Year%205%20Term%203%20Unit%208

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Year 5 Term 3 Unit 8

• Day 1

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• L.O.1
• To be able to visualise and name polygons

3

• 1. I am thinking of a plane shape.
• It has three sides.
• Two of the sides are equal in length.
• What is it?

4

• 2. I am thinking of a plane shape.
• It has six sides.
• The six angles are not the same.
• What is it?

5

• 3. I am thinking of a plane shape.
• It has four sides.
• Opposite sides are equal in length.
• What is it?

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• 4. I am thinking of a plane shape.
• It has five sides.
• All the angles are equal.
• What is it?

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• 5. I am thinking of a plane shape.
• It has three sides.
• None of the sides is equal in length.
• What is it?

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• Now its 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 youve
  chosen.

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• L.O.2
• To be able to recognise where a shape
• will be after translation.
• To be able to make shapes with increasing
• accuracy.

10

• .

1
2
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?
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• This is called a TRANSLATION

2
3
I can move the shape downwards
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• This is called a TRANSLATION

..or horizontally to the left.
3
4
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• This is called a TRANSLATION

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..or vertically upwards.
4
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• This is called a TRANSLATION

Q. How can we determine how far in each direction
the shape has been translated?
5
4
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• We could use a numbered grid.

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What are the co-ordinates of the triangle?
What will they be if it is translated 2 units
upwards?
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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)
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• We are going to translate some
  more shapes.
• Think carefully about
• what changes when a shape is translated
• what remains the same.

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What are the co-ordinates of the rectangle? What
will they be if we translate it 3 units to the
right?
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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)
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• .

What are the co-ordinates of the pentagon? What
would they be if we translate it 4 units
downwards ?
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• .

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)
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What are the co-ordinates of the rhombus? What
would they be if we translated it 3 units upwards?
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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)
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• ??? QUESTION ???
• What changes when a shape is
  translated?
• What remains the same?

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• When a shape is translated the
• POSITION
• changes
• but
• SIZE and SHAPE
• remain the same.

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• You are going to do Activity sheet 8.1
• Record your working in your book.

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• .

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• .

1a. co-ordinates are (2,3) (2,4) (4,4)
(4,3) NEW co-ordinates are (2,0) (2,1) (4,1)
(4,0)
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• .

1b. co-ordinates are (1,1) (2,4) (3,2) NEW
co-ordinates are (3,3) (4,4) (5,2)
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• .

1c. co-ordinates are (3,1) (3,4) (5,4)
(5,2) NEW co-ordinates are (1,2) (1,5) (3,5)
(3,3)
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• .

Isosceles triangle. co-ordinates are (2,8)
(2,10) (5,9) NEW co-ordinates are (6,8)
(6,10) (9,9)
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• .

Square. co-ordinates are (4,5) (4,7) (6,7)
(6,5) NEW co-ordinates are (1,5) (1,7) (3,5)
(3,7)
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• .

Rectangle. co-ordinates are (1,1) (1,2) (4,2)
(4,1) NEW co-ordinates are (1,3) (1,4) (4,4)
(4,3)
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• .

Right-angled triangle. co-ordinates are (6,1)
(8,4) (8,1) NEW co-ordinates are (4,2) (6,5)
(6,2)
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• Q. Are the two shapes in each of your
• examples congruent? How do you know?

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• If the two shapes are
• IDENTICAL
• in all but their POSITION
• they are
• CONGRUENT

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• 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.

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Year 5 Term 3 Unit 8

• Day 2

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• L.O.1
• To be able to classify 2-D shapes according to
  their properties

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• .

I am thinking of a rule. If a shape meets
the rule it can go into the circle.
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• .

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

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?
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• .

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

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• .

Another shape meets the rule so it can go into
the circle. What could the rule be now?
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• The rule was simply
• any shape with four sides.

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• .

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

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• .

Q. What could be the rule for this set of shapes?
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• The rule is
• have no lines / axes of symmetry.
• Q. What rule would be appropriate for all the
  other shapes?

