Grade 6 new

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTSLearning Objec�ves: Students will be able to recognize and define parts of a circle.Materials required: Circular Geoboard.Teaching strategy:1. Have students refer to their circular geoboard. Explain to the students that they will be using the circular geoboard to explore parts of the circle.2. Tell students that a circle is a shape with all the points at the same distance from the centre. Help students to stretch and wrap the rubber bands around the pegs and form a circle as shown below.3. Men�on that the rubber band wrapped around the edge of the circle indicates the circumference of the circle.4. Now have them stretch the rubber band, connec�ng the centre peg with any peg that lies on the circle. This is called the radius of the circle. It is the distance from the centre of a circle to any point on the circle. Ask them to make radii joining any 5 pegs using rubber bands on the geoboard. Have them record their work in the observa�on sheet.5. Have them stretch and wrap a rubber band around any 3 pegs such that all the 3 pegs lie in a line. This is called the diameter of the circle. The diameter passes through the centre of the circle and its two end points lie on the circle. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 46 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS Ask ques�ons such as; • Can we say that diameter of a circle is twice as long as the radius of the circle? • Record the number of diameters that can be created with 9 pegs.6. Tell them that we will now explore another part of the circle called “chord”. Have them stretch and warp a rubber band around away two pegs that lie on the circle. Explain to them that a chord is o�en used to describe a line segment that joins two end points which lie on the circle. A circle has many different chords. Some chords pass through the centre and some do not. Ask ques�ons: “Is diameter a chord?” “Is radius of the circle a chord?” Ask them to follow the given instruc�ons as: • Using rubber bands make 2 chords on your geoboard that are not diameters. • Make a triangle joining any 3 pegs on the geoboard such that the triangle lies inside the geoboard. Can you find any radius, diameter or chord in this triangle? If so how many? • Make a square by joining any 4 pegs with a rubber band. Ensure that the square lies inside the circle. How many chords can you find in the square?7. Now let us understand what the sector of a circle is. Stretch the rubber band around the pegs to make a quarter circle. The region bounded by the arc and two radii is known as sector of the circle. The two radii divide the circle into two sectors called a major sector and a minor sector. • A minor sector has an angle at the centre of the circle of less than 180°. • A major sector has an angle at the centre of the circle of more than 180°. Stretch the rubber bands around 6 pegs such the ends pass through the center forming a sector. Guess es�mate, whether this sector is minor or major. Repeat the procedure using 14 pegs. Guess es�mate, whether this sector is minor or major. Have the students stretch and wrap a rubber band around 13 pegs to form a sector. Ask what kind of sector they have created. Have them record all their findings in the given observa�on sheet. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 47 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTSINSTRUMENTS USED: OBSERVATION SHEET STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Stretch rubber bands around the pegs to model radius, diameter, chord and sector of a circle.2. Illustrate all the solu�ons in the geoboard given below and fill the table with appropriate answers.3. Refer to the illustra�on given below.Parts of the circle Sector Diameter1. Radius - The distance from the centre of a Chord Radius circle to any point on the circle is known as radius of the circle.2. Diameter – Line segment that contains the centre of the circle and whose end points are on the circle.3. Chord - Chord is a line segment that joins two end points which lie on the circle. A circle has many different chords. Some chords pass through the centre and some do not.4. Sector - The region bounded by the arc and two radii is known as the sector of a circle. The two radii divide the circle into two sectors called a major sector and a minor sector. • A minor sector has an angle at the centre of the circle that is less than 180°. • A major sector has an angle at the centre of the circle that is more than 180°.Math Buddy 48 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:1. Make radii joining any 5 pegs with rubber bands on your geoboard. Use more than one rubber band to model this problem. How many radii can you form? Show your work with the help of a drawing. ___________number of radii2. Using rubber bands make two chords on your geoboard that are not diameter. Record your solu�on below.How many pegs did you use to make two chords? _______number of pegsMath Buddy 49 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:3. Model the given problem on your geoboard. Fill in the table with appropriate answers.Chords How many? Radii DiametersA ____________ is a chord. However a chord needn’t be a _____________ always.4. Make a triangle joining any 3 pegs on the geoboard. How many radii, diameter and chord you can find in this triangle? Show your work with the help of a drawing.