Year 6 Week 20 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Year 6 Week 20 Lesson 1
Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Read and plot coordinates in Recognise and plot quadrant; grid; coordinate; G6.3A Read, write and use coordinates in all four quadrants
all four quadrants, draw and coordinates in the first translation; axis; graph; G6.3C Describe and draw translations of points and simple
translate simple polygons quadrant, referring to the x polygon; diagonal shapes, on squared paper
using coordinates and find and y axes, and use a ruler to
missing coordinates for a draw graphs and polygons
vertex on a polygon
Teaching Summary
Starter
Round decimals to the nearest tenth
Write these numbers on the board; 91.751, 36.053, 24.478, 68.237 and 41.782. Ask students to round these numbers to the nearest tenth. Tell them they will only
get 1 minute to do this. Share and check answers, explaining how we know 91·751 rounds to 91·8 NOT 91·7 as 0·75 is closer to the next tenth (0·8) than the one
before. Repeat with rest of the numbers; 53.916, 28.409, 32.492, 86.651.
Main Teaching
Explain that today they will be drawing shapes on a graph using coordinates. Ask the class if they can explain what a coordinate is. Discuss answers, clarifying
that a coordinate is a point on a graph.
Short Task
Students need to be sitting at their tables. Hand out cm squared paper, rulers and pencils. Ask students to draw an x-axis and a y-axis, to +6 and –6 in the centre
of their paper to create a four quadrant coordinate grid. They should number the y-axis from –6 to +6 then number the x-axis from –6 to +6. Show the same graph
below on the board. Remind students to write the numbers next to the lines, not in the spaces.
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Teaching
Check all students have drawn the four quadrants correctly. Discuss each of the four quadrants, pointing out that one has positive x- and y-coordinates, one has
negative x- and y-coordinates, and then the other two have one positive and one negative coordinate.
Short Task
Ask students to plot the points: (1, 1), (2, 5), (5, 1), (6, 5). Ask students to remind you how the coordinates are written: (x, y). You go along the valley and up the
mountain or you go along the corridor and up the stairs or you walk before you fly. Ask students to join their dots — what shape have they drawn? Ask a student
to model on the graph previously drawn.
Teaching
• Discuss the fact they have drawn a parallelogram — a type of quadrilateral. Say: Sometimes we can use coordinates to mark the vertices of a polygon (a 2D
straight sided shape). Ask students to write the coordinates of each vertex (corner) under their graph. Students compare with a partner’s work. Do they
agree?
• Explain we are going to subtract 7 from all the x-coordinates and mark the new points that we get. Assist students with subtracting 7 from 1 to get –6,
demonstrating how we count back 7 along the x-axis. Do the same to subtract 7 from 6 to get –1. Then ask students to join these new points — what do they
notice?
• Discuss what has happened to the shape. Draw another blank version of the graph done previously on the board. It has moved seven spaces back along the
x-axis. Remind students that we call this a translation. When we slide a shape along the graph, we say that this is a ‘translation’ of the shape. The shape
looks exactly the same.
• Ask students how we could move the same shape up or down. Discuss what would happen if we subtracted 6 from the y-coordinates.

