It’s three years since we first looked at the idea of describing position, direction and movement. Back then we looked at whole, half, quarter and three-quarter turns. Today, we wanted to consolidate that learning, before moving on to identifying different angles tomorrow.

To start off with, I wanted Ioan and Finny to come up with a definition of what ‘angles as turns’ actually means. I had mixed up the letters and the words for them to try and work it out. I usually find that they remember a definition much better, when they’ve worked on it practically.

Having now got a definition, telling us that an angle is the measure of the amount of turn between two straight lines, there was some more important information needed.

We used their hand made clocks to consider the direction and size of turns.

I asked Ioan and Finny to stand up and have ago at turning various turns either clockwise or anti-clockwise.

Next, we looked at moving the hands a turn around a clock face.

They moved on to challenging each other with different turns and directions.

Finally, we looked at turns on a compass.

The following day, we moved on to identifying different types of angles.

## DfES Outcomes for EYFS and National Curriculum (2013)

### Numeracy Year 3 programme of study

#### Geometry – properties of shapes

recognise angles as a property of shape or a description of a turn