___________ radii, ___________ diameters , _________chords.Math Buddy 50 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:5. Make a square by joining any 4 pegs with a rubber band. Ensure that the square lies inside the circle. How many chords can you find in the square? Show your work with the help of a drawing. _________chords6. Stretch the rubber bands around 6 pegs in such a way that 6 pegs lie on the circle forming a sector. Guess es�mate whether this sector is minor or major. Show your work with the help of drawing.This is ____________ sector of the circle.Math Buddy 51 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:7. Stretch the rubber bands around the 14 pegs to form a sector. Guess es�mate whether this sector is minor or major? Show your work with the help of drawing. This is ____________ sector of the circle.8. Stretch and wrap a rubber band around 13 pegs to form a sector. What kind of a sector have you created? Show your work with the help of drawing.This is ____________ sector of the circle or ____________.Math Buddy 52 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 11: UNDERSTAND A CIRCLE AND ITS PARTS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Educator’s Comment Date SignatureMath Buddy 53 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARDLearning Objec�ves: Students will inves�gate and build prisms/pyramids on an IsometricGeoboard. Isometric drawing will enable students to visualize the 3D aspect of these shapes.Materials required: Isometric Geoboard and rubber bands.Teaching strategy:1. Let students know that in this ac�vity they will be learning about “Prisms and Pyramids”. Explain to the students that “Prisms and Pyramids” are 3D shapes made up of polygons.2. Instruct students to turn to their observa�on sheet. Tell them that there are some prisms and pyramids shown in their sheet. Ques�on, “Can they tell which polygons have been used to build these shapes”? Have them record all the work in table T1.4. Explain to the students that a prism is a three dimensional figure with two iden�cal parallel faces. A prism is named a�er the shape of its base. For instance a “triangular prism” has triangle as its base.5. Now we know what prisms are. Have students look at some prisms in their observa�on sheet. The bases of these prisms are marked with arrows. Ask students if they can figure out the names of the prisms by looking at the bases of these prisms. Have them fill the table (T2) with appropriate names of these prisms. Base Base Base Base Base Base Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 54 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD6. Similarly, explain that a pyramid is a three dimensional figure with only one base. Just like the prisms, the pyramids are also named a�er the shape of its base. All the sides of the pyramids meet at a point. For instance a “triangular pyramid” has a triangular base and all the sides meet at a point. Ask the students if they can write the names of the pyramids, by looking at the base of these pyramids. Have them fill table T3 with appropriate names of these pyramids. VertexBase7. Now let us understand how we can build these prisms and pyramids using Isometric Geo board. Make them understand that Isometric drawings provide three dimensional views of a figure or shape.9. To build prisms (given below) using isometric geoboard, follow these steps: Base Base Base Base Base Base Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 55 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARDa. Stretch the rubber bands around the pegs and make the base of the prisms (cube, rectangular prism, triangular prism and hexagonal prism). Again stretch the rubber bands around the pegs and make the top base of the prisms. Ensure that top is iden�cal and parallel to the bo�om base.Cube Rectangular prism Triangular prism Hexagonal prismb. Join the ver�ces of the two bases (top and bo�om) using rubber bands to form the prisms. Cube Rectangular prism Triangular prism Hexagonal prism10. To build pyramids (given below) using