Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 17th June 2013
Symmetry
LEARNING OBJECTIVES ORAL & MENTAL STARTER

To understand that 'percentage' means the 'number of parts per 100';
find percentages of whole number quantities, using a calculator where
appropriate
CLASS: MA Set
TERM: 6 (2nd half) Wk.3
WEEK BEG.: 17/06/2013
MON
MENTAL MATHS
Times tables
Counting stick
KEY QUESTIONS:
LEARNING OBJECTIVES MAIN TEACHING FOCUS

To know how to identify, create and talk about repeating geometric patterns which
show translation, rotational and reflective symmetry.
To understand that tessellation and symmetry is all around us in everyday life.
To understand which shapes tessellate and why, create simple and more complex
tessellating patterns and solve a simple problem.
To know how to design and create a tessellation.
VOCABULARY:
Symmetry Repetition Tessellation Tiling Mirroring
Rotation Translation


TARGET CHD:
Dean, Jimmy, Imogen
INTRODUCTION
Brainstorm activity. Using an ordinary
whiteboard discover what the children know
about symmetry. Ask children to write
keywords/draw examples on board.
MAIN ACTIVITY
Collaborative mixed ability paired activity, teams to discover
how many patterns can discover around the school. Within
School grounds identify and copy designs onto worksheet, with
explanation of where found. Few cameras available.
PLENARY
Carpet – feedback from
groups to see if predictions
on the IWB are the same as
what groups discovered.
Recap reflective and rotational symmetry and
translation. Demonstrate with sliding model
and interactive whiteboard
Show video clip (couple mins) on symmetry.
Carpet area for discussion on findings. Introduction to
tessellation.
Key Questions
What is it - where found? Why a pattern? What is a tessellating
pattern? – (define on board) what is difference between
tessellating pattern/ symmetrical pattern? Has anyone found
tessellating pattern? Look at shapes/colours.
Discussion to see if children
know why particular shapes
tessellate or not – (looking
at properties of shape).
Back up with PowerPoint on
tessellation.
Video clip of shapes found in architecture.
surface of table.
Success Criteria
Chd to build own but I have in mind
I will be successful today if:
I can find a tessellating pattern
I can tessellate a shape.
I understand ‘that a tessellating pattern has no
gaps.
I can predict what shapes will tessellate.
Slides of Islamic art, Celtic art and artist Escher (to be
continued in Art).
Prediction of tessellating shapes, children sort shapes on IWB
sorting tree.
Desks group work – (differentiated shapes on desks, for
example squares on lower ability). Children have to tile shapes
together to see if will tessellate and why. Tessellate
AFL
LV 3 c Demonstrate that a shape has reflection symmetry by folding
LV3b Classify 2D and 3D shapes using mathematical properties E.g. reflective symmetry Recognise shapes with no lines of symmetry
Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 17th June 2013
Symmetry
LV4c- Sketch the reflection of a shape in a mirror at any angle to the shape Complete symmetrical patterns with 2 lines of symmetry at right angles
Lv5- · identify all the symmetries of 2-D shapes – find lines of reflection symmetry in shapes and diagrams – recognise order of rotation symmetry · transform shapes – reflect shapes in oblique (45°) mirror lines where the
shape either does not touch the mirror line, or where the shape crosses the mirror line – reflect shapes not presented on grids, by measuring perpendicular distances to/from the mirror – reflect shapes in two mirror lines,
where the shape is not parallel or perpendicular to either mirror – rotate shapes, through 90° or 180°, when the centre of rotation is a vertex of the shape, and recognise such rotations – translate shapes along an oblique line
TUES
Countdown
Counting stick count in kg, g and
ml is steps 0.25
Challenge game: ‘Tessellating Triangles’
Split class into two mixed ability circles and let
children play game, with support if needed. See
appendix
Colour triangle group
Number triangle group
Brief recap of yesterday and look at homework.
Success Criteria
Chd to build own
But I have in mind …
I will be successful today if:
I can solve a simple tessellation problem.
I understand how a shape can tessellate.
I can create a simple tessellation.
Look at the shapes that were tessellated yesterday and ask
how/why?
Key Understanding
Demonstrate circles on board and ask if tessellate and
why/not?
Properties of tessellating shapes – straight edges, fit together
Properties of non-tessellating shapes – circles leave gaps –
curved
Introduce angles if able.
Discuss tessellation forms –
Shape: regular/irregular (quadrilaterals, pentagons, hexagons)
Congruency/Similarity
Breaking shapes up/slicing shapes
Multiple shapes and colours
Concepts of shape properties – (polygons)
Task –individually or in pairs (paired for children needing
support) cut corners off square, stick on nearest neighbouring
corner and tessellate shape. Support children who need it.
Harder challenge- See appendix for instructions. Make animals
in squares, draw round template add features, tessellate.
This also aids with concept of irregular shapes – often see
regular representations.
Children could use ICT package too.
Diff Activities
Individual task: Squared paper template (appendix ) blank
tessellating pattern. Children can colour in tessellating pattern
or picture using more than 4 colours.
Children can also find lines of symmetry, colour in symmetrical
shapes, rotational symmetry.
Squared paper
Look at the tessellations
which have been created
and discuss whether the