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• The rule for all the other shapes is
• is symmetrical
• or
• has at least one line / axis of symmetry

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

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• How many lines of symmetry are there
• in a square?

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• There are four axes of symmetry.

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

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• There are three.
• Each axis of symmetry divides an angle and
  its opposite side in half.

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• Copy this table neatly into your books..
• .. Leave space underneath to extend
  it!

Number of axes of symmetry
Regular shape
3
Equilateral triangle
4
Square
Q. Can anyone see a relationship between the
shape and the number of axes of symmetry?
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• 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?

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• You are going to test this theory by
  checking examples.
• You are going to do Activity sheet 8.2
• - NEATLY! -

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(No Transcript)
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• Q. What have you discovered about the number
  of axes of symmetry in regular polygons?

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• The number of axes of symmetry
• in a regular polygon
• is equal to the number of sides.

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• Q. What are the properties of regular
  polygons?
• 1.
• 2.
• 3.
• etcetera

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• 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

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• .

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

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

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Year 5 Term 3 Unit 8

• Day 3

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• L.O.1
• To be able to read and write whole numbers and
  know what each digit represents.

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• 5 364 827
• We are going to read this number all together.

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• Q. What is the value of the following digits?
• 5 364 827
• The three
• The eight
• The five
• The two
• The four
• The six

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• 5 364 827
• Beginning each time with the number above show
  answers to the following
• Add thirty
• Subtract twenty thousand
• Add four
• Subtract two thousand
• Add six hundred thousand
• Subtract ninety
• Add five hundred
• Subtract eighty thousand

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• 5 364 827
• What would we need to add to the number above to
  make
• 5 364 900
• 5 370 827
• 5 664 827
• What would we need to subtract to leave
• 5 100 000
• 4 364 000
• 5 000 802

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• 5 364 827
• Now its your turn to think of a question
• that involves adding or subtracting
• to make a new number.

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• L.O.2
• To be able to recognise where a shape will be
  after reflection in a mirror line parallel to one
  side.

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• Q. What will the reflection of this shape look
  like?
• ....volunteer needed !

mirror line
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• 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
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• mirror line

Volunteer!
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• Remember
• The mirror should be
• exactly half way
• between the shape and its reflection.

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• mirror line

Volunteer!
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• mirror line

Volunteer!
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• 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 -

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• 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

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(No Transcript)
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• Now complete the first cloud question on
• Self-assessment sheet 8.1

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• .

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• 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?)

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Year 5 Term 3 Unit 8

• Day 4

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• L.O.1
• To be able to recall multiplication facts for the
  8 times table and derive related multiplication
  and division facts.

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• .

We are going to recite the 8 times table.

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
92

• .

What is 4 multiplied by 8 ?

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
93

• .

4 x 8 32

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
4 x 8 32
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• .

What division fact involving 8 can you give me?

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
4 x 8 32
95

• .

What division fact involving 8 can you give me?

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
4 x 8 32 4 32 8
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• .

We will continue the 8 x table on this screen!

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 8
4 x 8 32 4 32 8
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• .

We are going to recite the 80 times table.

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 80
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• .

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 80
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• .

4 x 80 320

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 80
4 x 80 320
100

• .

4 320 80

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 80
4 x 80 320 4 320 80
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• .

We will continue the 80 x table on this screen.

• 1
• 10 2
• 9 3
• 8 4
• 7 5
• 6

x 80
4 x 80 320 4 320 80
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• Remember
• Knowing the 8x table helps us know the 80x
  table and associated division facts.

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• L.O.2
• To be able to complete
• symmetrical patterns with vertical and
• horizontal lines of symmetry

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• .

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?
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• .

Q. Where will the image of the square be if we
reflect it in the vertical axis?
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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..
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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.
108
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.
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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.
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• 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!

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• Its time for the picture gallery
• Q. Does it matter in which of your four quadrants
  you start your shape?

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• .

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

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

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• Extension work
• (for your partner to complete)
• Use coloured pencils to make another shape.
• Draw a shape which crosses two axes.

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• 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