isometric geoboard, follow these steps: VertexBase Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work withThis ist_h_e_a_c_�_v_i_�_e_s_._ sector of the circle.Math Buddy 56 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARDa. Stretch the rubber bands around the pegs and make the base of the pyramids as shown below. Base of square pyramid Base of triangular pyramidb. Iden�fy the top vertex. Note the top vertex lies directly above the middle of the base. Top vertex for square pyramid Top vertex for triangular pyramidc. Join the top vertex with the base using the rubber bands to form pyramids. Square pyramid Triangular pyramid11. Ask, “How many faces, ver�ces and edges do these figures have”? Let them record and complete table T4 with appropriate answers. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 57 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD12. Instruct students to use isometric geoboard to complete the following shapes. Ask them to then sketch the shapes on isometric dot papers and then write the name of the shapes created. a._______________ b._______________ c._______________ Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 58 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Look at the prisms and pyramids in your observa�on sheet. Write the polygons that have been used to build these shapes. Record all your findings in table T1.2. Study the bases of these prisms given in the observa�on sheet and write their individual names. Record all your findings in table T2.3. Study the base of these pyramids given in the observa�on sheet and write their individual names. Record all your findings in table T3.4. Refer to the illustra�ons (1 and 2) to understand the step by step method for building different types prisms and pyramids on an isometric geoboard.5. Use your isometric geoboard to complete the given shapes shown in the isometric dot papers given in the sheet and write the name of these shapes.1. To build prisms (given below) using isometric geoboard, follow these steps: a. Stretch the rubber bands around the pegs and make the base of the prisms. Again stretch the rubber bands around the pegs and make the top of the prisms. Ensure that top is iden�cal and parallel to the bo�om.Cube Rectangular prism Triangular prism Hexagonal prismb. Join the ver�ces of the two bases (top and bo�om) using rubber bands to form the prisms.Cube Rectangular prism Triangular prism Hexagonal prismMath Buddy 59 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:a. Stretch the rubber bands around the pegs and make the base of the pyramids as shown below. Base of square pyramid Base of triangular pyramidb. Iden�fy the top vertex. Note the top vertex lies directly above the middle of the base. Top vertex for square pyramid Top vertex for triangular pyramidc. Join the top vertex with the base using the rubber bands to form pyramids. Square pyramid Triangular pyramidMath Buddy 60 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:2. Look at some prisms and pyramids given below. Write the polygons that have been used to build these shapes. Record all your findings in table T1.Shapes Number of polygons used Write the names of polygons used to build the shape Table T1Math Buddy 61 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:3. Study the bases of these prisms given below and write their names. Record all your findings in table T2. Prism Name Table T24. Study the bases of these prisms given on the next page and write their names. Record all your findings in table T2.Math Buddy 62 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE: Pyramid Name Table T35. Build the shapes and fill the given table T4.Shape Name Number of edges Number of ver�ces Number of facesMath Buddy 63 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Shape Name Number of edges Number of ver�ces Number of faces Table T46. Use your isometric geoboard to complete the following shapes shown in the isometric dot papers given below. Sketch and complete the shapes given in the isometric dot paper using pencil and then write the name of these shapes.a._______________ b._______________ c._______________Math Buddy 64 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 12: PRISMS AND PYRAMIDS USING GEOBOARD OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Educator’s Comment Date SignatureMath Buddy 65 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 13: CLASSIFYING POLYGONSLearning Objec�ves: Students will build polygons and explore their features and proper�es.Materials required: Anglegs.Teaching strategy:1. Tell students that in this ac�vity we will learn about regular polygons. Ask students, if they have come across the term polygon in their earlier grades.2. Explain