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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.