Short Task
• Ask students to subtract 6 from each of the y-coordinates using the graph below.
• Support them in subtracting 6 from 1 to get –5, etc. Ask them to plot the new coordinates and draw the translated shape. Remind students that this sliding of
the shape is called a translation.
Teaching
• Check that all students have drawn the translated shape. Point out that it has moved six spaces down the grid.
• Draw these points on a new graph A (1, –1), B (5, –1), C (1, –5) and ask students to plot them on their grids. Explain that the shape that we want to draw is a
rectangle ABCD, and it has a fourth vertex (corner) D, but we do not know the coordinates of D. Ask students to plot the fourth point D on their grids and
then to write its coordinates. They show a partner to see if they both agree.
• Take feedback and agree that the fourth point, D, must have the coordinates (5, –5): the same x-coordinate as B and the same y-coordinate as C.
Key Questions
• What order are coordinates written in? (x, y) How do you remember? Along the corridor, up the stairs or walk before you fly.
• What will happen to a polygon on a coordinate grid if a number is added or subtracted to all the x-coordinates? To the y-coordinates?
• How can we find the missing coordinates for a vertex of a regular polygon?
Watch out for
• Students who cannot use a ruler or draw a graph
• Students who get mixed up with x-axis and y-axis and so cannot plot coordinates correctly
Main Activity
Core
Y6 TB2 p78 Reading coordinates and translating shapes
Linked Resources: Y6 TB2 Answers p76-85
Support
Y6 TB2 p77 Reading coordinates and translating shapes
Extend
Translating polygons
Students sit in a circle. They each use a pre-drawn four quadrant coordinate grid (RS 959 Four quadrant co-ordinate grid) and draw a polygon in one quadrant.
They pass it to their left and each student then has to draw that polygon in a new quadrant to the left or right of the one it is currently drawn in. They write the new
coordinates and show that the polygon has been translated by adding or by subtracting a number to or from the x - coordinate. They pass their paper to their left
and each student must now translate one of the shapes by moving it either down into a bottom quadrant or up into a top quadrant. What must they add or subtract
to the y - coordinate to achieve this? Give each student back the shape they started with and ask them to look at what has happened to the coordinates to slide
the shape into a diagonally opposite quadrant. Give each student a new grid to work on. Challenge them to draw a polygon in one quadrant and then to say what
they must add or subtract to/from each coordinate to move the shape to a diagonally opposite quadrant.
Assessment Focus
• Can students plot coordinates to draw simple polygons in any quadrant?
• Can students translate a simple polygon vertically or horizontally by adding to or subtracting from the x - or y - coordinate?
Further Support
Students need to practise reading and plotting coordinates in the first quadrant. Use RS 959 Four quadrant co-ordinate grid and then extend to plotting
coordinates in all four quadrants.
Plenary
Discuss how a shape is moved across the grid by adding to or subtracting from the x - coordinate. Then discuss how a shape is moved up or down the grid by
adding to or subtracting from the y - coordinate. Discuss how we could add a number to both coordinates to move the shape diagonally from one quadrant to the
other
Additional Activity
Students can have a go at the additional activity Ten Hidden Squares from the NRICH website.
Linked with kind permission of NRICH, www.nrich.maths.org
Resources
Physical Resources Photocopiables
• Y6 Textbook 2 • RS 959 Four quadrant co-ordinate grid
• Y6 TB2 Answers p76-85
Read and plot coordinates in Recognise and plot quadrant; grid; coordinate; G6.3B Draw reflections of simple shapes (where all edges
all four quadrants and draw coordinates in the first translation; axis; graph; meet at right angles) in a horizontal or vertical mirror line, on
and reflect simple polygons in quadrant, referring to the x reflection; negative; polygon; squared paper
both the x-axis and the y-axis and y axes, and use a ruler to diagonal
using coordinates draw graphs and polygons
Teaching Summary
Starter
2-place decimal complements to 1
Write a selection of numbers less than 1 with two decimal places. Ask students what goes with each number to make one. For example, 0·63, we add 0·37.
Remind students that the arithmetic is the same here as when adding 63 and 37 to get 100. (They can count on to the next tenth, then to 1, for example 63 + 7 +
30.) Tell students they will only get a minute to do this. Create five random numbers and ask students to write the bond to 1. Share and check answers explaining
how we can use our bonds to 100. Repeat using the tool to generate another five numbers.
Main Teaching
Remind students how we can draw shapes on a graph using coordinates. Also ask students to remind you how we translate a shape. Ask: What is a translation?
(A shape slides along or up or down the grid.) Today we are going to revise reflections.
Short Task
Ask students to draw an x-axis and a y-axis, to +6 and –6 in the centre of their paper to create a four quadrant coordinate grid. They should number the y-axis from
–
6 to +6 then number the x-axis from –6 to +6. Show the same graph on squared paper.
Teaching
Check all students have drawn and labelled their four quadrants correctly.
Short Task
Ask them to plot the points: (1, 1), (4, 1), (4, 6). Ask students to remind you how the coordinates are written: (x, y) You go along the valley and up the mountain or
you go along the corridor and up the stairs or you walk before you fly. Ask students to join their points — what shape have they drawn? Model on the graph.
Teaching
Discuss the fact they have drawn a triangle. Ask students to write the coordinates of each vertex (corner) under their graph. Students compare with a partner’s
work. Do they agree?
Short Task
Explain that we are going to reflect our triangle in the y-axis and draw its reflection in the top left quadrant. Ask students to draw the reflection and then to write a