to the students that polygons are closed two dimensional geometric shapes and they can be classified according to the number of sides they have.3. Work with the students to help them build polygons as well as classify them.4. Distribute the anglegs amongst the students. Provide instruc�on to them so that they can build polygons, such as; o Use 3 orange anglegs to make a triangle. o Use 4 blue anglegs to make a square. o Use 5 purple anglegs to make a pentagon. o Use 6 green anglegs to make a hexagon. o Use 7 yellow anglegs to make a heptagon. o Use 8 red anglegs to make an octagon. o Use 9 green anglegs to make a nonagon. o Use 10 orange anglegs to make a decagon.Ask students to record all the shapes created in table T1. Ques�on, “How many sides andver�ces do these polygons have”?5. Let the students know that polygons with 3 sides 4 sides are known as triangles and quadri laterals respec�vely. When people talk about a general polygon, one where you don’t know the exact number of sides, they o�en refer to it as an n-gon. Polygons with more than 10 sides are not usually given special names. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 66 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 13: CLASSIFYING POLYGONS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Follow the instruc�on given below in table T1 and build shapes using anglegs. Record all the shapes and related findings in the table T1.1. Follow the instruc�on given below in table T1 and build shapes using anglegs. Record the shapes and find how many sides and ver�ces these polygons have. Instruc�on to Draw the polygon Number of Number of build shape sides ver�cesUse 3 orange anglegs to make a triangle.Use 4 blue anglegs to make a square.Use 5 purple anglegs to make a pentagon.Use 6 green anglegs to make a hexagon.Use 7 yellow anglegs to make a heptagon.Math Buddy 67 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 13: CLASSIFYING POLYGONS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE: Instruc�on to Draw the polygon Number of Number of build shape sides ver�cesUse 8 red anglegs to make an octagon. Use 9 green anglegs to make a nonagon.Use 10 orange anglegs to make a decagon. Table T1Educator’s Comment Date SignatureMath Buddy 68 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRYLearning Objec�ves: Students will inves�gate reflec�on symmetry in a plane. This lesson willalso provide a founda�on for future work with transforma�ons on the coordinate plane includ-ing transla�ons and rota�ons of figures.Materials required: X-Y coordinates peg board and reflec�on mirror.Teaching strategy:1. Begin the lesson by reviewing the concept of line of symmetry and reflec�on. Explain to the students that a line of symmetry is a line along which a shape may be folded so that both parts of the shape fit. Reflec�on refers to the image of the shape that is equidistance from the line of symmetry, but on the opposite side of the line. For instance, the figure given below is reflected along the mirror line (i.e. line of symmetry). This will give a mirror image but on the opposite side of the line. Object Mirror Image Before re ection After re ection2. Tell the students that in this ac�vity we will explore reflec�on symmetry in a plane. Show them the X-Y coordinate board and explain the concept of “plane”.Each intersec�ng line i.e. line X and Y act as a line of symmetry. Let us understand how toreflect shapes about the line X and line Y.3. To reflect shape almost the line X, follow the procedure given below. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 69 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRYo Place the 2 slides (X and Y) perpendicular to each other and fix the slides by inser�ng a peg at the centre. Y Xo Place 3 pegs in holes above the line X and then stretch rubber band around these pegs to form a triangle. Name the peg points or the ver�ces of this triangle as (A, B, and C). Y A C BXo Make a note of how many number of units each point is from line X. In the above example, point A is 5 units above line X. C is 3 units above line X and B is 1 unit above line X.o Now to reflect the triangle along the line X; Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 70 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRYo Place the peg in a hole that is 5 units below line X, in the same line as point Ao Place the peg in a hole that is 1 unit below line X, in the same line as point Bo Place the peg in a hole that is 3 units below line X, in the same line as point Co Finally stretch the rubber band around the reflected peg points to get the reflected image as shown below; Name the points A’, B’ and C’. Y A B X B’ C’ A’4. Now let us understand what happens when this triangle is