School
Mathematics Weekly Plan Year 5
Term 200
Week
Strand: Unit B – Securing Number Facts, Understanding Shape
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Recognise reflective symmetry including irregular shapes
Complete a pattern with up to two lines of symmetry
Recognise parallel and perpendicular lines in grids and shapes
Read, choose, use and record standard metric units to estimate and measure length to a suitable degree of accuracy
Convert larger to smaller units using decimals to one place
Measure lines to the nearest millimetre
Identify, visualise and describe properties of rectangles, triangles, regular and irregular polygons
Estimate angles
Solve problems in the context of linear measurement involving all four operations, choosing and using appropriate strategies including calculator use (interpreting the display
correctly in the context of measurement)
Vocabulary
2-D shape names
Regular, irregular
Angle – acute, obtuse, right – degree
Symmetry
Parallel, perpendicular
Sides
Length, millimetre, centimetre, metre, kilometre
Resources
2-D shapes
Road sign flash cards or pictures
Powerpoint resources
Mirrors
Different grid papers
Cross curricular opportunities
ICT – LOGO program the screen turtle to travel from place to place on
a road map (photocopy map onto acetate and blu-tac onto the computer
screen)
Geography – reading symbols on a map, understanding scale
Mental/Oral (review)
Explain that this week’s maths is going to be linked to road safety. How many different shaped road signs can children think of? Why do we
have road signs? What do each of the shapes mean i.e. round – order, rectangle – information, triangular – warning. Show children Powerpoint
slide of triangular road sign. (Slide 1) Ask them to work in pairs to write down as many facts about triangles as they can. Take feedback and
annotate.
Main Activity (review)
Mon
Focus on symmetry. Which regular shapes are symmetrical? How many lines of symmetry do they have? Show children three road signs. (Slide
2) Ask them what they have in common? Answer: they all have one line of symmetry. Ask children to draw the line of symmetry on each sign.
Show ‘half’ a sign. (Slide 3) How would you complete this sign to make it symmetrical? Explain to the children that they are going to complete
shapes drawn on different types of grid paper that have one or more lines of symmetry.
Complete shapes that have one line of
Complete shapes that have at least one line
Complete shapes that have more than one line of
symmetry
of symmetry
symmetry
Success Criteria
I can recognise reflective symmetry in
regular shapes and draw a shape with a
line of reflective symmetry
Plenary
Success Criteria
I can recognise reflective symmetry in
regular and irregular shapes and draw shapes
with at least one line of reflective symmetry
Success Criteria
I can recognise reflective symmetry in regular
and irregular shapes and draw shapes more than
one line of reflective symmetry
Use a Venn diagram to sort shapes according to their lines of symmetry. Ask children to think, pair, share about where they think shapes should
be place in order to satisfy criteria. Take feedback. Encourage reasoning using appropriate mathematical language. (slide 4)
Evaluation/Next Steps
Mental/Oral (rehearse)
Repeat activity from previous day with a different shape e.g. road sign for no through road – T shape is an irregular octagon. (Slide 5) In feedback focus
on angles, perpendicular and parallel sides.
Evaluation/Next
Steps
Main Activity (rehearse and teach)
Tues
Recap on previous day’s activity where children where expected to complete a shape with one or more lines of symmetry. Explain that today they are
going to create their own road sign which must have at least one line of symmetry that would encourage road safety. Decide whether it is to be an
information, order or warning sign. What symbols might they use that are symmetrical? Use different grid papers.
Use squared paper to draw signs that have
Use different grid papers to draw shapes with at
Use different grid papers to draw shapes with more
one line of symmetry (horizontal or vertical
least one line of symmetry. Vary the position of
than one line of symmetry. Vary the position of the
mirror line)
the mirror line e.g. horizontal, vertical, diagonal
mirror line e.g. horizontal, vertical, diagonal
Success Criteria
I can draw shapes that has one line of
symmetry on squared paper
Success Criteria
I can draw shapes that have at least one line of
symmetry on different grid papers
Success Criteria
I can draw shapes that have more than one line of
symmetry on different grid papers
Plenary
Use a Carroll diagram to sort shapes according to set criteria relating to angles. Ask children to think, pair, share about where they think shapes should
be place in order to satisfy criteria. Take feedback. Encourage reasoning using appropriate mathematical language. (Slide 6)
Mental/Oral (teach and rehearse)
Revise units of linear measurement – millimetre, centimetre, metre and kilometre, their abbreviations and the relationship between them e.g. 10 mm
= 1 cm. Answer simple questions using these facts e.g. how many millimetres are therein two centimetres?, how many centimetres in ½ a metre etc.
