48.One of YOU is thinking of a rule. If a shape meets the rule it can go into the circle. We’ll tick the shapes which can go in as we identify them.
49L.O.2To be able to make shapes with increasing accuracyTo recognise reflective symmetry in regular polygonsTo make and investigate a general statement about familiar shapes by finding examples that satisfy it.
50Q. What could be the rule for this set of shapes?
51The rule is“ have no lines / axes of symmetry.”Q. What rule would be appropriate for all the other shapes?
52The rule for all the other shapes is “is symmetrical”or“has at least one line / axis of symmetry”
53A line of symmetry divides a 2-D shape into congruent halves, each half being a reflection of the other.
54How many lines of symmetry are there in a square?
56How many lines of symmetry are there in an equilateral triangle?
57There are three.Each axis of symmetry divides an angle and its opposite side in half.
58Copy this table neatly into your books….. ….. Leave space underneath to extend it!Number of axes of symmetryRegular shape3Equilateral triangle4SquareQ. Can anyone see a relationship between the shape and the number of axes of symmetry?
59True or False?The number of axes of symmetry is equal to the number of sides and the number of angles.Q. Do you think this is true of every regular polygon? How could we find out?
60You are going to test this theory by checking examples. You are going to do Activity sheet 8.2- NEATLY! -
62Q. What have you discovered about the number of axes of symmetry in regular polygons?
63is equal to the number of sides. The number of axes of symmetryin a regular polygonis equal to the number of sides.
64Q. What are the properties of regular polygons? 1. 2.3.etcetera………
65Q. What are the properties of regular polygons? 1. All angles are equal. THIS IS ESSENTIAL2. All sides are equal. THIS IS ESSENTIAL3. The number of lines of symmetry is equal to the number of sides.etcetera………
66.Q. Is this rectangle a regular polygon? How do you know?
67.It is not regular because the sides are not all equal and there are only two axes of symmetry, not four!
68By the end of the lesson the children should be able to: Recognise the number of axes of reflective symmetry in regular polygons and know that the number is equal to the number of sidesFind examples that match a general statementDraw 2-D shapes with accuracy.
725 364 827 Q. What is the value of the following digits? The three The eightThe fiveThe twoThe fourThe six
735 364 827 Add thirty Subtract twenty thousand Add four Beginning each time with the number above show answers to the following:Add thirtySubtract twenty thousandAdd fourSubtract two thousandAdd six hundred thousandSubtract ninetyAdd five hundredSubtract eighty thousand
74What would we need to add to the number above to make :What would we need to subtract to leave:
755 364 827 Now its your turn to think of a question that involves adding or subtractingto make a new number.
76L.O.2To be able to recognise where a shape will be after reflection in a mirror line parallel to one side.
77Q. What will the reflection of this shape look like? ....volunteer needed !mirror line
78Remember: The image and the original shape are congruent. The reflection is a reversal of the original.The two shapes will touch each other at the mirror line.mirror line
83Work with a partner.Each of you carefully draw a four-sided shape in your book.Draw a mirror line then pass your bookto your partner to draw the reflection.- BE ACCURATE -
84Congruency; reversal; equi-distance You are now going to do Activity sheet 8.3.When you have drawn all the images use amirror to check the reflected shape.Remember :Congruency; reversal; equi-distance
88By the end of the lesson the children should be able to: Sketch the reflection of a simple shape in a mirror line parallel to one edge, where the edges of the shapes are not all parallel or perpendicular to the mirror line:Extend puzzles or problems involving exploring different alternatives (What if…?)
101x 80 We will continue the 80 x table on this screen. 16x 804 x 80 = = 320 ÷ 80
102Remember :Knowing the 8x table helps us know the 80x table and associated division facts.
103L.O.2To be able to completesymmetrical patterns with vertical andhorizontal lines of symmetry
104The grid shows two axes (mirror lines) and four quadrants. Q. Where will the image of the square be if we reflect it in the horizontal axis?
105.Q. Where will the image of the square be if we reflect it in the vertical axis?
106We can reflect an image in all four quadrants. The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.continue…..
107We can reflect an image in all four quadrants. The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.
108We can reflect an image in all four quadrants. The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.
109We can reflect an image in all four quadrants. The pattern will be symmetrical and the squares will be equi-distant from the axes of symmetry.
110You are going to do Activity sheet 8. 4 with a partner You are going to do Activity sheet 8.4 with a partner. Each of you is to choose one quadrant and make a shape using up to 20 squares.NO COLOURED PENCILS!Your partner will then draw the reflection of the shape in the other 3 quadrants.Use a mirror to check the reflections.Be prepared to show your pattern to the class!
111It’s time for the picture gallery Q. Does it matter in which of your four quadrants you start your shape?
112Q. How can we reflect this hexagon in the two axes? …..volunteers!
113.As the hexagon crosses the vertical axis there are two reflected shapes.
114HomeworkUse Activity sheet 8.4 at home and, starting with a shape which crosses an axis of symmetry, complete the symmetric pattern formed by reflecting the shape in both of the axes.
115Extension work:(for your partner to complete)Use coloured pencils to make another shape.Draw a shape which crosses two axes.
116By the end of the lesson the children should be able to: Complete symmetrical patterns on squared paper with a horizontal or vertical line of symmetry