reflected about line Y. The reflected image will fall to the le� of line Y. All the new points (i.e. the ver�ces) of the reflected triangle will lie in the same line corresponding to the original ver�ces. Refer below to see the image of the triangle along line Y. Y X A’ A C’ B’ B Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 71 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY5. Ask if they no�ced anything about these two reflec�ons. Make them understand that the size and shape of the triangle is not affected by the reflec�on and the reflected image is always at the same distance from the line of symmetry as the actual figure.6. Now give them problems as men�oned and ask them to make the shapes on the X-Y coordinate board and then reflect them about line X or line Y. Let them record the reflected image in the given square grids in the observa�on sheets. o Using pegs and rubber bands, build a triangle as shown below. If the triangle is reflected about line X, where would the triangle image be located? Build the triangle image using pegs and rubber bands. Draw the image of the triangle in the grid below and name their ver�ces as (A’, B’ and C’). Y A C BXo Using pegs and rubber bands, build a pentagon as shown below. If the pentagon is reflectedabout line Y, where would the pentagon image be located? Build the pentagon image usingpegs and rubber bands. Draw the image of the pentagon in the grid below and name theirver�ces as (A’, B’, C’, D’ and E’). Y A BE CD X Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 72 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRYo Using pegs and rubber bands, build a shape as shown below. If the shape is reflected aboutline Y, where would the image be located? Build the image using pegs and rubber bands.Draw the image of the shape in the grid below and name their ver�ces. Y AC BD F E G Xo Build this L shaped figure on the geoboard and then reflect it about line Y. Build the image using pegs and rubber bands. If the reflected image is once again reflected about line X, where would this new image be located? Build the final image using pegs and rubber bands. Record all your work in the grid given below and name the first image and the second image points as (A’, B’, C’, D’, E’ and F’) and (A”, B”, C”, D”, E” and F”). Y AC DE X BF Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 73 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Using pegs and rubber bands, construct the shapes as shown in the given problems.2. Based on the problems, reflect these shapes about line X and Y. Construct the reflected image on the board.3. Record the reflected image in the square grids given in your observa�on sheet.4. A sample illustra�on is given for your reference.Reflected shape Y Original shapeabout line Y A’ A C’ C B’ B X B’ C’ A’ Reflected shape about line XIf we reflect a shape along some line, we say the figure is a reflec�on about that line. Forinstance, the triangle (i.e. the original shape) shown above, when reflected about lines X andY, gives reflected triangle images whose ver�ces are at the same distance from the line ofsymmetry (i.e. X or Y) and falls in the same line as the ver�ces of the original triangle. In theexample above, when the triangle is reflected about line X, the ver�ces of the reflectedtriangle are (A’ = 5 units, B’= 1 unit and C’ = 3 units) below X. The ver�ces of theoriginal triangle are (A= 5 units, B= 1 unit and C= 3 units) above line X. The original triangleand reflected triangle images are at the same distance from line X (i.e. the line of symmetry).Math Buddy 74 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:1. Using pegs and rubber bands, build a triangle as shown below. If the triangle is reflected about the line X, where would the triangle image be located? Build the triangle image using pegs and rubber bands. Draw the image of the triangle in the grid below and name their ver�ces as (A’, B’ and C’). Y A C B Xa. If the triangle given above is reflected about line X, where would the image of the triangle fall? Tick the appropriate answer. o Le� of line Y o Right of line Y o Below line X o Above line XMath Buddy 75 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:2. Using pegs and rubber bands, build a pentagon as shown below. If the pentagon is reflected about line Y, where would the pentagon image be located? Build the pentagon image using pegs and rubber bands. Draw the image of the pentagon in the grid below and name their ver�ces as (A’, B’, C’, D’ and E’). Y A BE CD Xa. If the pentagon given above is reflected about line Y, where would the image fall? Tick the appropriate answer. o Le� of line Y o Right of line Y o Below line X o Above line XMath Buddy 76 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:3. Using pegs and rubber bands, build a shape as shown below. If the shape is reflected about line Y, where would the image be located? Build the image using pegs and rubber bands. Draw the image of the shape in the grid below and name their ver�ces. Y AC BD F E G XMath Buddy 77 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 14: REFLECTION SYMMETRY OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:4. Build the L shaped figure on the X-Y board and then reflect it about line Y. Build the image using pegs and rubber bands. If the reflected image is once again reflected about line X, where would this new image be located? Build the final image using pegs and rubber bands. Record all your work in the grid given below and name the first image and the second image points as (A’, B’, C’, D’, E’ and F’) and (A”, B”, C”, D”, E”, and F”) respec�vely. Y AC DE X BFEducator’s Comment Date SignatureMath Buddy 78 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNSLearning Objec�ves: Students will use irregular shapes from the tessella�on stencils toexplore tessella�on pa�erns.Materials required: Tessella�on Stencils.Teaching strategy:1. Review the concept of “tessella�on” with your students. Explain to your students that “a tessella�on is any pa�ern made of repea�ng shapes that cover a surface completely with out overlapping or leaving any gaps”. For e.g. the pa�ern of bricks on a wall is a tessella�on made of rectangles.2. Tell students that just like we use regular shapes (e.g. hexagon, square, triangle, rectangle etc.), we can also use non regular or deformed shapes to create tessella�on pa�erns.3. Now distribute the stencils to your students. Show the non regular shape templates in the stencil. Tell them that in this ac�vity, they will be using these shapes to create tessella�on pa�erns by repea�ng those shapes over and over again.5. To generate the pa�ern, we will be using shape of only one kind each �me. Let us see how we can use this shape to generate a tessella�on pa�ern. a. To tessellate any of the given shapes, first trace the outline of the shape as shown below. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 79 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNSb. Tell them that they can then flip over, move the shape to a new posi�on or rotate the shape i.e. they can turn the shape up, down, le� or right. Explain to them that they can use combina�on of these strategies to create the pa�erns.c. For example the pa�ern below has been traced by moving the shape to a new posi�on each �me, thereby forming rows that run across the piece of the paper.6. Let them tessellate these shapes to cover the sheet of blank boxes in their observa�on sheets. a. Flower b. Plus sign c. Arrow d. Quadrilateral Remember that only one shape should be used at a �me. Ask students as to what strategy they used to complete these pa�erns.7. Have them record their work. Discuss with them on how they created these pa�erns. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 80 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNSINSTRUMENTS USED: OBSERVATION SHEET STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Generate tessella�on pa�erns using the shapes given below.2. Try to cover the sheet of blank boxes in your observa�on sheet by using one shape at a �me.3. You can flip over, move the shape to new posi�on or rotate the shape. You can also use a combina�on of these strategies to create the pa�erns.4. Record all your pa�erns below.5. Refer to the illustra�on below to understand how to make a tessella�on pa�ern.Illustra�onTessella�on Pa�ern with the shape.Math Buddy 81 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:1. Using this shape from the tessella�on stencil, generate a tessella�on pa�ern. Cover the sheet of blank box by drawing the shape and repea�ng the pa�ern again. Colour the resul�ng tessella�on design.Math Buddy 82 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:2. Using this shape from the tessella�on stencil, generate a tessella�on pa�ern. Cover the sheet of blank box by drawing the shape and repea�ng the pa�ern again. Colour the resul�ng tessella�on design.Math Buddy 83 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:3. Using this shape from the tessella�on stencil, generate a tessella�on pa�ern. Cover the sheet of blank box by drawing the shape and repea�ng the pa�ern again. Colour the resul�ng tessella�on design.Math Buddy 84 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 15: TESSELLATION PATTERNS OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Educator’s Comment Date SignatureMath Buddy 85 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES IIILearning Objec�ves: Students will