list of the new coordinates. What do they notice? Model by drawing the new shape on the graph.
Teaching
• Discuss what has happened to the triangle. It has been reflected in the y-axis. How have the coordinates changed? The x-coordinates are now negative ( –1,
1), (–4, 1), (–4, 6).
• Ask students how we reflect this new shape in the x-axis. Discuss what would happen if we made all the y-coordinates negative.
Short Task
Students draw the reflection of their second triangle in the x-axis so that its reflection is drawn in the bottom left quadrant. They write a list of the new coordinates.
Teaching
• Check that all students have drawn the reflected shape in the bottom left-hand quadrant. Then ask them to compare the coordinates of the reflected triangle
with their original list of coordinates.
• Take feedback and agree that the coordinates are now both negative: ( –1, –1) (–4, –1) (–4, –6). Show the chd this on the graph. Ask what has happened to the
original shape: it has been reflected in the y-axis then the x-axis. Ask: Will the coordinates be the same if it is reflected in the x-axis first then the y-axis?
Key Questions
• What order are coordinates written in? (x, y) How do you remember? Along the corridor, up the stairs, or walk before you fly.
• What will happen to the coordinates of a polygon if it is reflected in the x-axis?
• What will happen to the coordinates of a polygon if it is reflected in the y-axis?
• How can we produce a diagonally reflected polygon?
Watch out for
• Students who cannot use a ruler or draw a graph
• Students who get mixed up with x-axis and y-axis and so cannot plot coordinates correctly
Main Activity
Core
Reflecting shapes in the axes 1
Students work in pairs and follow the instructions on RS 960 Reflecting shapes on a graph. They each draw a -7 to 7 coordinate grid with four quadrants. Each
pair chooses three coordinates to mark on their graph to draw a triangle in the top right quadrant. They investigate what happens to the coordinates of the triangle
when they reflect it in the y-axis and then again in the x-axis. (The signs of the coordinates will change from positive to negative.) They repeat, drawing a
quadrilateral in the top left quadrant and reflecting it as before. Students try to write some rules for what happens when you change the signs of each number in all
the pairs of coordinates representing the vertices of a polygon. If time, students draw a new coordinate grid and experiment with moving a shape from the bottom
left quadrant to the top right quadrant.
Support
Reflecting shapes on a coordinate grid

Work with students to follow the instructions on RS 960 Reflecting shapes on a graph. They each draw a -7 to 7 coordinate grid with four quadrants. Ensure that
they label the axes correctly — the lines, not the spaces. In pairs they choose three coordinates to mark on their graph to draw a triangle in the top right quadrant.
Discuss what has happened to the original coordinates. (The signs of the coordinates have changed from positive to negative.)
Assessment Focus
• Can students reflect a simple polygon in the y-axis or in the x-axis by changing the signs of the coordinates?
Extend
Reflecting shapes in the axes 2
Students work in pairs and follow the instructions on RS 960 Reflecting shapes on a graph. They each draw a -7 to 7 coordinate grid with four quadrants. Each
pair plots three coordinates on their graph, drawing a triangle in the top right quadrant. They investigate what happens to the coordinates of the triangle when they
reflect it in the y-axis and then again in the x-axis. Students repeat, drawing a quadrilateral in the top left quadrant and reflecting it as before. They then repeat,
drawing a new coordinate grid and experimenting with moving a shape from the bottom left quadrant to the top right quadrant. Students try to write some rules for
what happens when you change the signs of each number in all the pairs of coordinates representing the vertices of a polygon. Can they explain why changing
the signs of both the coordinates moves the shape diagonally from one quadrant to another?
Further Support
Students need to practise reading and plotting coordinates in the first quadrant. Use RS 959 Four quadrant co-ordinate grid and then extend to plotting
coordinates in all four quadrants.
Plenary
Draw the following graph on the board.
Discuss how a shape is moved to the diagonally opposite quadrant. It is reflected once in the y-axis and reflected again in the x-axis. Emphasise how, to reflect a

