Year 5 Term 3 Unit 8

Day 1

L.O.1

To be able to visualise and name polygons

1. I am thinking of a plane shape.

It has three sides.

Two of the sides are equal in length.

What is it?

2. I am thinking of a plane shape.

It has six sides.

The six angles are not the same.

What is it?

3. I am thinking of a plane shape.

It has four sides.

Opposite sides are equal in length.

What is it?

4. I am thinking of a plane shape.

It has five sides.

All the angles are equal.

What is it?

5. I am thinking of a plane shape.

It has three sides.

None of the sides is equal in length.

What is it?

Now it’s your turn. Work with a partner.

Choose a shape and select two clues about it .

Be ready to tell the rest of the class your clues.

They will try to guess the shape you’ve chosen.

L.O.2

To be able to recognise where a shape

will be after translation.

To be able to make shapes with increasing

accuracy.

.

I have placed a shape on the screen then moved it to the right.

Q. What is the special name for this type of movement?

1 2

This is called a TRANSLATION

I can move the shape downwards

2

3

This is called a TRANSLATION

..or horizontally to the left.34

This is called a TRANSLATION

..or vertically upwards.

4

5

This is called a TRANSLATION

4

5

Q. How can we determine how far in each direction the shape has been translated?

We could use a numbered grid.

What are the co-ordinates of the triangle?

What will they be if it is translated 2 units upwards?

What are the co-ordinates of the triangle? (2,3) (4,1) (5,3)

What will they be if it is translated 2 units upwards? (2,5) (4,3) (5,5)

We are going to translate some more shapes.

Think carefully about:

what changes when a shape is translated

what remains the same.

What are the co-ordinates of the rectangle?

What will they be if we translate it 3 units to the right?

What are the co-ordinates of the rectangle?

(1,5) (1,7) (3,7) (3,5)

What will they be if we translate it 3 units to the right?

(4,5) (4,7) (6,7) (6,5)

.What are the co-ordinates of the pentagon?

What would they be if we translate it 4 units downwards ?

.What are the co-ordinates of the pentagon?

(4,5) (4,6) (6,8) (8,6) (8,5)

What would they be if we translate it 4 units downwards ?

(4,1) (4,2) (6,4) (8,2) (8,1)

What are the co-ordinates of the rhombus?

What would they be if we translated it 3 units upwards?

What are the co-ordinates of the rhombus?

(2,3) (4,5) (6,3) (4,1)

What would they be if we translated it 3 units upwards?

(2,6) (4,8) (6,6) (4,4)

??? QUESTION ???

What changes when a shape is translated?

What remains the same?

When a shape is translated the

POSITION changes

but

SIZE and SHAPE remain the same.

You are going to do Activity sheet 8.1

Record your working in your book.

.

.1a.

co-ordinates are:

(2,3) (2,4) (4,4) (4,3)

NEW

co-ordinates are :

(2,0) (2,1) (4,1) (4,0)

.1b.

co-ordinates are:

(1,1) (2,4) (3,2)

NEW

co-ordinates are :

(3,3) (4,4) (5,2)

.1c.

co-ordinates are:

(3,1) (3,4) (5,4) (5,2)

NEW

co-ordinates are :

(1,2) (1,5) (3,5) (3,3)

.Isosceles triangle.

co-ordinates are:

(2,8) (2,10) (5,9)

NEW

co-ordinates are :

(6,8) (6,10) (9,9)

.Square.

co-ordinates are:

(4,5) (4,7) (6,7) (6,5)

NEW

co-ordinates are :

(1,5) (1,7) (3,5) (3,7)

.Rectangle.

co-ordinates are:

(1,1) (1,2) (4,2) (4,1)

NEW

co-ordinates are :

(1,3) (1,4) (4,4) (4,3)

.Right-angled triangle.

co-ordinates are:

(6,1) (8,4) (8,1)

NEW

co-ordinates are :

(4,2) (6,5) (6,2)

Q. Are the two shapes in each of your

examples congruent? How do you know?

