Download Y5T2U5aD1_5 - Primary Resources

L.O.1
To be able to count on or back in equal
steps including beyond zero.
We are going to count up in 25’s.
Q. Will we meet the number 450 if we go
up in 25’s? How do you know?
We shall start at 1000 and count back in
25’s. You will need to say the next number
before it is written down.
We shall go round the class taking it in
turns.
Q. What will happen when we get to zero?
We shall count on and back in steps of 0.5.
We’ll start at 0 go up to 10 then back to -5.
We shall count on and back in steps of 0.1.
We’ll start at 0 go up to 4 then back to -2.
i
In your book write the numbers we reach if we
follow these rules:
1.
2.
3.
4.
5.
6.
7.
8.
Start
675
350
15
7
86
3
425
298
Steps
6
7
8
12
15
27
19
35
Size
25
25
0.5
0.1
0.5
0.1
25
0.5
Direction
Forward
Back
Back
Forward
Back
Back
Forward
Forward
Finish number
825
Make up some more to test your partner.
L.O 2
To be able to recognise reflective
symmetry in regular polygons.
To make and investigate a general
statement about familiar shapes
by finding examples that satisfy it.
This square is folded.
Q. What do we call the line created by this fold?
It is called a “line of symmetry”
Q. Are there any other lines of symmetry in the
square?
Q. In what other way can we find lines of
symmetry?
A line of symmetry
is sometimes called
a mirror line
and sometimes called
a line of reflective
symmetry
Using mirrors find and draw in the
reflective symmetry of the other polygons
on Activity sheet 5a1.
Copy into your book and investigate this
statement:
“The number of lines of symmetry of a
regular polygon is always the same as the
number of edges.”
Do the same with this:
“Irregular polygons have no lines of
symmetry.”
Are the two statements true or false?
How do you know?
We know that the first statement is true but the
second is false as there are irregular polygons
which have lines of symmetry.
LOOK!
Both these shapes are irregular but
have lines of symmetry.
Where are the lines of symmetry?
Q. Are the number of lines of symmetry on a
regular polygon always the same as the
number of sides or edges?
Q. Is there a rule we can make?
Q. Is there a shape which does not fit this rule?
The vertical line is a line of symmetry.
Draw the completed shape neatly in your book.
Q. How many edges will the completed shape have?
Q. Is the shape a regular hexagon? Why?
The shape is irregular and has ONE line of symmetry.
Q. Will all irregular hexagons have one line of
symmetry?
This irregular hexagon has no lines of symmetry.
Q. Can we write down two statements that
we think are true?
1. Regular polygons have the same
numbers of lines of symmetry as they
have sides or edges.
2. Irregular polygons can have lines of
symmetry.
By the end of the lesson the children should
be able to :
Recognise that the number of axes of
reflective symmetry in regular polygons is
equal to the number of sides.
Find examples that match a general
statement, for example, a regular hexagon
has 6 sides and 6 lines of symmetry.
L.O.1
To be able to visualise 2-D shapes and to
recognise lines of symmetry.
Close your eyes and visualise a square.
Imagine there is a line joining the midpoint of two sides which are next to each
other.
Cut along this line. You now have two
shapes.
Q. What are the names of these shapes?
You might have thought of this.
You have an isosceles right-angled triangle
and an irregular pentagon.
Q. Do the two shapes have any lines of symmetry?
This is the line which gives both shapes symmetry.
This is the line which gives both shapes symmetry.
You might be able to understand better if the
square is rotated like this.
Close your eyes again and imagine that the
mid-points of the other two sides of the
original square were also joined. Cut along
this line so that you now have three
shapes.
Q. What are the three shapes?
Q. Do they have lines of symmetry?
`
You might have thought of this.
You have TWO isosceles right-angled triangles
and an irregular hexagon.
`
These are the lines of symmetry.
The triangles have ONE line of symmetry
but the hexagon has TWO!
L.O.2
To be able to complete symmetrical patterns
with two lines of symmetry at right angles.
Complete the shape on the sheet OHT 5a.1 you
have been given. Measure accurately and
carefully. There are TWO lines of symmetry.
Before you begin try to think what the final shape
will look like.
This is the shape you were given
You should have drawn something like this.