shape in the y-axis, we change the sign of the x-coordinate. To reflect a shape in the x-axis, we change the sign of the y-coordinates.
Demonstrate how this happens by plotting a pentagon in the first quadrant and then reflecting in y-axis and x-axis. Point out that the effect is that we have
changed the signs of both coordinates to reflect the shape diagonally.
Resources
• cm squared paper • RS 959 Four quadrant co-ordinate grid
• Y6 Textbook 2 • RS 960 Reflecting shapes on a graph

Read and plot coordinates in Recognise and draw quadrant; grid; coordinate; G6.3A Read, write and use coordinates in all four quadrants;
all four quadrants, draw and coordinates, understanding translation; axis; graph; G6.3B Draw reflections of simple shapes (where all edges
reflect simple polygons in both the first quadrant (x and y reflection; negative; polygon; meet at right angles) in a horizontal or vertical mirror line, on
the x-axis and the y-axis and axes), and a ruler to draw diagonal use squared paper
translate simple polygons graphs and polygons
Teaching Summary
Starter
Place 6-digit numbers on a line and round to the nearest 100 000
Ask a student to say a number in the 100 000s, asking students how many digits it will have. Write the 6-digit number on the whiteboard, for example 694 006. Ask
the class to draw an empty number line on whiteboards and label each end with the multiple of a 100 000 that the number lies between. (For example, 600 000
and 700 000.) Discuss this. Ask students to mark and label half-way. Confirm half-way is 650 000. Draw the same number line on the bard and then ask students
to mark on the number (694 006). Share answers (locations) emphasising it is closer to 700 000 than to 650 000 as 94 is past 75 which is half-way between 50
and 100. Repeat the process with another studentsʼ suggestion. Include rounding to the nearest 100 000.
Main Teaching
• Hand out A4 cm squared paper, pencils and rulers and ask students to draw a coordinate grid from –9 to 9 on both axes, as shown below.

• Choose a student to remind the class how we plot coordinates: along the valley and up the mountain or walk before you fly.
• Ask students to plot the points (–6, 5), (–4, 3), (–2, 5), (–2, –1), (–4, –3), (–6, –1), and join them, discussing the shape made. Model to the students using the grid.
• Remind students how we can categorise polygons according to the number of sides. It is a hexagon.
• Ask students how you could move the shape. Ask: What do you need to do to the coordinates? Discuss how adding the same number to the x-coordinates
or to the y-coordinates can slide the shape across (x-coordinates) or up (y-coordinates).
• Explain that you want students to translate (slide) the hexagon 11 squares along to the right and five squares down.
Short Task
Ask students to add 11 to the x-coordinate and to subtract 5 from the y-coordinate (5, 0), (7, –2), (9, 0), (9, –6), (7, –8), (5, –6). They write a new list of coordinates
and then plot the new position for the hexagon. To start with, some students may need to count 11 across from each coordinate, then down 5, plotting each point
as they go.
Teaching
• Check students’ work. Emphasise that when we slide a shape along or across or both, we call it a translation.
• Tell the class today they will also be reflecting the shape in the x-axis. Ask students to remind you how we reflect a shape in the x-axis. We have to change
the sign of the y-coordinates for each vertex.
Short Task
Ask students to reflect the shape they have just drawn in the x-axis. They write a new set of coordinates, changing the sign of each y-coordinate: (5,0), (7,2), (9,
0), (9, 6), (7, 8), (5, 6). They then plot this new hexagon and check that it is the reflection of the shape in the x-axis. Model on a new grid.

