•Day 1D

ay 2D

ay 3

Convert one metric unit of length to another.Prepare 10 lengths of string 10–110 cm. Groups of 3 measure one string; write length in cm; convert to m or mm or fraction of km. Check.

Say 100 more/less than a 3- or 4-digit number.Draw 6 boxes on board with 3- or 4-digit number in each. Cover boxes with paper and write on them a number 100 more than the numbers underneath. Chn find hidden numbers. Ask chn to open boxes to check answers. Ask chn to say numbers 100 more than ones on paper.

In pairs 1 child draws line down middle of page with ‘a ruler’ and a simple pattern on one side. Other child draws an exact reflection. Check with mirror.

Y4 B2.c.1 Creating symmetrical paper shapes

AllDraw simple pattern with 2 lines of symmetry. Write symmetrical. Discuss. Draw 1 line of symmetry on pattern, then another. Discuss how shapes can be symmetrical. Use a mirror to check symmetry of more complex pattern. Draw half a simple pattern; chn draw other half. [ITR Y4 B2.c]

Y5Discuss line of symmetry on lotus flower. Draw 6-petal tulip and use terms axis of symmetry and reflective symmetry. Where would mirror go to show reflective symmetry on arrow shape? [ITR Y5 D1.a]

AllShow 4-petal flower (Y5 PCM 219). Chn draw lines of symmetry. Draw a cross with 1-wave pattern across 1 quadrant. Chn copy and complete wave pattern on other 3 quadrants. Make a pattern with 2 lines of symmetry at right angles. Discuss reflective symmetry.

Y5 D1.a.2Finding lines of symmetry in circles

Y4 B2.c.3

7.37 Half-a-shape

Y5 D1.a.3 Drawing symmetrical polygons

Y5 5.1 p53 Mirror images on graphs

Y4 4.2 p32 Identifying shapes in a sculpture and exploring properties

Y5 5.1 p55 Identifying numbers of faces, vertices and edges in polyhedra

Y5 D1.b.2

5.3 5 Cube nets

Y4 B2.c.1 Creating symmetrical paper shapes

Recognise reflective symmetry; Identify and draw lines of symmetryRehearse names and properties of 2D shapes; Rehearse names/nets of 3D shapes

Y5 5.1 p51 Finding lines of symmetry in complex patterns

Y4 4.2 p27 Investigating symmetry in shapes and patterns

Y4 B2.d.1

7.17 Half-a-shape

Y4• Understand

term symmetry

• Find lines of symmetry

Y5• Recognise

reflective symmetry

• Understand term ‘axis’

Chn fold thin piece of paper and draw round hand, pressing hard. Open paper and draw second hand shape following indents. How many lines of symmetry are there?

Y4• Find lines of

symmetry in shapes

Y5• Draw lines of

symmetry• Show

reflective symmetry

Chn look around classroom and identify 3D shapes. Can you see any prisms? Cubes? Cuboids? Spheres?

Y4Draw/show polygons. Chn name shapes. To categorise and name a polygon we count its sides. Remind chn of definition of a regular shape. Ask chn to draw lines of symmetry on shapes. Discuss how many lines each regular polygon has.

AllShow pictures of sculptures. Discuss how sculpture is 3D art. Look at some 3D shapes. Identify some faces. We classify 3D shapes by looking at their 2D faces. Ask chn to write a list of the faces for different 3D shapes. Explain that we call corners vertices. Pass around cuboid, cone, sphere, prism and list the shapes with flat faces or curved faces. Tell chn that flat–faced 3D shapes are called polyhedra. [ITR Y4 B2.d]

Y4/5• Identify and

classify 3D shapes by properties

Y5• Identify

common polyhedra

Y4/Y5• Rehearse

the names of common 3D shapes

• Use the terms ‘polyhedron’, ‘tetrahedron’ and ‘octahedron (Y5)

Maths Weekly Plan: Year 4 and 5A

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Activities OutcomesPlenaryObjectives Main teaching

Count on/back in 100s from a 4-digit number.Write 4-digit number on board. In pairs, chn write own 4-digit number. Show 1 of 2 cards: forward in 100s/back in 100s. Chn count on/back from their number and record sequence. You do same. Discuss. Rpt.

