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Mathematics Lesson Plan for Year 5-6: Symmetry 1 of 4

|What do students already know/ |As this is the first lesson on the topic I will assess student’s prior knowledge. Students will use this lesson as a review and can approach this lesson without a great level of knowledge. |

|understand/can do? | |

|Content descriptor/ |Activities and Management Considerations |Focus Questions |Assessment |

|elaboration/KU | | | |

|Create symmetrical patterns, pictures and|Background information: | |Students will be assessed on their |

|shapes with and without digital |I have been told by my mentor teacher the class is made up of 24 students and most are working at a satisfactory level of | |ability to identify symmetrical |

|technologies (ACMMG09) |mathematics. Based on this knowledge I am assuming that all the students understand the previous year’s requirements on | |figures, draw lines of symmetry, and |

| |geometry and measurement. I will refresh the students’ knowledge on year four/five symmetry in my first lesson for the lower | |explain why or why not a figure has |

|Describe translations, reflections and |achieving students who may have forgotten. The mathematical focus for this sequence of lessons is for students to have a | |symmetry. |

|rotations of two-dimensional shapes. |comprehensive knowledge on symmetry, as well as shape transitions including translation, reflection and rotation. Students will| | |

|Identify line and rotational symmetries |be able to identify and draw examples of translations, reflections and rotations/ rotational symmetries of two-dimensional | |Student will answer questions in |

|(ACMMG114) |shapes. Students are also able to comprehend a Cartesian coordinate plane including the ability to plot points on the plane and| |their maths journal and I examine |

| |be able to read coordinates for a point from a graph. The students will be assessed on the four lessons with a short summative | |responses to the reflection focus |

|Investigate combinations of translations,|assessment to conclude the last lesson. | |questions in journal. |

|reflections and rotations, with and | | | |

|without the use of digital technologies |Resources and materials: | |Students will also be assessed on the|

|(ACMMG142) |Teacher: | |worksheet handout. |

| |PowerPoint | | |

| |Smartboard | | |

| |Worksheets | | |

| |Student: | | |

| |Math’s journals | | |

| |Pencils, eraser, ruler | | |

| |Worksheet | | |

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| |Introduction: 15 min | | |

| |Before the students get to class get all resources and PowerPoint ready. This will allow the lesson to flow. | | |

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| |Gain the students attention by using the clapping technique to gain attention. Ask the students to take out their maths | | |

| |journals, a pencil, and a ruler. Explain to the students we are focusing on symmetry, translation, reflection and rotation the | | |

| |next four lessons; which will include a small assessment in the 4th lesson. |What is symmetry? | |

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| |Display the image of the butterfly. Explain that something has symmetry if it can be split into two mirror-image halves. For | | |

| |example, a butterfly is symmetrical because you can fold a picture of it in half and see that both sides match. | | |

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| |Main Body: 35 min | | |

| |Show the students a PowerPoint on symmetry; which includes what symmetry is, why it is important and what will it lead on to. | | |

| |From this PowerPoint student will be given basic knowledge of identifying symmetrical figures, how to draw lines of symmetry, | | |

| |and explain why or why not a figure has symmetry. | | |

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| |Give the students a plain piece of white paper. Ask the students to draw a line of symmetry. | | |

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| |Think aloud to confirm whether the shape is symmetrical. Ask and answer the following questions: The right half seems to match |Why is symmetry important? | |

| |the reflection of the left half, but would the two halves match if I were to fold it? Are the two halves the same size and | | |

| |shape? If the answer is yes for both, then the shape is symmetrical. |How can we identify a symmetrical | |

| | |object? | |

| |Ask the students if they can see another line of symmetry. Explain to the students there can be more than one line of symmetry | | |

| |whilst showing an example on the whiteboard. |How do we draw a line of symmetry? | |

| | |How can we check if the line of | |

| |Hand out symmetry worksheet and ask the students complete it. The worksheet caters for both low and high achievers. The |symmetry is correct? | |

| |worksheet should take the students the full time allocated. If students finish early they may draw a symmetrical object in | | |

| |their math journals as follow on. | | |

| | |How many lines of symmetry can we | |

| | |draw? | |

| |Once the students have completed the worksheet or there is 15 minutes remaining in the lesson. Review the worksheet by going | | |

| |through the answers as a class. Ask the students to give their answers and display line of symmetry on the whiteboard. | | |

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| |Once completed as the students to put away their maths journals and clear the desk. | | |

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| |Conclusion: 10 min | | |

| |Review the concept of symmetry once again, repeating its definition and demonstrating it using a symmetrical shape. | | |

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| |Have students partner up and think of examples of symmetrical figures or objects in the classroom. | | |

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| |Close the lesson by allowing volunteers to share examples given by their partners. | | |

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|Mathematical Focus | | | |

|WALT: Learning objective: Students will | | | |

|be able to identify symmetrical figures, | | | |

|draw lines of symmetry, and explain why | | | |

|or why not a figure has symmetry. | | | |

|Proficiency Strand/s | | | |

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|Tailored Plan |Help struggling students by folding some of their shapes for them. Showing them an example will help them see where the line of| | |

| |symmetry usually lands. | | |

|Low-achievers: | | | |

| |Have advanced students examine more complicated figures during Independent Working Time. You can give each student half an | | |

| |image of a symmetrical figure found in nature (e.g. a leaf or flower) and ask him to draw the other half on a sheet of paper. | | |

|High Achievers: | | | |

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|Reflection on lesson | |

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