Teaching
• Hand out mirrors and ask students to line their mirror up on the x-axis and look at where the hexagon is. If you look in the mirror, it looks as if it is ‘behind’ the
x-axis. This is a reflection in the x-axis and this is a good way of checking that we have reflected the shape correctly.
• Draw the following on the board.
• Then draw an irregular quadrilateral in the bottom right-hand quadrant. This needs to be reflected in the y-axis and then the x-axis so that its reflection
appears in the top left quadrant. Discuss how to achieve this. Then ask half the class to write the new coordinates so that it is reflected in the x-axis, and the
other half to write the new coordinates so that it is reflected in the y-axis. Model this again.
Checkpoint
Use the following task to assess understanding of the following outcomes. You can use it in this lesson or at another time in the day that suits you.
• Describe positions on the full coordinate grid (all four quadrants)
• Draw and translate simple shapes on the coordinate plane, and reflect them in the axes
Ask the students:
1) Plot the following sets of points on the supplied coordinate grid and join each up carefully with a ruler and pencil
a) Shape A: (3,5) (8,3) (8, 5) (3,7)
b) Shape B: (-8, 3) (-3, 5) (-3, 7) (-8, 5)
2) Describe the transformation of Shape A to Shape B.
3) Now reflect Shape A in the axis and carefully draw the new shape. Label it Shape C.

4) What are the coordinates of Shape C?
5) Plot and join up the points: (-10, -8) (-5, -6) (-5, -4) (-10, -6) and carefully draw the new shape. Label it Shape D.
6) How would you describe the translation of shape from position B to position D.
Main Activity
Core
Coordinates and transformations
Students complete as many questions as they can on GP 6.20.3. They will need to draw a new coordinate grid with axes marked from –7 to 7 for each question.
Support
Support students in completing as many questions as they can on GP 6.20.3. Use RS 959 Four quadrant co-ordinate grid to help them draw a coordinate grid with
axes marked from -7 to 7 for each question or simply use RS 959 Four quadrant co-ordinate grid to.
Assessment Focus
• Can students reflect a simple polygon in the y-axis or in the x-axis by changing the signs of the coordinates?
• Can students translate a simple polygon horizontally or vertically by adding or subtracting a constant to each x or y coordinate?
Extend
Students complete as many questions as they can on GP 6.20.3, including question 5. They will need to draw a coordinate grid with axes marked from –7 to 7 for
each question.
Further Support
Students should stick to reflecting in the x-axis. Allow them to reflect simple shapes like right-angled triangles. Provide the coordinate grids RS 959 Four quadrant
co-ordinate grid to allow them to concentrate on reflecting or translating.
Plenary
Draw the coordinate grid below.

Ask students to look at the shape and to work in pairs to write a list of the coordinates. Give them a minute or two to do this, and then agree the four points: (2, 1),
(3, –1), (–3, –2), (–1, 2). Ask students what the coordinates will be of a new shape if this shape was reflected in the x-axis. Ask students to work in their pairs to write
a list of the coordinates of the reflected shape: (2, –1), (3, 1), (–3, 2), (–1, –2). Agree the list and plot these on the grid. Is this new shape a reflection of the first
shape? Repeat this to reflect it in the y-axis, asking students to write the new coordinates and then plot these.
Resources
• cm squared paper • RS 959 Four quadrant co-ordinate grid
• Mirrors
• Rulers
• Whiteboards

