Short Blocks

Maths Year 4 Spring Shape (B)

Each unit has everything you need to teach a set of related skills and concepts. 'Teaching for Understanding' provides whole-class teaching and fully differentiated adult-led group activities. ‘Problem-solving and Reasoning’ develops these skills, and includes questions to enable you to assess mastery. Practice sheets ensure procedural fluency. Extra support activities enable targeted work with children who are well below ARE.

‘UNIT PLAN’ gives you a text version of all parts of the unit to use in your school planning documentation. ‘DOWNLOAD ALL FILES’ gives you that unit plan plus all of associated documents. These bulk downloads are added value for Hamilton Friends and School Subscribers.

Unit 1 Line of symmetry: identify and construct (suggested as 2 days)

Objectives

Identify a line of symmetry; complete shapes with respect to this
Unit 4: ID# 4457

National Curriculum
PofS (iii) (iv)

Hamilton Objectives
41. Identify lines of symmetry in 2-D shapes presented in different orientations; complete a simple symmetric figure with respect to one line of symmetry.

Teaching and Group Activities for Understanding

Day 1 Teaching
Display a pattern drawn on one side of a line of symmetry (see resources). Discuss the concept of ‘line of symmetry’ and begin to complete each pattern. Provide copies for children who complete each symmetrical pattern. Children create their own symmetrical patterns, colouring just 12 squares lines of symmetry.
Group Activities
-- Create symmetrical patterns across one or two lines of symmetry.

Day 2 Teaching
Draw an irregular but symmetrical hexagon. Ask children to say whether it has a line of symmetry. Then draw half of an irregular but symmetrical octagon. Children need to draw the other half. Discuss shapes with two lines of symmetry and draw one, identifying the two lines. Model how to use a mirror to check for symmetry, perhaps using the Symmetry ITP.
Group Activities
Use the in-depth problem-solving investigation ‘Tremendous Tiles’ as today’s group activity.
Or, use these activities:
-- Identify the lines of symmetry on 2-D shapes; draw shapes with a given number of lines of symmetry.
-- Identify whether shapes are symmetrical. Draw the lines of symmetry on 2-D shapes.

You Will Need

  • ‘Symmetrical patterns’ sheets 1 and 2 (see resources)
  • Squared paper
  • ITP: Symmetry
  • ‘Shapes for sorting’ sheet (see resources)
  • Mirrors, rulers and a set of 2D shapes (regular, irregular, symmetrical, not symmetrical)

Mental/Oral Maths Starters

Suggested for Day 1
Draw irregular polygons (simmering skills)

Suggested for Day 2
Compare pairs of numbers with 2 decimal places (simmering skills)

Or

Suggested for Day 2
Count on or back in steps of 50 and 100 (simmering skills)

Procedural Fluency

Day 1
Complete patterns across one or two lines of symmetry.

Day 2
Complete drawings of 2-D shapes to make them symmetrical.

Mastery: Reasoning and Problem-Solving

  • Shade 4 more spaces on this grid (see download) to create a pattern with two lines of symmetry.
  • Draw a shape with exactly four lines of symmetry. It does not need to be a polygon.
  • Explore all possible symmetrical designs that can be created by shading whole squares of a 1 × 1, 2 × 2 and 3 × 3 grid. Watch out for patterns that are simply rotations of other patterns.
    Predict how many designs might be possible on a 4 × 4 grid. Try it.

In-depth Investigation: Tremendous Tiles
Children explore creating patterns of tiles with three asymmetrical blocks. They look for and identify lines of symmetry, creating patterns with at least two lines of reflective symmetry.

Extra Support

Colouring Triangles
Make symmetrical patterns by colouring the set of triangles. Colouring Triangles from nrich.maths.org.

Unit 2 Angle types; properties of polygons (suggested as 4 days)

Objectives

Identify types of angle; use these in exploring properties of polygons
Unit 5: ID# 4463

National Curriculum
PofS (i) (ii)

Hamilton Objectives
39. Compare and classify geometric shapes, including quadrilaterals and triangles, based on their properties and sizes.
40. Identify acute and obtuse angles, compare and order angles up to 180⁰.

Mastery: Reasoning and Problem-Solving

Day 1 Teaching
Draw a succession of given angles (see Teaching and Activities document). Ask children which are larger/smaller than 90°. Identify acute (sharp) angles as less than 90° and obtuse (blunt) angles as being between 90° and 180°. Compare angles by placing them on top of one another.
Group Activities
-- Compare and classify angles.

Day 2 Teaching
Show a number of different triangles. Discuss what they have in common and how they are different. Remind children of the previous learning on triangles of different types and identify these. Then focus on the types of angles in each.
Group Activities
-- Explore the angle properties of different types of triangles.

Day 3 Teaching
Remind children of the definition of a quadrilateral. Ask children to draw a quadrilateral (different to their neighbour’s), then to mark right angles with a little square, acute angles with ‘a’ and obtuse angles with ‘o’. Did their neighbour’s shape have the same number of each type of angle?
Group Activities
Use the in-depth problem-solving investigation ‘Rabbit Run’ from NRICH as today’s group activity.
Or, use this activity:
-- Investigate the angle properties of quadrilaterals.

Day 4 Teaching
Draw a parallelogram and a trapezium. Both are quadrilaterals. Children describe each, including what is the same and different. Both have 2 parallel sides (same distance away from each other, like train tracks). Move on to sort other quadrilaterals by properties, including a square, rhombus and oblong.
Group Activities
-- Draw quadrilaterals, based on properties including types of angles.
-- Compare and classify quadrilaterals, based on properties including types of angles.

You Will Need

  • Interactive Whiteboard set square
  • ‘Comparing and ordering angles’ sheet (see resources)
  • Set squares, scissors, protractors and coloured card
  • Flipchart, whiteboards and pens
  • Paper copy of triangle 2 (equilateral triangle) from Day 2
  • Elastic bands and geoboards
  • Rulers
  • ‘Sorting quadrilaterals’ sheet (see resources)
  • Venn rings (or hoops)
  • Sticky notes

Mental/Oral Maths Starters

Suggested for Day 1
Count on and back in steps of 0.01 through multiples of 0.1 and 1 (simmering skills)

Suggested for Day 2
Multiply and divide numbers by 10 and 100 (simmering skills)

Suggested for Day 3
Division fact bingo for 8 times table (simmering skills)

Suggested for Day 4
Division facts for 7 times table (simmering skills)

Procedural Fluency

Day 1
Compare and order angles, and identify if they are acute or obtuse.

Day 2
Identify acute, obtuse and right angles in triangles.

Day 3
Identify acute, obtuse and right angles in quadrilaterals.

Day 4
Sort quadrilaterals into Venn diagrams based on their properties.

Mastery: Reasoning and Problem-Solving

  • True or false?
    A triangle cannot have two right angles.
    A triangle with one right angle cannot be isosceles.
    A quadrilateral cannot have exactly three right angles.
    A quadrilateral can always be divided into two triangles by drawing just one straight line.
  • Sketch the following:
    A triangle with one obtuse angle.
    A quadrilateral with two obtuse angles.
    A triangle with three sides of identical length.
    A quadrilateral that has two lines of symmetry but no right angles.
    A quadrilateral with two pairs of parallel lines but no right angles.


In-depth Investigation: Rabbit Run
Help Ahmed to build a run for his rabbit using planks of different lengths. Rabbit Run from nrich.maths.org.

Extra Support

Jig Shapes
Complete the shape jigsaw and describe the shapes for a partner. Can they guess which shape you are describing? Jig Shapes from nrich.maths.org.