TERM 3, 2015 (Weeks 1-5) - Year 4 - Maths Planning -2D space

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YEAR 4
MA2-15MG-2D
Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of
digital technologies.

record the arrangements of common shapes used to create other shapes, and the arrangement of shapes formed after splitting
a shape, in diagrammatic form, with and without the use of digital technologies
record different combinations of common shapes that can be used to form a particular regular polygon, eg a hexagon can be
created from, or split into, many different arrangements, such as

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TERM 3, 2015 (Weeks 6-10) - Year 4 - Maths Planning -2D space

Teaching & Learning Activity 1
YEAR 4
MA2-15MG-2D

YEAR 4

Create
and record tessellating designs by reflecting, translating and
rotating
common shape
Learning
Intention:
Success
Criteria:
I am learning to record common shapes that are used to
I am able to record common shapes that are used to create other
Show students some common shapes such as a hexagon and describe how they can be split to different shapes and how those shapes could be used
to make a hexagon.
use
digital technologies
to create
tessellating
(Communicating)
Give students
a coloured
piece of paper.
Get them
to cut outdesigns
a rectangle.
Students draw lines in the rectangle to show what shapes it can be split into.

determine
which
of
the
special
quadrilaterals
can
be
used
to create
tessellating
designs
(Reasoning)
They then cut on the lines they drew and glue the pieces back together into
their books
to show
that those
shapes can be placed together to make a
Go to the following
website;
http://www.commoncoresheets.com/Shapes.php
explain why tessellating shapes are best for measuring area (Communicating, Reasoning)
Go down to creating shapes and click where it says download a worksheet. Print off two other versions besides version one. Get students into pairs.
Give each person a different sheet. Students complete the sheet and then mark their partners work. When they are finished they can describe how the
shapes where placed together.
Problem Solving Guide:
Word problems
- Circle key words
Get students to write about what they have learnt in their maths journal.
- Box key numbers
Students can then write a problem for what they have just learnt eg. I have a
- What words help you know what operation to use?
square with 4cm sides and a triangle attached to the top of the square what
does the shape look like? A house.

- What operation will you use {x , -, +,

}.

Teaching & Learning Activity 1

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YEAR 4
Learning Intention:
Success Criteria:
I am learning to use digital technologies to create tessellating
I can use digital technologies to create tessellating designs.
Explain what tessellation is. Look at the tessellation powerpoint 1 and discuss. Explain that some shapes cannot tessellate. You cannot tessellate an
octagon but you can tessellate an octagon with a square. Discuss why tessellating shapes are best for
measuring area.
Get half of the class to get shapes and make a tessellation pattern on their table while to other half make the tessellation patterns in word or paint on
the computer. Students then swap after a period of time.
If you wanted to have another lesson on tessellation students could create a tessellation artwork. Show the students examples of tessellation artworks
before they start (look at the examples in powerpoint or show some more examples from google images). Get them to sketch their artwork and get it
checked
the teacher
before colouring it in.
Problemby
Solving
Guide:
Word Problem:
- Circle key words
-Box key numbers
Instead of a word problem students will describe the tessellation shapes they have
- What words help you know what operation to use?
made and why they tessellate. In their journals they can draw some shapes that do not
tessellate and explain why they dont.
- What operation will you use {x , -, +, }.

Teaching & Learning Activity 2

Modelled Whole
LISC
Teaching Class

YEAR 4
Learning Intention:
Success Criteria:
I am learning to draw the reflection (mirror image) to complete
I can draw the reflection (mirror image) to complete symmetrical pictures
Introduce what symmetry is- When one half of a mirror image looks like the other half.
Introduce the line of symmetry- the imaginary line that divides the images into two matching halves.
Explain and demonstrate why any line through the centre of (and across) a circle is a line of symmetry.
Go to the following website : https://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/symmetry_your_world.pdf
View page 21 to provide students with an understanding of symmetry. Complete page 14 together on the IWB.

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EVERYONE= Print page 6 from the website above (the rugs). Give students a strip of rugs. Students draw the line of symmetry and then cut along the line
of symmetry and glue it into their books.
Use the same website to print the following pages for each group (or just choose from pages 15-20 which pages you think apply to the level of your
students).
Problem Solving Guide:
Problem Solving Question:
- Circle key words
-Box key numbers
Go to the following website and answer the questions on the last page.
- What words help you know what operation to https://www.nsa.gov/academia/_files/collected_learning/elementary/geometry/symmetry_your_world.pdf
use? - What operation will you use {x , -, +,

}.