Name  Symmetry 

Owner  rollonhometime 
Level  5 
Topic  Numeracy 
Unit  Symmetry 
Description  Weekly maths plan 
File 1  716_Symmetry maths plan.doc 
File 2 
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Oral / MentalStarter 
 
 Objectives  OutlineActivities  Resources 
Monday  L.O. Toread, choose, use and record standard metric units to estimate andmeasure length, weight and capacity to a suitable degree ofaccuracy.  Ask the childrenquestions about suitable methods and units of measure. Whatcould I be measuring if I used a 1 litre jug?.. a metre stick?.. aruler?.. an electronic weighing scale?.. a 10ml measuringcylinder?.. a 5ml spoon? Discuss appropriate units ofmeasure.  Individualwhiteboards and pens 
Tuesday  L.O. Tointerpret a reading that lies between two unnumbered divisions on ascale.  Using the thermometerITP, indicate temperatures on the scale ad ask children to readthem. Include negative numbers.  ITP thermometer 
Wednesday  L.O. Tointerpret a reading that lies between two unnumbered divisions on ascale.  Use the thermometerITP to count differences between temperatures. Demonstrate usingthe scale, how to count through the 0 when calculating differencesbetween positive and negative temperatures.  ITP thermometer 
Thursday  L.O. Todescribe the occurrence of familiar events using the language ofchance or likelihood.  Indicate theprobability scale drawn on the board. Pose a variety of statementsand ask individuals to come and indicate where on the line theywould place the probability of each event. For each statement theymust discuss their reasons.  Probabilityscale 
Friday  L.O. Todescribe the occurrence of familiar events using the language ofchance or likelihood.  Repeat the activityfrom yesterday, also asking: Tell me an impossible event. Why?Tell me a certain event. Hoe could I make it certain that I shouldthrow a 6 using a dice? What would I have to do? What is theprobability of my throwing a number bigger than 3?  Probabilityscale 
Main Part ofLesson 
 
 Objectives  Techniques  Organisation Red YellowGreen  Resources  
Monday  L.O. Todescribe the occurrence of familiar events using the language ofchance or likelihood.  Introduce thechildren to the language of probability. Indicate the questionswritten on the board such as: what is the likelihood that itwill snow tomorrow?...that we will have a power cut tonight? Whatare the chances of a cat wandering into our classroom? Explainthat it is necessary to standardise the language and that this isusually, impossible, unlikely, possible, probable and certain.Explain that there are shades of meaning in between thesestatements. Ask the children to sort the probability of thestatements written on the board into these categories.  As for yellows butchildren cut and stick the statements for speed, discussing themwith LH as they go.  Distribute theprepared list of statements. Children write the probabilityheadings into their books and sort the statements under the correctheadings.  As foryellows.
Extension: childrenmake up and add more examples to their lists.  List ofstatements 
Tuesday  L.O. Todescribe the occurrence of familiar events using the language ofchance or likelihood.  Continue to addstatements to a probability scale ranging from impossible tocertain. Ask the children to think of at least three examples foreach point on the probability scale. They could present it as atable with the headings impossible, unlikely and so on.  List ofstatements  
Wednesday  L.O. Toread, choose, use and record standard metric units to estimate andmeasure length, weight and capacity to a suitable degree ofaccuracy.  Explain to thechildren that they are going to be reading from different scales.Use the measuring scales ITP to ask them to read amounts from thescale, first with all the numbers in place and then with the scalenumbers hidden. Discuss with the children how they work out thesmall divisions between main numbers. Explain how it can be doneusing the ITP. Repeat with other examples and scales.  Providethe support version of the sheet, with scales that begin at 0 andhave divisions of 2, 5 and 10. LH tosupport  Use theactivity sheet a scaly problem and explain that the lines on thesheet have the main divisions marked on but they will have to workout what the smaller divisions in between represent in order towork out where each letter is pointing.  Providethe extension version of the sheet, which includes decimaldivisions.  Activitysheet 
Thursday  L.O. Toread, choose, use and record standard metric units to estimate andmeasure length, weight and capacity to a suitable degree ofaccuracy.  Remind the childrenwhat they learned about reading smaller divisions on a scale fromyesterday. Explain that for todays lesson they are going to useunmarked measuring equipment to measure given amounts. For example,you will ask them to use the unmarked measuring stick, or metrelength of paper to measure 46cm. ask them how they will do thiswith a measuring stick only marked in 10cm divisions or a plainlength of paper. They may be able to suggest that they need to foldthe paper up into equal divisions of 10cm in order to estimate thedivisions in between.  Provide adult supportand use a piece of paper that already has some divisions markedon.  Children should finditems that are as close as possible to the measures that I suggest.They should mark smaller divisions to show how they have used theirpaper metre stick. Remind them to estimate first.  Expect this group toestimate and measure to a greater degree of accuracy.  Metre strips ofpaper. 
Friday  L.O. Toread, choose, use and record standard metric units to estimate andmeasure length, weight and capacity to a suitable degree ofaccuracy.  Tell the childrenthey are going to use what they have learned about reading inbetween scales at different intervals to solve a problem. They haveexplored larger scales without numbers and now they have to devisea way of working out the measurement of something verysmall.  Group work: Ask:How would I find out the thickness of one piece f A4 paper?Ensure everyone understands that I mean thickness not width. Say:there is a ream of paper here and you may use any measuringimplement you wish and you may use a calculator. You must be ableto explain how you arrived at your answer to the rest of theclass. Extension: find themass of one counter, using only spring balance scales, not digitalones.  Reams of paper,various measuring equipment, calculators. 
 Key points forplenary  Learning outcomes /difficulties/ misunderstandings 
Monday  Ask thechildren to tell me an event that is certain or impossible. Askthem how they know. Ask: At the beginning of a hickey match,what is the probability that one of the sides will win>? Or thatone of the sides may score a goal? Discuss how some events mayhave an even chance of occurring. 

Tuesday  Discuss howdifficult it is to find things that are certain or events that havean even chance of occurring. Pose the question: Do you think thelanguage of probability is the same in all countries? Do you thinksome languages have words with different shades ofmeaning? 

Wednesday  Tell mea rule for working out the smaller divisions on a scale. Whatinformation must I have to be able to do this?Use a number ofexamples.


Thursday  Ask thechildren for their results and ask a volunteer to measure the itemaccurately, using a marked metre stick. Discuss degrees ofaccuracy. Ask: what intervals did you need to work out on yourhome made metre stick? What calculations did you have todo? 

Friday  Hearsuggestions for solving this problem. Ask groups to describe theirway of working. Discuss margins of error and how it is verydifficult to be accurate with such a very small measurement.