Main Activity (teach and rehearse)
Wed
Show children road layout. (Slides 7-9) Explain that this is going to be part of a new road layout in a new town. Go through the key, asking to
question to ensure they understand it. What does the arrow mean? (one way street) Why might this street be one way? (For the safety of the
children at the school.) Explain that over the next few days they are going to decide upon street furniture for the new layout. Share with them the
cards that say there must be street lighting at a certain distance. Look at the scale of the map. How are they going to work out where the street
lamps should go? Model and demonstrate how to use the scale to do this.
Give children a copy of Map A (scale 2cm = Give children a copy of Map B (scale 3cm = 300 m) Give children a copy of Map C (scale 3cm = 200 m)
100 m) and street lamp card A – street
and street lamp card A – street lamps every 150
and street lamp card B – street lamps every 100
lamps every 100 m. Ask the children to use m. Ask the children to use a ruler and the scale to m. Ask the children to use a ruler and the scale to
a ruler and the scale to put crosses on
put crosses on either side of the roads to show
put crosses on either side of the roads to show
either side of the roads to show where
where street lighting should go.
where street lighting should go.
street lighting should go.
Success Criteria
I can interpret a scale and use it to solve a
problem. I can use a ruler to measure
accurately in centimetres and record
measurements using appropriate
mathematical notation
Plenary
Success Criteria
I can interpret a scale and use it to solve a
problem. I can use a ruler to measure accurately
in millimetres, convert these to centimetres and
record using appropriate mathematical notation.
Success Criteria
I can interpret a scale and use it to solve a
problem. I can measure accurately in millimetres,
convert these to centimetres and record using
appropriate mathematical notation
Ask children to feedback on the number of street lamps they have positioned on particular roads. What difficulties did they encounter and how did
they overcome these?
Evaluation/Next Steps
Mental/Oral
Revise linear units of measurement and the relationships between them. Solve mentally, problems involving linear measurement and all four
operations
Evaluation/Next
Steps
Main Activity
Thur
Look again at the road layout map from the previous day. Introduce cards that give instructions as to where other street furniture is to be
positioned. Think carefully why things are positioned where they are. Invite the children to work in pairs to discuss, reason and justify where the
respective street furniture should be positioned.
Children to use the SAME maps that they did the previous day. They should think of symbols to represent the different pieces of street
furniture. They should name the roads and record how far down each road they position each piece e.g. telephone box 200m from junction of
….and … (Give children as many or as few street furniture cards as appropriate to their ability)
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate abbreviations
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate
abbreviations. I can use a scale to convert
between units of measurement.
Success Criteria
I can measure accurately using a ruler to a
suitable degree of accuracy and record
measurements using appropriate
abbreviations. I can use a scale to convert
between units of measurement
Plenary
Invite children to feedback on their choices asking them for reasoning and justification.
Mental/Oral
Revise linear units of measurement and the relationships between them. Solve mentally, problems involving linear measurement and all four
operations
Evaluation/Next
Steps
Main Activity
Fri
Look again at the planned road layout. Today the children are going to investigate routes. Archie lives in house A. He walks to school. What is his
quickest route to school if he walks? What would be his quickest route if he cycled or went in a car? What is the difference between the two
journeys? Extension: If Archie visited the bakers on his way home from school what would be the total distance of his journey walking? Cycling or
going in a car?
Success Criteria
I can use a simple scale to convert units of
measure. I can solve simple problems involving
linear measurement.
Success Criteria
I can use a scale to convert units of measure.
I can solve problems involving linear
measurement.
Success Criteria
I can use a scale to convert units of measure.
I can solve more complex problems involving
linear measurement.
Plenary
Feedback possible solutions and strategies used to solve the problem. How did they tackle it? Did they encounter problems and adapt their way of
working? How did they record their findings?
Possible home learning: complete Friday’s activity OR calculate the distance of their journey to school.