We’ll use another shape. I need a volunteer
to complete this on the board.
Q. Does it matter if we use a horizontal or vertical line of symmetry first?
Complete the shapes on Activity sheet 5a.2
Q. How many sides has each of the finished
shapes?
Notice:
The number of sides on each finished shape is
an even number. Why is this?
Has “doubling” anything to do with it?
The shapes are all polygons because they
have straight sides and are all irregular.
Write the area of the shape on grid1 then complete the shape using the line
of symmetry and record the area of the drawn shape. Predict its area
mentally first!
Write the prediction rule then finish the other shapes. Does your rule work?
By the end of the lesson the children
should be able to:
Complete patterns squared paper
with two lines of symmetry at right
angles.
L.O.1
To be able to visualise 2-D shapes and to
recognise lines of symmetry.
You are going to close your eyes and visualise a
shape as you did yesterday. This time you have
a rectangle. Join the mid point of the longer side
to the mid point of the shorter side and cut along
that line so the rectangle is in two shapes.
Q. What are these two new shapes?
You should see something like this.
One shape is a scalene right-angled triangle.
The other is an irregular pentagon.
Q. Do the two shapes have any lines of
symmetry?
Neither shape has a line of symmetry.
Now imagine a rectangle as before.
Imagine a line from the mid-point of a longer
side to the mid-point of a shorter side and a line
from this mid point to the mid-point of the other
long side.
Q. How many new shapes are made? What
are their names?
You should see something like this.
There are two scalene right-angled triangles
and a pentagon.
Only the pentagon has a line of symmetry.
This shows the ONE line of symmetry.
L.O.2
To be able to recognise parallel and
perpendicular lines.
Here are a pair of parallel lines.
We know they are parallel because the
perpendicular distance between them is
constant.
Q. Write in your books any pairs of parallel lines you can see in
the classroom. Check them carefully.
Q. Are there any
parallel lines on
shape 1?
The use of arrows
shows the parallel
lines.
What about the other
shapes?
Which ones do not
have pairs of parallel
sides?
We’ll concentrate on the properties of the
rectangle.
Q. What can you tell me about the sides and angles of this rectangle?
Q. What symbol do we use to show an angle is a right angle?
Q. Do you know any other way of describing two lines at right- angles?
Lines which are at right angles are said to
be PERPENDICULAR to each other.
Are there any perpendicular lines in the
classroom? Where?
Let’s look back to the 8 shapes. Are there
any perpendicular edges on any of the
other shapes on the board?
Trap. Kite
Q. What is the name of this shape?.
Q. Can you see any parallel and perpendicular lines?
How many pairs of parallel?
How many pairs of perpendicular?
Q. Which other shape have we seen which has the same number
of parallel and perpendicular lines?
The rectangle has the same number of
parallel and perpendicular lines as the
square.
Q. With a partner draw a shape with one
pair of parallel lines and two pairs of
perpendicular lines.
By the end of the lesson children should be
able to:
Know that perpendicular lines are at
right-angles to each other and parallel
lines are the same distance apart.
Recognise and identify parallel and
perpendicular lines in the environment
and in regular polygons such as the
square, hexagon and octagon.
L.O.1
To be able to recall facts in 5 and 6 times
tables and begin to derive division facts.
Q. What shape is this?
Q. If I have 6 irregular pentagons how many sides
can I see altogether?
Q. If I have 20 internal angles how many irregular
pentagons do I have?
Q. How many vertices are there with 8 irregular
pentagons?
Q. If I can see 30 sides how many irregular
pentagons do I have?
Q. What shape is this?
Q. If I have 5 irregular hexagons how many
sides can I see?
Q. How many vertices do 7 irregular hexagons
have?
Q. If I can see 24 sides how many irregular
hexagons are there?
Q. How many sides do 9 irregular hexagons have?
L.O.2
To be able to recognise positions and use
co-ordinates.
To be able to recognise perpendicular and
parallel lines.
We are going to plot some
co-ordinates on the grid.
The first one is 7,2.
Q. Where is this point on the
grid?
Q. Where is your name on the
grid?
Plot 7.2 with a small cross
on your grid. Use a colour.
REMEMBER…..