If the two shapes are

IDENTICAL

in all but their POSITION

they are

CONGRUENT

By the end of the lesson the children should be able to:

Draw the position of a shape after one translation

Draw 2-D shapes by plotting points on a numbered grid and joining them

together accurately.

Year 5 Term 3 Unit 8

Day 2

L.O.1

To be able to classify 2-D shapes according to their properties

.

I am thinking of a rule.

If a shape meets the rule it can go into the circle.

.

A shape meets the rule so it can go into the circle. Q. What could the rule be? We’ll write your suggestions on the board.

.

Another shape meets the rule so it can go into the circle. What could the rule be now? Which of your suggestions could still be possible?

.

Another shape meets the rule so it can go into the circle. What could the rule be now? Which of your rules could still be possible?

Q. Are there any other shapes which could be placed in the circle using the same rule?

.

Another shape meets the rule so it can go into the circle. What could the rule be now?

The rule was simply

“any shape with four sides.”

.

One of YOU is thinking of a rule. If a shape meets the rule it can go into the circle. We’ll tick the shapes which can go in as we identify them.

L.O.2

To be able to make shapes with increasing accuracy

To recognise reflective symmetry in regular polygons

To make and investigate a general statement about familiar shapes by finding examples that satisfy it.

.

Q. What could be the rule for this set of shapes?

The rule is

“ have no lines / axes of symmetry.”

Q. What rule would be appropriate for all the other shapes?

The rule for all the other shapes is

“is symmetrical”

or

“has at least one line / axis of symmetry”

A line of symmetry divides a 2-D shape into congruent halves, each half being a reflection of the other.

How many lines of symmetry are there

in a square?

There are four axes of symmetry.

How many lines of symmetry are there in an equilateral triangle?

There are three.

Each axis of symmetry divides an angle and its opposite side in half.

Copy this table neatly into your books…..

….. Leave space underneath to extend it!

Regular shapeNumber of axes of symmetry

Equilateral triangle

Square

3

4

Q. Can anyone see a relationship between the shape and the number of axes of symmetry?

True or False?

The number of axes of symmetry is equal to the number of sides and the number of angles.

Q. Do you think this is true of every regular polygon? How could we find out?

You are going to test this theory by checking examples.

You are going to do Activity sheet 8.2

- NEATLY! -

Q. What have you discovered about the number of axes of symmetry in regular polygons?

The number of axes of symmetry

in a regular polygon

is equal to the number of sides.

Q. What are the properties of regular polygons?

1.

2.

3.

etcetera………

Q. What are the properties of regular polygons?

1. All angles are equal. THIS IS ESSENTIAL

2. All sides are equal. THIS IS ESSENTIAL

3. The number of lines of symmetry is equal to the number of sides.

etcetera………

.

Q. Is this rectangle a regular polygon? How do you know?

.

It is not regular because the sides are not all equal and there are only two axes of symmetry, not four!

By the end of the lesson the children should be able to:

Recognise the number of axes of reflective symmetry in regular polygons and know that the number is equal to the number of sides

Find examples that match a general statement

Draw 2-D shapes with accuracy.

Year 5 Term 3 Unit 8

Day 3

L.O.1

To be able to read and write whole numbers and know what each digit

represents.

5 364 827

We are going to read this number all together.

Q. What is the value of the following digits?

5 364 8271. The three

2. The eight

3. The five

4. The two

5. The four

6. The six

5 364 827Beginning each time with the number above show answers to the following:

1. Add thirty2. Subtract twenty thousand3. Add four4. Subtract two thousand5. Add six hundred thousand 6. Subtract ninety7. Add five hundred8. Subtract eighty thousand

5 364 827What would we need to add to the number above to make :

1. 5 364 9002. 5 370 8273. 5 664 827

What would we need to subtract to leave:4. 5 100 0005. 4 364 0006. 5 000 802

5 364 827

Now its your turn to think of a question

that involves adding or subtracting

to make a new number.

L.O.2

To be able to recognise where a shape will be after reflection in a mirror line parallel to one side.

Q. What will the reflection of this shape look like?

....volunteer needed !

mirror line

Remember:The image and the original shape are congruent.

