These are the Transum resources related to the statement: "Pupils should be taught to understand and use the relationship between parallel lines and alternate and corresponding angles".
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Here is an exam-style questions on this statement:
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Angles Pupils should understand that angles represent an amount of turning and be able to estimate the size of angle. When constructing models and drawing pupils should be able to measure and draw angles to the nearest degree and use appropriate language associated with angles.
Pupils should know the angle sums of polygons and that of angles at a point and on a straight line. They will learn about angles made in circles by chords, radii and tangents and recognise the relationships between them.
Pupils will work with angles using trigonometry, transformations and bearings. In exams pupils are often instructed that while non-exact answers should be given to three significant figures, angle answers should be given to one decimal place. Bearings A bearing is a description of a direction. It is the number of degrees measured in a clockwise direction from north as seen from above. Convention, probably born out of the need to be quite clear when saying a bearing over a crackly aircraft radio or storm at sea, three figures are given for each bearing. So 90 degrees would be expressed as 090 degrees.
The four main directions are known as the cardinal points. These are north (360°), east (090°), south (180°) and west (270°). The directions in between those are known as the half cardinal points and can be expressed as north-east (045°), south-east (135°), south-west (225°) and north west (315°).
The study of bearings in Mathematics provides a practical, real-life application of angles and geometry. It can provide a need for numerical calculations, scale drawing and estimation.