Year 5 Term 3 Unit 8

1. Year 5 Term 3 Unit 8 Day 1

2. 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?

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

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

8. 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.

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

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11. This is called a TRANSLATION

12. This is called a TRANSLATION

13. This is called a TRANSLATION

14. This is called a TRANSLATION

15. We could use a numbered grid.

18. 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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25. ??? QUESTION ??? What changes when a shape is translated? What remains the same?

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

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

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36. Q. Are the two shapes in each of your examples congruent? How do you know?

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

38. 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.

39. Year 5 Term 3 Unit 8 Day 2

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

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

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47. The rule was simply �any shape with four sides.�

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49. 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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51. The rule is � have no lines / axes of symmetry.� Q. What rule would be appropriate for all the other shapes?

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

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

54. How many lines of symmetry are there in a square?

55. There are four axes of symmetry.

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

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

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

59. 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?

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

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

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

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

65. 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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68. 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.

69. Year 5 Term 3 Unit 8 Day 3

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

71. 5 364 827 We are going to read this number all together.

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

73. 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

74. 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

75. 5 364 827 Now its your turn to think of a question that involves adding or subtracting to make a new number.

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

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

78. 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.

79. mirror line

80. Remember: The mirror should be exactly half way between the shape and its reflection.

81. mirror line

82. mirror line

83. 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 -

84. 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

86. Now complete the first cloud question on Self-assessment sheet 8.1

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88. 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�?)

89. Year 5 Term 3 Unit 8 Day 4

90. 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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102. Remember : Knowing the 8x table helps us know the 80x table and associated division facts.

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

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110. 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!

111. It�s time for the picture gallery Q. Does it matter in which of your four quadrants you start your shape?

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114. 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.

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

116. 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