The reflection is a reversal of the original.

The two shapes will touch each other at the mirror line.

mirror line

mirror line

Volunteer!

Remember:

The mirror should be

exactly half way

between the shape and its reflection.

mirror line

Volunteer!

mirror line

Volunteer!

Work with a partner.

Each of you carefully draw a four-sided shape in your book.

Draw a mirror line then pass your book

to your partner to draw the reflection.

- BE ACCURATE -

You are now going to do Activity sheet 8.3.

When you have drawn all the images use a

mirror to check the reflected shape.

Remember :

Congruency; reversal; equi-distance

Now complete the first cloud question on

Self-assessment sheet 8.1

.

By the end of the lesson the children should be able to:

Sketch the reflection of a simple shape in a mirror line parallel to one edge,

where the edges of the shapes are not all parallel or perpendicular to the mirror line:

Extend puzzles or problems involving exploring different alternatives (What if…?)

Year 5 Term 3 Unit 8

Day 4

L.O.1

To be able to recall multiplication facts for the 8 times table and derive related

multiplication and division facts.

.

1

10 2

9 3

8 4

7 5

6

x 8

We are going to recite the 8 times table.

.

1

10 2

9 3

8 4

7 5

6

x 8

What is 4 multiplied by 8 ?

.

1

10 2

9 3

8 4

7 5

6

x 8 4 x 8 = 32

4 x 8 = 32

.

1

10 2

9 3

8 4

7 5

6

x 8 4 x 8 = 32

What division fact involving 8 can you give me?

.

1

10 2

9 3

8 4

7 5

6

x 84 x 8 = 32 4 = 32 ÷ 8

What division fact involving 8 can you give me?

.

1

10 2

9 3

8 4

7 5

6

x 84 x 8 = 32 4 = 32 ÷ 8

We will continue the 8 x table on this screen!

.

1

10 2

9 3

8 4

7 5

6

x 80

We are going to recite the 80 times table.

.

1

10 2

9 3

8 4

7 5

6

x 80

What is 4 multiplied by 80? What division fact involving 80 can you give me?

.

1

10 2

9 3

8 4

7 5

6

x 804 x 80 = 320

4 x 80 = 320

.

1

10 2

9 3

8 4

7 5

6

x 804 x 80 = 320 4 = 320 ÷ 80

4 = 320 ÷ 80

.

1

10 2

9 3

8 4

7 5

6

x 804 x 80 = 320 4 = 320 ÷ 80

We will continue the 80 x table on this screen.

Remember :

Knowing the 8x table helps us know the 80x table and associated division facts.

L.O.2

To be able to complete

symmetrical patterns with vertical and

horizontal lines of symmetry

.

The grid shows two axes (mirror lines) and four quadrants.

Q. Where will the image of the square be if we reflect it in the horizontal axis?

.

Q. Where will the image of the square be if we reflect it in the vertical axis?

We can reflect an image in all four quadrants.The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.

continue…..

We can reflect an image in all four quadrants.The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.

We can reflect an image in all four quadrants.The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.

We can reflect an image in all four quadrants.The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.

You are going to do Activity sheet 8.4 with a partner. Each of you is to choose one quadrant and make a shape using up to 20 squares.

NO COLOURED PENCILS!

Your partner will then draw the reflection of the shape in the other 3 quadrants.

Use a mirror to check the reflections.

Be prepared to show your pattern to the class!

It’s time for the picture

gallery

Q. Does it matter in which of your four quadrants you start your shape?

.

Q. How can we reflect this hexagon in the two axes?

…..volunteers!

.

As the hexagon crosses the vertical axis there are two reflected shapes.

Homework

Use Activity sheet 8.4 at home and, starting with a shape which crosses an axis of symmetry, complete the symmetric pattern formed by reflecting the shape in both of the axes.

Extension work:

(for your partner to complete)

1. Use coloured pencils to make another shape.

2. Draw a shape which crosses two axes.

By the end of the lesson the children should be able to:

Complete symmetrical patterns on squared paper with a horizontal or vertical line of symmetry