Download Year 5 Week 7 - Pearson Schools and FE Colleges

Plan: Plan for Year 5
Weekly Plan: Week 7
Block D1.a: Recognise reflective symmetry and the axis of symmetry
Block D1.b: Rehearse names & properties of common 3D shapes
Day
1
2
3
4
Mental oral starter
Objectives
Convert one metric unit of
length to another. Prepare
10 lengths of string 10–
110cm. Groups of 3 measure
one string; write length in
cm; convert to m or mm or
fraction of km. Check.
[Y5] Understand the
terms ‘reflective
symmetry’ and ‘axis of
symmetry’
Count on or back in 25s.
Count in 25s starting with 6
and going round class.
Continue fast until 106,
recording numbers. Now we
can speed up. Discuss
pattern. Child gives start
number 1–10. Repeat
process, counting in 25s and
recording sequence.
Count on or back in 4s or
5s from any number. Write
start number, eg 63. Divide
class into 4 teams: Team A
counts forwards in 4s, B in
5s; C counts backwards in
4s; D in 5s. Chn write
numbers in their sequence.
Give teams 1 minute. Each
team recites numbers in
unison. Chn drop out as run
out of numbers.
Know by heart all
multiplication facts to
10×10. Chant some tables.
Pairs draw 5 circles with
numbers 2–9. Turn over two
1–10 number cards, read,
then turn face down. Chn
multiply the 2 numbers. If
product is a multiple of a
circle number, they cross out
one number only. Continue
until BINGO!
[Y5] Recognise
reflective symmetry in
regular polygons
Main teaching
*
Discuss line of symmetry on lotus
flower. Draw 6-petal tulip and use
[Y5] D1.a.1
terms axis of symmetry and
reflective symmetry. Where would
mirror go to show reflective
symmetry on arrow shape? Discuss
axis of symmetry on hexagon. Chn
draw octagon with lines of
symmetry. Discuss regular hexagons.
[ITR D1.a]
[Y5] Recognise where
a shape will be after
Show 4-petal flower (PCM 219). Chn
reflection in a mirror
line parallel to one side draw lines of symmetry. Draw cross
[Y5] 5.1 p50
with 1-wave pattern across 1
quadrant. Chn copy and complete
[Y5] Complete
wave pattern on rest with 2 lines of
symmetrical patterns
symmetry at right angles. Show
with two lines of
reflective symmetry. Draw triangles
symmetry at right
and reflect in mirror line.
angles
[Y5] Rehearse the
Hold up egg: egg-shaped. Repeat for
names and properties dice: cube. Chn name other 3D
[Y5] D1.b.1
of common 3D shapes shapes. Pass around cuboid, cone,
sphere, prism when named. List
and categorise: flat faces, curved
[Y5] Rehearse the
faces. Flat-faced 3D shapes are
terms ‘polyhedron’,
‘tetrahedron’ and begin called polyhedra. Categorise each
to use ‘octahedron’
polyhedron according to number of
faces.
[Y5] Visualise 3D
shapes from 2D
drawings and identify
different nets of 3D
Draw 4 equilateral triangles. Remind
shapes
chn how to fold 2D shape (net) into
3D shape. Provide large card net for [Y5] D1.b.3
child to fold into polyhedron. Count
faces. Name shape: tetrahedron.
Relate to 2D net. Draw 6 squares as
cross. Chn predict 3D shape
(polyhedron) that this net will
produce. Show how to fold into cube.
**
[Y5] 5.1 p51
[Y5] D1.a.3
[Y5] 5.1 p55
***
****
[Y5] Ch. p18
[Y5] D1.b.2
[Y5] D1.b.3
Chn fold thin piece of  Draw symmetrical
paper and draw round
shapes involving
hand, pressing hard.
two lines of
Open paper and draw
symmetry at right
second hand shape
angles.
following indents. How  Recognise and
many lines of
draw the effect of
symmetry are there?
reflective symmetry.
Chn look around
classroom and
identify 3D shapes.
Can you see any
prisms? Cubes?
Cuboids? Spheres?
[Y5] 5.3
[Y5] D1.b.3
Outcomes
Draw regular
 Know the terms
pentagon. How many
‘reflective symmetry’
lines of symmetry
and ‘axis of
does this polygon
symmetry’.
have? Chn try
 Draw lines of
drawing pentagon
symmetry.
with two lines of
symmetry. Why is this
not possible?
[Y5] D1.a.2
[Y5] 5.1 p53
Plenary
[Y5] Ch. p19
 Know the names
and properties of
common 3D
shapes.
 Know the term
‘polyhedron’.
Show a square-based  Know the term
pyramid. Ask chn to
‘tetrahedron’.
draw the net that will
 Recognise 3D nets.
make this shape.
 Construct cubes.
Check drawings.
Day
5
Mental oral starter
Count on or back in 7s
to/from about 100. Throw a
beanbag to a child and say a
number eg 14. They must
add 7, say total, then throw
beanbag to another child.
That child adds 7, says total,
then throws beanbag on etc.
Repeat game subtracting 7
each time, starting with
84.Try adding 7, starting with
4.
Objectives
Main teaching
*
Show 2 nets: tetrahedron and cube.
Discuss number of faces and relate
[Y5] 5.1 p54
to nets. Chn suggest what
polyhedra these shapes will make.
Fold example net to make the
pyramid. Show net of cuboid. Chn
discuss properties and name the 3D
shape. Show that cuboid has 2
square and 4 rectangular faces
(oblongs). [ITR D1.b]
**
[Y5] D1.b.2
[Y5] 5.2
© Pearson Education Ltd 2009
***
[Y5] D1.b.4
****
[Y5] Ch. p20
Plenary
Outcomes
Each pair draws what  Identify 3D shapes
they believe will be
from their nets.
the net of a cylinder.
 Know properties of
Give them a couple of
3D shapes.
minutes to try, then
discuss why this net is
in 3 pieces.