Unit 2: 2D shapes and symmetry

Date :
School: NES(EL-Minia) Teacher name: Hend Amr \ Mohamed Hamdy

CLASS: 4A,4B & 4C Number present: absent:

• Recognize reflective symmetry in regular polygons, e.g. know that a square has four lines of Learning outcome(s
symmetry and an equilateral triangle has three. lesson is contributi
• Create patterns with up to two lines of symmetry, e.g. on a pegboard, squared paper and using ICT
• Predict where a polygon will be after reflection, where the mirror line is parallel to one of the sides,
including where the line is oblique

• Know what each digit represents in five-and six-digit numbers Success criteria
• Partition any number up to one million into thousands, hundreds, tens and units.

Lesson objectives
• Partition five numbers to thousand ,hundreds ,tens and ones
understand what each digit represents in a three- or four-digit number Previous learning

Partition a four-digit number into multiples of one thousand, one hundred, ten and one.

Resources Planned activities (replace the notes below with your planned activities)
Smart board, video 1- Teacher shows this photo and ask them
Look at these two images of butterflies. What

difference do you see?

2- Discuss with them that:

The first butterfly looks exactly the same from both the left and right sides
while the second butterfly does not look the same from the left and right
sides.
The images which can be divided into identical halves are called symmetrical. The
images that cannot be divided into identical halves are asymmetrical.

3- Draw a line in the half and

Ask them what is the name of this line? And ask them to describe it.
After discussion show this to them

4- now teacher open https://www.mathsisfun.com/geometry/symmetry-artist.html and

teacher will show:
A- teacher make a pattern and show them how it reflects on the mirror line.
B- Ask them about the relation between “the distance between real \ image and
mirror line” using grid. And determine “corresponding point of the reflection “
5- Apply different mirror line throw different slope using
https://www.mathsisfun.com/geometry/reflection.html (extra )

6a- now teacher draw 2shapes (square and equilateral triangle) on paint, and make
line of symmetry.

6b- ask them to work in groups and draw on paint (regular hexagon, pentagon, and
octagon). And figure out the no.of line of symmetry.

6c- ask them what they notice or what the relation between number of sides and line
of symmetry?

7- solve oral
https://www.ixl.com/math/grade-4/identify-lines-of-symmetry
https://www.ixl.com/math/grade-4/draw-lines-of-symmetry
https://www.ixl.com/math/grade-4/count-lines-of-symmetry

8- Teacher ask student to print “work sheet session 1 “

and solve it.
9 – Teacher show the answer key and ask them to check their
answers.
10 – Ask them for their feedback.

Additional information
Health and safety check? Assessment – how are you planning to check students’ learning?
ICT links? Cross-curricular links? Oral question
Other notes/reminders Look out for:

Students are working as one group
Students are working in pairs
Home work :
Unit 2: 2D shapes and symmetry
Date :
School: NES(EL-Minia)
• Identify and describe properties of triangles and classify triangles as isosceles,
equilateral or scalene
• Identify and describe properties of triangles and classify triangles as isosceles,
equilateral or scalene
Classify triangles according to sides and angles.
Resources
Additional information
Health and safety check?
ICT links? Cross-curricular links?
Other notes/reminders
learners who think that larger objects are heavier, or that
larger objects will go up on scales because bigger numbers are
higher;
Observation
Q&A
Are all students participating well?
lesson:2
Teacher name: Hend Amr \ Mohamed Hamdy
Learning outcome(s) that
this lesson is contributing
to
Lesson objectives
Success criteria
Previous learning
Planned activities (replace the notes below with your planned Planned
activities) timings
Teacher ask students about: Beginning
“what is the types of angles “
“what do you know about triangle “
Now ask them about their idea if we want to classify triangles.
Teacher classify triangles with students according to “ angles and sides “ Middle
from “ session 2 activity 1 “
solve questions oral :
https://www.ixl.com/math/grade-4/classify-triangles
https://www.ixl.com/math/grade-4/acute-obtuse-and-right-triangles
Solve individually : End
https://www.liveworksheets.com/worksheets/en/Math/Triangles/Types_of
_triangle_gd193186cv
https://www.liveworksheets.com/worksheets/en/Math/Triangles/Classify_
Triangles_ae20880td
https://www.liveworksheets.com/worksheets/en/math/Triangles/
Triangles_pr223843gs
https://www.liveworksheets.com/oa165377ov
Assessment – how are you planning to Differentiation – how do you plan
check students’ learning? to give more support? How do
Oral question you plan to challenge the more
able learners?
 More practise more exercises
Home work

Unit 2: 2D shapes and symmetry lesson:3

Date : Teacher name: Hend Amr \ Mohamed Hamdy

School: NES(EL-Minia)
Learning outcome(s) that

• Identify simple relationships between numbers or between shapes this lesson is contributing
• • Use ICT to explore and generate shapes and patterns to

• Identify simple relationships between numbers or between shapes Lesson objectives

• • Use ICT to explore and generate shapes and patterns

• Could identify 2d shapes Success criteria

• Complete different pattern of shapes
Previous learning

Resources Planned
timings
Beginning
1-Teacher show some shapes and ask them to
describe them according to the sides and closure
of the shape.
2-teacher start explaining “what are the
conditions of the polygons “

3- Explain “the regular and irregular “

Middle
4- teacher shows different shapes of regular
polygons and ask them to tell names of “regular
of polygons “if they could remember it.

5-Teacher star showing regular polygons with

their names, and they repeat after him.

5-teacher start representing different shapes and

Asking oral:
A-is it polygon or not?
B- Give the reason, if it is not polygon
c-tell regular or not regular if it is polygon
d-and its name.

5-solve the worksheet:

 https://www.liveworksheets.com/ce420621dx

6- Teacher start represent different shapes of

quadrilaterals and ask them to start describe base
on angles and sides and name it.

7- Teacher ask them to guess the shape that has :

1-four right angles and opposite sides the same length
(a rectangle or Square)
• 2-five vertices (a pentagon)
• 3-four equal sides (a square or rhombus)
4-three unequal sides

8- solve :
https://www.liveworksheets.com/worksheets/en/Mat
h/2D_Shapes/Math_-
_Geometry_(Shapes)_ri553183xb

9- Solve individually End

https://www.liveworksheets.com/worksheets/en/Math/Geometry/Comparin
g_Quadrilaterals_lt575420gf
10- Show the answer key and discuss their mistakes.
11- Teacher ask them about their feedback

Additional information
Health and safety check? Assessment – how are Differentiation – how do you plan to give more
ICT links? Cross-curricular links? you planning to check support? How do you plan to challenge the more
Other notes/reminders students’ learning? able learners?
Oral question More practise more exercises
Students are working as one group Observation Q&A Keep learners on task by asking the high
Students are working in pairs Are all students achiever to support the low achiever.
participating well?
Reflection