “Simon says”. One person is picked as Simon, and the others are the players. But if you’re one of the 13 people in the world who hasn’t heard of it or someone who just needs a refresher, here’s how you play: They will also be asked to find unknown angles in triangles, quadrilaterals and regular polygons. They need to describe positions on the full co-ordinate grid (all four quadrants). They need to draw shapes on the co-ordinate plane and then reflect and translate them.Simon Says is a classic a game so popular that it has its own (although, not family-friendly) movie. Again, ask them to turn themselves to understand how shapes turn: get them to stand in the middle of a room and turn 90˚ clockwise. Can they then turn 180˚ anti-clockwise? Ask them what they will be facing if they turn 360˚ clockwise. In Year 6, children need to work out where a shape will be after rotation through 90˚ or 180˚. They continue to measure and draw angles using a protractor and calculate angles in a triangle or around a point. ![]() In Year 5, children need to draw and measure angles using a protractor and calculate angles on a straight line, at a point and within a right angle. They need to reflect and translate shapes on a grid.In Year 4, they need to identify acute and obtuse angles, and compare and order angles. They need to describe positions on a 2D grid as co-ordinates in the first quadrant. They need to translate objects left to right and up to down.In Year 3, children need to know that one right angle is a quarter turn, two are a half turn, three a three-quarter turn and four a full turn.Try a modified Simon Says game to put these concepts into action, asking them to make a quarter turn clockwise, then make a half turn anti-clockwise, and so on. In Year 2, they need to give instructions involving position, direction and movement. They also need to use the words anti-clockwise and clockwise when discussing whole, half and quarter turns and know that a right angle is a quarter turn.In Year 1 they need to recognise whole, half, quarter and three-quarter turns and continue to use words to describe position.To help them practise, play a version of hide and seek where they tell you where to hide (under a chair, behind a desk, between two chairs) while someone else does the seeking. In Reception, children use everyday words to describe position, such as: above, next to, under, inside.Other 'position and direction' concepts that are learnt include co-ordinates and translating and reflecting shapes. This starts with children making and talking about 'turns,' which then forms the basis for learning about angles later on. (Hopefully, these objects will correspond to items you need to buy!) Take them home and lay them out on a table. Ask your child to point at a shape that has more than 6 edges, a shape that has a circular face, a shape that has only three faces, etc. If any of the shapes happen to contain chocolate this could be a good incentive for them to complete the task.Īs children move through primary school they’ll be taught to use directional language. Supermarket shape-shop: In the supermarket, see if your child can find the following 3D shapes: a cylinder, a cuboid, a cube, a sphere and a triangular prism.Spotting shapes in everyday objects will help them to see how shapes feature in the world. Go for a shape walk: See if they can spot five 2D and five 3D shapes by walking around the house or garden.Remove one shape which one have you hidden? Ask them to look at the tray then close their eyes. ![]()
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