square remained a regular
shape and what happened
when the corners were cut.
How has it tessellated?
View children’s designs, ask
a couple to show class and
discuss what shapes they
have used and why it
tessellates.
Demonstrate what children
have done – how translation
is used with the square.
Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 17th June 2013
Symmetry
AFL
LV 3 c Demonstrate that a shape has reflection symmetry by folding
LV3b Classify 2D and 3D shapes using mathematical properties E.g. reflective symmetry Recognise shapes with no lines of symmetry
LV4c- Sketch the reflection of a shape in a mirror at any angle to the shape Complete symmetrical patterns with 2 lines of symmetry at right angles
Lv5- · identify all the symmetries of 2-D shapes – find lines of reflection symmetry in shapes and diagrams – recognise order of rotation symmetry · transform shapes – reflect shapes in oblique (45°) mirror lines where the
shape either does not touch the mirror line, or where the shape crosses the mirror line – reflect shapes not presented on grids, by measuring perpendicular distances to/from the mirror – reflect shapes in two mirror lines,
where the shape is not parallel or perpendicular to either mirror – rotate shapes, through 90° or 180°, when the centre of rotation is a vertex of the shape, and recognise such rotations – translate shapes along an oblique line
WED
Sequences and repeated number sequences- answers
on individual whiteboards
– speed.
Discuss problems arisen
from task
To create a roman mosaic for display with a tessellating
pattern.
Demonstrate some mosaics. Explain will be doing underwater
theme.
Let the children make their own fish and other shapes to
tessellate. Allow the children to use different materials. Ensure
shapes are cut accurately.
Some children will work on the squares for the blue
background and some can do the more difficult shapes
(differentiate).
Assessment Game – Who
wants to be a tessellation
millionaire? Tessellation
questions covering past 3
days
Designs all placed together to tessellate.
( See Appendix for finished mosaic mural idea)
Success Criteria
Diff Activities
See above
Chd to build own
I will be successful today
if:
I can design and create
my own tessellating
pattern to join with
another and create a
mural.
AFL
LV 3 c Demonstrate that a shape has reflection symmetry by folding
LV3b Classify 2D and 3D shapes using mathematical properties E.g. reflective symmetry Recognise shapes with no lines of symmetry
LV4c- Sketch the reflection of a shape in a mirror at any angle to the shape Complete symmetrical patterns with 2 lines of symmetry at right angles
Lv5- · identify all the symmetries of 2-D shapes – find lines of reflection symmetry in shapes and diagrams – recognise order of rotation symmetry · transform shapes – reflect shapes in oblique (45°) mirror lines where the
shape either does not touch the mirror line, or where the shape crosses the mirror line – reflect shapes not presented on grids, by measuring perpendicular distances to/from the mirror – reflect shapes in two mirror lines,
where the shape is not parallel or perpendicular to either mirror – rotate shapes, through 90° or 180°, when the centre of rotation is a vertex of the shape, and recognise such rotations – translate shapes along an oblique line
Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 17th June 2013
Symmetry
THURS
Success Criteria
Chd to build own
But I have in mind …
Short Term Maths plan – ‘L3C – L4+ Set’ HA Maths
Week Beginning: 17th June 2013
Symmetry
AFL
LV 3 c Demonstrate that a shape has reflection symmetry by folding
LV3b Classify 2D and 3D shapes using mathematical properties E.g. reflective symmetry Recognise shapes with no lines of symmetry
LV4c- Sketch the reflection of a shape in a mirror at any angle to the shape Complete symmetrical patterns with 2 lines of symmetry at right angles
Lv5- · identify all the symmetries of 2-D shapes – find lines of reflection symmetry in shapes and diagrams – recognise order of rotation symmetry · transform shapes – reflect shapes in oblique (45°) mirror lines where the
shape either does not touch the mirror line, or where the shape crosses the mirror line – reflect shapes not presented on grids, by measuring perpendicular distances to/from the mirror – reflect shapes in two mirror lines,
where the shape is not parallel or perpendicular to either mirror – rotate shapes, through 90° or 180°, when the centre of rotation is a vertex of the shape, and recognise such rotations – translate shapes along an oblique line
FRI
Success Criteria
Diff Activities
AFL
LV 3 c Demonstrate that a shape has reflection symmetry by folding
LV3b Classify 2D and 3D shapes using mathematical properties E.g. reflective symmetry Recognise shapes with no lines of symmetry
LV4c- Sketch the reflection of a shape in a mirror at any angle to the shape Complete symmetrical patterns with 2 lines of symmetry at right angles
Lv5- · identify all the symmetries of 2-D shapes – find lines of reflection symmetry in shapes and diagrams – recognise order of rotation symmetry · transform shapes – reflect shapes in oblique (45°) mirror lines where the
shape either does not touch the mirror line, or where the shape crosses the mirror line – reflect shapes not presented on grids, by measuring perpendicular distances to/from the mirror – reflect shapes in two mirror lines,
where the shape is not parallel or perpendicular to either mirror – rotate shapes, through 90° or 180°, when the centre of rotation is a vertex of the shape, and recognise such rotations – translate shapes along an oblique line
POINTS TO INFORM FUTURE PLANNING: