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to perform a vertical and horizontal reflection. Most students should be able to perform a vertical, horizontal and diagonal reflection. Some students should be able to perform and describe a series of reflections. Keywords: Reflection, Mirror Line, Symmetry, Image, Object Learning Activities Starter/Introduction Students are encouraged to categorise two dimensional shapes using either their rotational or reflective symmetries. Since the problem has been posed in an open way the class should be encouraged to consider different groupings and fully describe the choices they have made using mathematical vocabulary. Development Students first begin to consider reflections where horizontal or vertical the mirror line is attached to the object. When reflecting an object it is much easier to visualise the reflection of a vertex rather than an edge or entire image. Once the vertices have been reflected they can be joined up to create the image. As learning progresses the distance between the mirror line and object increases. The key learning point here is that the distance between the object and reflected image to the mirror line must remain the same. To add further challenge to the lesson diagonal mirror lines are considered. To aid the visualisation of these students may need access to a reflective strip and squared paper so that the mirror line can be physically turned. Students will see therefore that the line of reflection of a 45 degree mirror line is perpendicular. The Autograph V3.3 file can be used to illustrate this. Students should be able to attempt the problems on the third slide independently. A worksheet is provided in additional resources to save time throughout the lesson. Plenary Students are challenged to construct a series of vertical and diagonal reflections. This could be presented as a classroom display if time allows. Have solutions presented on cm squared paper for assessment and feedback. Differentiation More able: Students could consider reflecting images where the diagonal mirror line is not at a 45 degree angle. Less Able Students may need to stick with vertical and horizontal reflections one lesson and move on to diagonal reflections in the next. Resources: Mini-Whiteboards Autograph V3.3 files Cm Squared paper Reflective strips

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UsefulNot usefulLesson plan for reflecting objects using horizontal, vertical and diagonal mirror lines from mr-mathematics.com

Lesson plan for reflecting objects using horizontal, vertical and diagonal mirror lines from mr-mathematics.com

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