The first number tells you
the HORIZONTAL axis
The second tells you the
V
E
R
T
I
C
A
L
axis
Now we shall plot some
more points.
Plot these:
5,4 ; 3,6 ; 1,8
What can you say about
these points?
Join 7,2 to 1,8 with a
straight line.
Are the points 2,7 ; 4,5
and 6,3 on this line?
Which other points would
fit on the line if we
extended it?
Find
3,4
I want to draw a new line
through 3,4 that is parallel
to the first line.
Q. Which points would be
on this new line?
Write them in your book.
When we are all agreed
you may mark them on
your grid.
This shows our
parallel lines so far.
I want to draw more
parallel lines – the
next one will pass
through point 1,2.
Write in your book the
other points it will
pass through.
Do the same for a line
going through 6,6 .
When you’ve done
that draw in the lines.
Our parallel lines
should look like this.
I now want to draw a line
perpendicular to the
others that passes
through 7,9.
Q. Which points will go
on that line?
Write in your book the
points it will pass
through.
When we are all agreed
you may mark them on
your grid.
The perpendicular should
look like this.
Write in your books ALL
the points the following
perpendicular lines will
pass through:
1. A line through 5,10
2. A line through 0,1
When you have written all
the points draw the
lines on your grid.
Your completed grid
should look like this.
If it does you may
have a HOUSEPOINT !
WOW!
On your new grid plot the points
0,8 and 2,8 then join them with a
pencil and ruler.
Q. How long is this line?
The line is one side of a square.
Complete the square.
Plot the points 4,8 and 6,6.
These points are the vertices of a
square.
How many squares can you draw
with these two points as
vertices?
Yours may look like this.
On your new, new grid identify
these points with a small cross:
0,4
8,0
Q. If we join these points with a
straight line what points will the
line pass through?
Let’s do it.
Q. If we draw a parallel line
through 0,2 which other points
will our new line pass through?
Let’s do it.
If I draw a perpendicular to this
last line from 4,0 which points will
it pass through?
Q. If our last two lines are two
sides of a square can you tell me
some points on the other sides?
Yours may look like this !
By the end of the lesson the children should
be able to:
Read and plot points using co-ordinates in
the first quadrant
Know that perpendicular lines are at right
angles to each other
Know that parallel lines are the same
distance apart.
L.O.1
To be able to recall facts in 7,8 and 9 tables
and begin to derive division facts.
LOOK
Q. What is a seven-sided shape called?
Q. If I have four heptagons how many
sides do I have?
Q. If I can see 70 sides how many
heptagons do I have?
Q. How many internal angles do 6
heptagons have?
LOOK CAREFULLY
Q. What is this shape called?
Q. I have a set of octagons and the total
number of sides is 48. How many
octagons are in my set?
Q. If I have seven octagons how many
internal angles are there?
Q. How many sides are there in nine
octagons?
LOOK EVEN MORE CAREFULLY
Q. What is this shape called?
Q. If I have six nonagons how many sides
can I see?
Q. How many nonagons are there if I have
thirty six internal angles?
Q. How many nonagons are there if I can
see forty five sides?
L.O.2
To be able to visualise 3-D shapes from
2-D drawings.
Q. How many cubes do you think made up this solid shape?
Q. How could we check?
Q. How many more cubes do we need to make this 3-D shape?
Q. How many extra cubes are needed to make this shape into a
cube?
Q. What size would the cube be?
Q. How many squares would
you see if you looked down on
the first shape?
On your squared paper draw
what you would see if you
looked down on the first 3-D
shape.
Q. How many squares would
you see if you looked at the
first shape from the end where
one cube projects.
Draw this view on your paper.
Q. How many squares would you
see if you looked down on the
second shape?
Draw that view.
Q. How many squares would you
see if you looked at the second
shape from the “staircase” end.
…from the end which has three
projecting blocks?
Draw both views.
These are three views of a shape
made from seven interlocking
cubes.
Work with a partner to make the
shape.
Be prepared to talk about how
you decided what to do.
Q. Is this shape the same
as the one you were
asked to make?
Q. Which of the 3-D
representations make it
easier for you to visualise
the 3-D shape?
By the end of the lesson the children
should be able to:
Visualise 3-D shapes from 2-D drawings