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Lesson Plans |
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An overview to the project, including national objectives and links to all the supporting resources and external websites. Reference has been made to the the 10 Ticks worksheets, which most UK schools should have. |
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Readme |
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Providing instructions on how to retain the hyperlinks in the Lesson Plans word document when you copy it across to your local hard drive. |
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| L4 |
Read and plot coordinates in all four quadrants |
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Coordinates thinking skills-either teacher led or pupils cut out and sort into true or false statements. Another possible approach is to print cards off and distribute around the room. Pupils spend 2 minutes at each card deciding whether it is true or false before rotating.
Coordinates-things to make you go hmmm!
[Powerpoint presentation]
Coordinates-things to make you go hmmm!
[flipchart version] |
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| L5 |
Use conventions and notation for 2-D coordinates in all four quadrants; find coordinates of points determined by geometric information. |
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Coordinates thinking skills-either teacher led or pupils cut out and sort into true or false statements
Coordinates-things to make you go hmmm
[harder version, Powerpoint presentation]
Coordinates-things to make you go hmmm harder
[harder version, flipchart version] |
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| L6 |
Understand that one coordinate identifies a point on a number line, that two coordinates identify a point in a plane and three coordinates identify a point in space, using the terms ‘1-D’, ‘2-D’ and ‘3-D’ Use the conventions for coordinates in the plane. |
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Can be addressed using above powerpoints and whiteboard practice. |
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| L6 |
Given the coordinates of points A and B, find the mid-point of the line segment AB in 2D and 3D. |
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Is covered by above link. Suggest whiteboard practice. Include ‘(3,5) is the midpoint of 2 points. What could they be? |
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| L5 |
Understand and use the language and notation associated with translations. |
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Introduce vector notation for translation.
10 ticks L6 P2 page 9-10
Demonstrate translating shapes using first 3 screens on Translation demonstration flipchart.
Translating shapes practice using whiteboards.
Effect of translation on coordinates can be demonstrated using 4th and 5th screens in Translation demonstration flipchart.
Effect on coordinates worksheet including use of algebra. Translation and coordinates worksheet [Word]
Extension-make up similar questions with the answer (4a, b -3), etc. |
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| L5 |
Recognise and visualise the symmetry of a 2-D shape:
– line symmetry. |
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Card sort [Word] for lines of symmetry. [Can also use flipchart version.]
To know that regular polygons have same number of lines of symmetry as sides. Use Sheet of regular polygons [Word] to stick in books with lines of symmetry to be drawn on. |
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| L5 |
Recognise and visualise the symmetry of a 2-D shape:
– rotational symmetry. |
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Rotational symmetry demonstration [Powerpoint].
Shapes to sort according to rotational symmetries. As above can use card sort and flipchart version.
Plenary powerpoint followed by pupils making up examples with for example, rotational symmetry of order 4 or 3 to record in exercise books.
An option is also to use the 2nd and 3rd pages of the flipchart version of the card sort in order to classify shapes according to symmetries. |
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| L6 |
Identify all the symmetries of 2-D shapes. |
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Rotational symmetry demonstration to introduce idea of rotational symmetry.
Card sort to classify shapes according to lines of symmetry and/or orders of rotational symmetry. Can also use similar flipchart version.
Ensure cover learning point that regular polygons have same number of lines of symmetry (and rotational symmetry) as sides.
Examples need to be recorded in exercise books. Either pupils make up examples, or stick in examples from the card sort.
Plenary - classifying shapes using 2nd or 3rd flipchart screen.
Extension - planes of symmetry [Powerpoint] discussion for 3D objects. |
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| L5 |
Understand and use the language and notation associated with reflections |
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Reflecting shapes in mirror lines on whiteboards including writing name in top right corner and reflecting horizontally and vertically. Bottom left version should be rotation of top right version by 180 degrees.
Still with whiteboards, use this website resource to hide the image or mirror line and ask students to sketch original and image on whiteboards. Encourage to think about the construction lines (which can also be shown or hidden).
Exploration of equations of mirror lines. Play ‘I like coordinates’ [Word]. Start with a secret rule (for example, x=3). Students take turns to guess which coordinate pairs I like. Another student marks the coordinates onto a grid that I like so that the pupils can see the line x=3 developing. Students put their hands up as soon as they know the rule. Develop understanding of y=2, x=3, y=x lines. More able groups can explore y=x+1, x+y = 4 etc.
Either use the Straight line rules [Powerpoint] now for practice in identifying straight lines, or as a plenary.
Straight lines worksheet [Word].
Extension-return to website, hide the mirror line and image, set the mirror line at eg y=2x and ask pupils to draw mirror line and image on whiteboards |
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| L5 |
Understand and use the language and notation associated with reflections, translations and rotations. |
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Demonstrate rotation [Powerpoint] using tracing paper. Practice on whiteboards, emphasising that a different centre of rotation results in the image appearing in a different place.
Tasks [flipchart] for pupils to carry out.
Plenary-describing a rotation (amount of turn, direction and centre of rotation. Use this website resource with centre of rotation hidden. Or use 2nd and subsequent flipchart pages from the Tasks flipchart for pupils to describe rotations fully.
For further pupil practice of this use Describing rotations [Word].
Record notes in exercise books about how to describe a rotation. |
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| L5 |
Understand and use the language and notation associated with reflections, translations and rotations |
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Use lesson plan from national strategy unit [pdf]. Resources are included. Allow students to make distinctions between different types of transformation. Also to explore two transformations vs a single transformation. A flip chart version of the basic resources is available here.
Using grids to help enlarge shapes use the Simpsons grid [Word] as an exercise for the class.
Alternative or HWK option is 10 ticks sheet Level 5 pack 3, pages 33-34
Drawing scale drawings of sports pitches/courts using information from this website. Site is American so football appears as ‘soccer’! |
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| L6 |
Use and interpret maps and scale drawings |
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Enlargement starter [Word].
Map scales [Powerpoint] for discussion of map scales. Make link between scales and ratio.
Activity-obtain map of your local area/school and pose questions about distances based on the scales. |
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| L6 |
Understand and use the language and notation associated with enlargement; enlarge 2-D shapes, given a centre of enlargement and a positive whole-number scale factor; explore enlargement using ICT. |
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Web link to demonstrate, followed by whiteboard and exercise book practice from flipchart tasks.
Plenary, identify the centre of enlargement and scale factor when hidden using the weblink.
Example to stick in books from web. Either screen capture from the weblink or print off question sheet [pdf] and hand to students.
Extension, explore fractional and negative scale factors using website. |
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