Find unknown angles around Draw angles using a angle; degrees; adjacent G6.2A Know that angles on a straight line add to 180°, and find
a point, on a line, in a triangle protractor and lines to a given one missing angle on a straight line; recognise that angles
or vertically opposite length using a ruler where they meet at a point are on a straight line and use this to
find missing angles; recognise vertically opposite angles
G6.2L Draw accurate triangles using practical equipment,
given specific details and using knowledge of the properties of
triangles to complete missing angles or lengths.
Teaching Summary
Starter
Add and subtract negative numbers in the context of temperature
Draw a temperature number line from 10 to -10. Ask students to draw a 4×3 grid on whiteboards. Draw the same on the whiteboard. Say that you will write a
temperature in each space along the top row and they have to keep up with you by writing the temperature 5 degrees lower in the spaces along the top row of
their grid. Say one degree, minus four degrees, zero degree, minus six degrees. Students should write –4°, –9°, –5°, and –11°. Repeat this with the second row, but
this time asking students to write the temperature 10 degrees lower than yours. Say six degrees, zero degrees, one degrees, minus two degrees. Finally, along
the bottom row, ask students to write the temperature 2 degrees higher than those you say: minus six degrees, minus one degrees, zero degrees, minus thirteen
degrees .
Main Teaching
• Draw some shapes with the following angles on a straight line.
• Point out that we know two of these, but the one labelled with a letter we do not know. This is the missing angle! Explain that we need to find out what
number of degrees the letter stands for.
• Ask students what we know about angles on a straight line. Point to the two right angles and point out that two right angles make a straight line.
• Ask a student to stand in front of the class. Make them turn through one right angle, then through another. Two right angle turns mean they have turned to
face the opposite way. Two right angles make 180°. Show this on the line.
Short Task
Ask students to work out the missing angle using the fact that all the angles on a straight line must add up to 180°. Give support where necessary.
Teaching
• Take feedback. Agree that we add the two known angles and take that total away from 180°. Model the calculation and agree the size of the angle: 70° + 45°
= 115°, 180° – 115° = 65°.
• Draw on the board the angles round a point.
• What do we notice here? One angle is marked 75° and one angle is marked with a letter b. This is the missing angle!
• Ask students what we know about angles round a point. Show four right angles round a point and point out that four right angles make 360°. Choose a
student to turn through 360° to show that it is four right angle turns.
• Point out that there is another angle round this point which we know and could mark. Show students that the opposite angle to 75° must also be 75°. It is
formed by the same two lines crossing. Mark this angle as 75° on the angle.
• Point out that there is another angle round this point which we know must be the same size as b, our missing angle. Mark the opposite angle to b.
• Point out that b and 75° are angles on a straight line. What do we know about angles on a straight line? They add to 180°.
Short Task
Ask students to work out the missing angle using the fact that the angles on a straight line must add up to 180°. Give support where necessary.
Teaching
• Agree that the missing angle must be 105°. This means that the angle opposite to it is also 105°. Mark both these angles on the diagram.
• Draw the triangle below.

• Remind students what we know about the angles in a triangle. They add up to 180°. Point out that we have a missing angle here. It is labelled c.
Short Task
Ask students to work out the size of c using the fact that the three angles in the triangle must add up to 180°.
Teaching
Take feedback. Model the calculation: 45° + 75° = 120°, and 180° – 120° = 60°. So we know our missing angle is 60°.
Key questions
• What do we know about angles in a triangle?
• What do we know about angles on a straight line? Round a point?
• If there are four angles round a point, what do we know about the opposite pairs? What about the adjacent pairs?
Watch out for
• Students who cannot remember how to measure angles, and cannot remember that an angle is a measure of turn not length.
• Students who find it difficult to ‘see’ opposite or adjacent angles. These students may have spatial difficulties which need attention.
Main Activity
Core
Measuring angles accurately
Ask students to draw a pair of intersecting lines. Then they measure one of the angles and calculate the other. They pass it to their partner, who measures the
angle to check their calculation. Repeat this, asking students to draw a triangle and to measure two of the angles and write these in. Then they use these two to
calculate the third. Then they can pass it to a partner who measures it to check. After students have done a few of their own like this, ask them to do the challenge
in the textbook. Support as required.
Assessment Focus
• Can students measure angles accurately with a protractor?
• Can students find missing angles round a point or on a straight line?
• Can students find a missing angle in a triangle?
Y6 TB2 p81 Calculating angles
Support
Extend

