Number Crew 2: Shape and Space 2
Programme 3: Symmetrical Spectacles – Simple Line Symmetry

Outline

On their journey back to the ship, The Number Crew children have to catch some special butterflies. Matthew demonstrates lines of symmetry and shows that lines can be vertical, horizontal or diagonal. The Living Shapes also demonstrate lines of symmetry and Matthew suggests making symmetry spectacles to spot symmetrical shapes. The butterflies promise to help the children on their way home.

Recommendations for Use

It is recommended that teachers preview the programmes to note the places they might wish to stop the tape to encourage discussion. The programmes can be used as part of the introductory class activity, where the tape is stopped at pre-planned points and the whole class is encouraged to identify and review the problems posed or predict answers. Alternatively the programmes can be used as part of the main teaching activity before children pursue their differentiated tasks. At times it may be useful to use a whole programme as part of the plenary/last session of a lesson to allow children to review their own understanding of the work they have been doing and allow teachers to assess the children informally as they watch the programme.

Curriculum Relevance

The Number Crew 2: Shape and Space 2 is a unit of five 10-minute programmes designed to support key objectives in the National Numeracy Strategy for 6-7 year olds.

Activities

Before viewing

Have some symmetrical shapes cut from A4 paper. Demonstrate folding the shapes vertically so that one half fits exactly on the other. Open up the paper and emphasise the fold line that 'cuts the shape in half'.

After viewing

Talk about Matthew's challenge: Keep your symmetrical spectacles on and keep your eyes open for shapes that are symmetrical. You could start off the activity by introducing a game of 'I-spy' with the children. They have to guess the name of the symmetrical shape you have identified.
Children work with a partner using a pegboard with a line of symmetry marked with a pencil line or rubber band. Children take turns to place a peg at their side of the line. Partners place a peg of the same colour in the appropriate place at the other side.
Provide opportunities for two children to take turns and play 'mirror' games, where one child is the 'mover', who decides what action to make, and the other child is the 'reflection' who has to copy the action.

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