Y4/Y5• Recognise and

classify reflective symmetry in polygons

• Recognise and sketch where a shape will be after reflection in a mirror line

Y4• Rehearse the

concept of line symmetry

Y5• Understand the

terms ‘reflective symmetry’ and ‘axis of symmetry’

• Complete symmetrical patterns with two lines of symmetry at right angles

Mental oral starterGroup 1

Y4

Group 2

Y4

Group 3

Y5

Group 4

Y5

Week 14

Day 4

Day 5

Know by heart all multiplication facts to 10 × 10.Chant some tables. Pairs draw 5 circles with numbers 2–9 in each. Turn over 2 number cards 1–10, say out loud (eg 5 and 8). Chn multiply the numbers (5 × 8 = 40). If product is a multiple of a circled number, they cross it out (1 number only). Continue until BINGO!

Round a 3-digit number to nearest 10/100.Draw 6 boxes on board. Secretly write a 3-digit multiple of 10 in each and cover with paper. On this write a number that is rounded to the number in the box. Chn work out hidden numbers in pairs. Extend to multiples of 100.

Challenge chn to say names of different 3D shapes that fit the criteria you give, eg At least 2 triangular faces, At least 3 rectangular faces, with at least 1 circular face that is not a polyhedron.

(Continued)• Visualise 3D

shapes from 2D drawings and identify different nets of 3D shapes

Y4• Describe and

visualise 3D shapes

• Make and investigate a general statement about shapes by finding egs that satisfy it

Y4 B2.d.2 Checking general statements by recording properties of shapes in a table

AllLook at a cone and a pyramid. Ask chn for the definition of a polyhedron (a 3D shape that has only flat faces where every face is a polygon). Ask chn to then point out the polyhedra among a set of 3D shapes. Show chn a tetrahedron. Which polyhedra have 1 or more regular faces?

Y5Draw 4 equilateral triangles. Remind chn how to fold 2D shape (net) into 3D shape. Provide large card net for child to fold into polyhedron. Count faces. Name shape: tetrahedron. Relate back to 2D net.

AllShow 2 nets: tetrahedron and cube. Discuss number of faces and relate to nets. Chn suggest what polyhedra these shapes will make. Fold example net to make the pyramid. Show net of cuboid. Chn discuss properties and name the 3D shape. Show that cuboid has 2 square and 4 rectangular faces (oblongs). Point out both are polyhedra and that each face is a regular polygon. This makes them regular polyhedra. [ITR Y5 D1.b]

Y5 D1.b.3 Arranging 5 squares into a cube

Y4 4.2 p33Counting edges, faces and vertices in shapes

Y5 D1.b.2

5.25 Cube nets

Y5 D1.b.4 Designing a net for a 3D house-shape

Y4 4.2 p31 Matching names to shapes and identifying properties

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Y5 D1.b.3 Arranging 5 squares into a cube

Y4 B2.d.3 Making a tetrahedron and decorating it

Y4/5• Identify

different nets Y4• Match shapes

to properties

Show a square-based pyramid. Ask chn to draw the net that will make this shape. Check drawings.

Y4• Use the terms

‘polyhedron’ and ‘tetrahedron’

• Identify simple nets of solid shapes

Y5• Classify

triangles according to properties

Vocabularysymmetry symmetrical axis of symmetry reflective symmetry lines of symmetry polygons regular shape 2D/3D shapes faces vertex/vertices cuboid hexagon octagon pentagon

quadrant parallel sphere prism flat faces/curved faces polyhedron/polyhedra cone pyramid tetrahedron net cube regular polygon regular polyhedroncount on/back measure

lengthmore/less cylinder equilateral triangleregular shape

Resourcescards showing ‘forward in

100’/‘back in 100’rulers and metre sticksseveral sheets of paper10 lengths of string 10–110 cmlarge mirrormirrors (one per pair)4–petal flower (Y5 PCM 219)variety of model 3D shapesnets of tetrahedron, cube, cuboid

and pyramid (Y5 PCMS 220–223)

picture of a lotus flowerpictures of sculptures by

Henry Moore or Barbara Hepworth

sheets of coloured paper scissorsregular hexagons, squares,

equilateral triangles, regular octagons, regular pentagons

a cloth bag triangle dot grid paper thin card glue stick Y5 PCM 135b Y5 PCM 186dotty papercm-squared paper

number cards 1–10large sheet of sugar paperlarge card net of polyhedrafelt-tipped penssellotape

Activities OutcomesPlenaryMental oral starter Objectives Main teachingGroup 1

Y4

Group 2

Y4

Group 3

Y5

Group 4

Y5