Further Support
Use clear plastic semi-circular protractors, rather than the full circular ones and get students used to deciding whether the angle they are measuring is more or
less than 90°. They should be aided when they begin the measuring in finding the scale that starts with 0 and checking that this gives the measure they were
expecting (< or > 90°). Provide help with spatial difficulties by colour coding the different angles to see clearly which two are the same (vertically opposite) or
which two are on a straight line.
Plenary
Look at the triangle used in the challenge on Y6 TB2 p81. Ask students to add the two given angles (65° + 45° = 110°). Then model how we subtract this from
180° to find the missing angle (180° – 110° = 70°). Use this answer to help us find the exterior angle using the fact that angles on a straight line add to 180°. Point
out that the exterior angle is equal to the total of the opposite two angles. Can students see why this is? (Both are equal to 180° minus the third angle.)
Resources
• protractors • Y6 TB2 Answers p76-85
• rulers
• whiteboards
• Y6 Textbook 2

Find unknown angles around Draw angles using a angles; diagonals; polygon; G6.2A Know that angles on a straight line add to 180°, and find
a point, on a line, in a triangle protractor, know that angles in quadrilateral; rhombus; one missing angle on a straight line; recognise that angles
or vertically opposite and in a triangle add to 180°, regular; irregular; vertices; where they meet at a point are on a straight line and use this to
polygons where diagonals recognise and identify vertex; isosceles; equilateral; find missing angles; recognise vertically opposite angles
intersect polygons and know their protractor; diagonal G6.2L Draw accurate triangles using practical equipment,
properties given specific details and using knowledge of the properties of
triangles to complete missing angles or lengths.
Teaching Summary
Starter
Rehearse finding missing angles in a triangle
Draw the triangle below on the board.
Remind students that the angles in a triangle add up to 180°. This means that if we know two angles, we can find the third. Ask students to add the two angles
marked, and subtract these from 180°. What is the missing angle?
Draw on the board five triangles with missing angles.

Tell students to work out the missing angles in each. After 5 minutes take feedback and agree the sizes of the missing angles (90° + 60° = 150°, 180° – 150° =
30°).
Main Teaching
Draw the following shapes on the board.
Short Task
Ask students to work with a partner to identify each of the polygons shown by name. If they can, they should add a description, for example regular or irregular.
Teaching
• Ask students how we can check to see if their answers are correct. Discuss counting the number of sides or vertices. Remind students that the mathematical
name for a corner is a vertex (with the plural vertices).
• Look at the triangles and point out that one is right-angled (F) (has an angle of 90°) and one is isosceles (A) (has two equal sides). Ask what we call a
triangle with three equal sides (equilateral). What is special about the angles in an equilateral triangle? They are all 60° because 180 ° 3 = 60.
• Revise the fact that ALL four-sided polygons are quadrilaterals. Point out that only a square is a regular quadrilateral, as regular polygons have equal size
sides and equal size angles. Rectangles, including squares, have two pairs of parallel sides and four right angles. Why is a rhombus not a regular
quadrilateral?
Short Task
Hand out protractors and rulers. Ask each student to draw a rectangle with sides of 8 cm and 4 cm. Then ask them to draw the diagonals. Support students as
required.
Teaching
• Ask students to show you their drawings. Discuss the things that make it hard to draw a line of an exact length. We have to remember to line up the start of
the line with the 0 line on the ruler.
• Can we say what the angles are between the diagonals? Draw the rectangle on the whiteboard and point out that the two vertically opposite angles are
equal — so really there are two unknown angles not four.
• Point out that if we know the angles in the corners then we can use the triangle made by the diagonal to tell us one of the angles where the diagonals cross.
Short Task
Ask students to measure the two angles formed at the corner by the diagonal. (One is 30° and one is 60°.)
Teaching
• Take feedback. Remind students how to use a protractor to measure angles. One angle was 30° and one was 60°.
• Mark the two angles of 30° and outline the triangle in red. We know two angles so what is the third? Remind students that angles in a triangle add up to
180°, so the third must be 180° – 60° = 120°. Ask students if this is more or less than a right angle. More. Does the angle look about right?
• Demonstrate that once we know one angle at the centre where the diagonals cross, we can find all the others. The angle opposite is 120° as well. Using
angles on a straight line, if one angle is 120° then 180° – 120° = 60°.
Short Task
Ask students to draw and measure the two angles where the diagonals cross using a protractor.
Teaching
Were our calculations correct? Discuss what students have found.
Checkpoint
Use the following task to assess understanding of the following outcomes. You can use it in this lesson or at another time in the day that suits you.
• Compare and classify geometric shapes based on their properties and sizes and use mathematical reasoning to find unknown angles in any triangles,
quadrilaterals, and regular polygons
• Recognise angles where they meet at a point, are on a straight line, or are vertically opposite, and find missing angles
Ask the students:
1) Draw two triangles: an equilateral triangle with angles of 54° and 63°, and an isosceles with angles of 25°and110°.
2) Find the missing angle in each triangle and say what type of triangle each one is.
3) In words, explain the rule for finding the missing angle in a triangle.
4) In a quadrilateral, the sizes of three of the angles are 75°, 110°and 55°. What is the size of the fourth angle?
5) What is the rule for finding a missing angle in a quadrilateral?
6) In this diagram, angle b is 4 times larger than angle a. What is the size of each angle, a-d? Explain your reasoning.
Main Activity
Core
Angles made with the diagonals in rectangles 1
Students work in pairs. They follow the instructions on RS 961 Investigating angles to draw rectangles with side lengths that are a whole number of centimetres
and draw on the diagonals. They then measure the angles at the corners and find by calculation the angles which their diagonals cross, recording their
calculations. They should try to draw all of the first set and at least some of the second set.
• 6 cm by 1 cm; 6 cm by 2 cm; 6 cm by 3 cm; 6 cm by 4 cm; 6 cm by 5 cm; 6 cm by 6 cm.

