- Introduce/revise the definition of symmetry and reflection.
- Students find company logos that have lines of symmetry or reflection.

3. Revisit/introduce the concept of slides and rotation.

4. Students find logos with rotation and slide.

5. Students are challenged to design their own logo incorporating all of the transformations – symmetry, reflection, rotation and slide.

]]>

]]>

]]>

http://mathsbot.com/starter

You can set the number of questions, the degree of difficulty and what topic you would like to focus on. You could try playing in teams to see who can get the most correct answers before the time is up, or have individual students answering questions in their books/verbally.

]]>“GeoGebra is dynamic mathematics software for all levels of education that brings together geometry, algebra, spreadsheets, graphing, statistics and calculus in one easy-to-use package.”

You are able to search for concepts, which makes it handy if you are looking for something specific.

]]>These modules are prepared by AMSI as part of The Improving Mathematics Education in Schools (TIMES) project.

The modules are organised under the strand titles of the Australian Curriculum.

- Number and Algebra

• Measurement and Geometry

• Statistics and Probability

The modules are written for teachers. Each module contains a discussion of a component of the mathematics curriculum from early primary up to the end of Year 10.

]]>http://www.amathsdictionaryforkids.com/dictionary.html

]]>**Materials**

Coloured Sticks

Dice

Tape

**How to Play**

Divide class into 2 teams.

Using the tape make a line down the room.

Team 1 roll the dice.

Team 2 use the (number rolled) coloured sticks (choose one or more colours) to design a form from the axis line (on their side).

Team 1 then must mirror Team 2’s design on their side.

Then Team 2 roll the dice, Team 1 will add to the design, Team 2 will mirror and so on.

]]>2-4 players

The cards are all placed in rows face down.

Players take turns to flip over three cards and attempt to make an equation using the three cards. The equation can be an addition, subtraction, multiplication or division, e.g. 3+3=6, 8-5=3, 2×1=2, 10÷2=5.

If the player can make an equation they keep the cards. If they can’t make an equation the cards are flipped back over in the same place.

Continue playing until the cards are all gone. The winner is the player who has the most cards.