use pentominoes to solve a grid puzzle and develop spa�alknowledge.Materials required: Pentominoes 12 pieces set and board.Teaching strategy:1. Introduce pentominoes to the students. Let them know that pentominoes are a set of 12 shapes. Each shape is composed of 5 squares of equal size. The squares within each shape are lined up in such a way that no two sides are par�ally adjacent. Each shape looks like a le�er of the alphabet.2. Distribute a set of 12 pentominoes to the students. Discuss the shapes with them. Ask, if they can see hidden alphabets in these shapes. Explain to them that the 12 pentominoes look like the following alphabets (L, T, V, N, F, X, W, P, I, Y, and U). L TV Z N FX PW I YU4. Tell them that a typical pentominoes puzzle is an arrangement of all or some pentomino pieces on the grid, with no pieces overlapping.5. Let us see how we can use the pentomino shapes to solve the given puzzle. Distribute the pentomino puzzle board amongst the students and ask them to refer to board side �tled “Level III” and Level IV”. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 86 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III6. Instruct students to use any 5 pentomino shapes and let them arrange the shapes in such a way that the squares on the puzzle board are covered with exactly 5 pentomino pieces with none of the pentominoes overlapping.7. Ask students which pieces they used to solve this puzzle. Have students show how they arranged the 5 shapes on the grid to solve the given puzzle. By using different pencil colours let them shade the pieces on the square grid given in the observa�on sheets.8. Now ask students to turn to the board side �tled “Level IV”. Have students use any 6 pentomino shapes to solve this given puzzle, ensuring that none of the pentomino pieces overlap each other. Ask students which pieces they used to solve this puzzle.9. Give some more problems to the students to work further with the pentomino pieces. a. Use Z and P pentominoies to make a shape similar to the one given below. b. The given shape is made up of I and U pentomino pieces. Can you use some other pentomino pieces and make the same shape? c. The figure below shows how 6 pentominoes (W, T, L, Z, Y, I) can be fit to fill a 5 by 6 rectangle. Use the other 6 pentominoe pieces to fill another 5 by 6 rectangle. Observa�on Sheet: A framework to guide your students in the explora�on process. Encourage them to note down their observa�ons as they work with the ac�vi�es.Math Buddy 87 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES IIIINSTRUMENTS USED: OBSERVATION SHEET STUDENT NAME: GROUP NAME: DATE:Ac�vity Procedure1. Use any 5 pentominoes to solve the Pentomino Board – Level III.2. Use any 6 pentominoes to solve the Pentomino Board – Level IV.3. Record the solu�on in the square grid given below. Shade the grid with pentomino pieces and use different colour pencils to dis�nguish one shape from the other.1. Use any 5 pentomino shapes to solve the puzzle in Pentomino Board Level III. 1a. Colour the grid using 5 different colours.1b. Give the alphabe�cal names for the pentomino pieces that were used to solve the puzzle.Math Buddy 88 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:2. Use any 6 pentomino shapes to solve the puzzle given in Pentomino Board Level IV. 2a. Colour the pentominoes using 6 different colours2b. Give the alphabe�cal names for the pentomino pieces that were used to solve the puzzle.Math Buddy 89 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:3. The following shape is made up of F and T pentomino pieces. Can you make the same shape using Z and P pentomino pieces? Use the square grid given below for illustra�ng your arrangement.Math Buddy 90 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:4. Two pentomino pieces (I and U) are used to create the shape given below. Can you create the same shape using two other pentomino pieces. Use the square grid given below for illustra�ng your arrangement.Math Buddy 91 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:5. The figure given below shows how 6 pentominoes (W, T, L, Z, Y, I) can be arranged to fill a 5 by 6 rectangle. Use the other 6 pentomino pieces from the full set of 12, to fill another 5 by 6 rectangle. Record the solu�on in the square grid given below. Shade the grid with pentomino pieces and use different colour pencils to dis�nguish one shape from the other.Math Buddy 92 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18

ACTIVITY 16: PUZZLING PENTOMINOES III OBSERVATION SHEETINSTRUMENTS USED: STUDENT NAME: GROUP NAME: DATE:Educator’s Comment Date SignatureMath Buddy 93 h�p://www.mathbuddyonline.com You can count on me ...! © Concept Learning Technologies Pvt Ltd. 2011-18