• 8 cm by 2 cm; 8 cm by 3 cm; 8 cm by 4 cm; 8 cm by 5 cm; 8 cm by 6 cm; 8 cm by 7 cm; 8 cm by 8 cm.
Support
Measuring angles made with the diagonals within rectangles
Work with students who struggle with or with measuring angles. Model these skills first, and then let them practise before trying to draw the rectangles.
Work with students to follow the instructions on RS 961 Investigating angles to draw rectangles with side lengths that are a whole number of centimetres and draw
on the diagonals. Support them in drawing lines to given dimensions and model these skills first, practising together before trying to draw the given rectangles.
They measure the angles at the corners and find by calculation the angles at which the diagonals cross, recording their calculations. They should try to draw all of
the first set of rectangles, at least.
Assessment Focus
• Can students draw a line of given length? Can students measure an angle using a protractor?
• Can students calculate a missing angle in a triangle or on a line?
• Can students calculate a missing angle round a point?
Extend
Angles made with the diagonal in rectangles 2
Students work in pairs. They follow the instructions on RS 961 Investigating angles to draw rectangles with given side lengths (in whole centimetres) and draw on
the diagonals. They measure the angles at the corners and find by calculation the angles at which the diagonals cross. They should try to draw as many as
possible from the following, deciding how to divide up the work to cover more.
Challenge students to write some rules relating to increase / decrease in size of angles at the vertices and at the centre as changing length increases / gets closer
to the length that is not changing.
Further Support
Provide support with hand-to-eye coordination difficulties by using clear plastic rulers and clear half protractors, giving practice in identifying whether the angle
they are measuring is acute or obtuse before they start measuring and using the end of their ruler or the corner of a piece of paper as a right-angle measure if
necessary. Provide help with the spatial issues by colour coding the different angles, to see clearly which two are the same (vertically opposite) or which are the
two on a straight line.

Plenary
Share studentsʼ different rectangles. What patterns do they notice about the sizes of the angles between the diagonals? When are the angles between the
diagonals all the same? (When it is a square.) Then the angles are all 45. If the rectangle is very long and thin, where one side is a lot longer than another, what
are the angles like? Point out that one is very large and obtuse and the other is tiny and acute. The closer the rectangle gets to being a square, the closer the
angles between the diagonals get to being the same size.
Resources
• Protractors • RS 961 Investigating angles
• Rulers

Year 6 Week 20 Lesson 1 Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

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