Teaching pack · Year 6 Spaceseegongsik /au
Transformations and Tessellations: a week of ready-to-teach maths
Five days of lessons for Year 6 Space. Print this pack and the week is prepared.
AC9M6SP03
recognise and use combinations of transformations to create tessellations and other geometric patterns, using dynamic geometric software where appropriate
Start here: five minutes to Monday
- Skim the week at a glance.
- Print the five days (plan + worksheet each).
- Cut out the card sheet once.
- Open the free interactive unit on your board.
- Teach from the plan.
On the board
On-screen pictures: “Three transformations”, “Name the transformation”, “Tessellations tile the plane”, “Which shapes tessellate”, “Repeat to build a pattern”.
seegongsik.com/au/y6/space/AC9M6SP03
Aligned to Australian Curriculum V9 (AC9M6SP03). Original material from seegongsik. Descriptors (c) ACARA, CC BY 4.0.
The week at a glance5 lessons
The week at a glance
One lesson a day. Run them in order where you can.
| Day | Lesson | Children learn and do | On screen |
|---|---|---|---|
| 1 | Three transformations | Practise the idea with talk, board and worksheet | Board: Three transformations |
| 2 | Name the transformation | Practise the idea with talk, board and worksheet | Board: Name the transformation |
| 3 | Tessellations tile the plane | Practise the idea with talk, board and worksheet | Board: Tessellations tile the plane |
| 4 | Which shapes tessellate | Practise the idea with talk, board and worksheet | Board: Which shapes tessellate |
| 5 | Repeat to build a pattern | Practise the idea with talk, board and worksheet | Board: Repeat to build a pattern |
Materials
- This pack printed.
- Pencils and the board or projector.
- Optional counters or rulers if a day plan names them.
A note home
This week in maths we work on transformations and tessellations. Ask: What did you practise today?
seegongsik.com/au/y6/space/AC9M6SP03/pack
Day 1 · Teacher planDay 1 of 5
Three transformations
Children practise “Three transformations” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain three transformations in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Three transformations”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Three transformations”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Three transformations” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about three transformations.
Day 1 · Worksheet
Three transformations
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 2 · Teacher planDay 2 of 5
Name the transformation
Children practise “Name the transformation” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain name the transformation in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Name the transformation”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Name the transformation”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Name the transformation” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about name the transformation.
Day 2 · Worksheet
Name the transformation
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 3 · Teacher planDay 3 of 5
Tessellations tile the plane
Children practise “Tessellations tile the plane” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain tessellations tile the plane in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Tessellations tile the plane”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Tessellations tile the plane”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Tessellations tile the plane” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about tessellations tile the plane.
Day 3 · Worksheet
Tessellations tile the plane
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 4 · Teacher planDay 4 of 5
Which shapes tessellate
Children practise “Which shapes tessellate” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain which shapes tessellate in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Which shapes tessellate”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Which shapes tessellate”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Which shapes tessellate” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about which shapes tessellate.
Day 4 · Worksheet
Which shapes tessellate
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Day 5 · Teacher planDay 5 of 5
Repeat to build a pattern
Children practise “Repeat to build a pattern” with talk, the board picture, and a short worksheet. About 40 minutes.
We are learning to
- explain repeat to build a pattern in Year 6 words,
- use the board picture to check thinking,
- record an example on paper.
Success criteria
- I can show one example of today’s idea.
- I can say the idea in a short sentence.
You need
- interactive unit open on “Repeat to build a pattern”,
- worksheet (next sheet), one per child,
Lesson flow (about 40 minutes)
| 5 min | Warm-up Ask: “What might help us today?” |
| 10 min | On the board Open “Repeat to build a pattern”. Ask: “What changed on the screen?” |
| 15 min | Worksheet Children complete the day sheet. |
| 10 min | Share Ask: “In one sentence, what was today’s idea?” |
On the board
Leave “Repeat to build a pattern” on screen for the main block.
seegongsik.com/au/y6/space/AC9M6SP03
Watch for
- Skipping the board -- bring them back to the picture.
- Correct answer with no explanation -- ask how do you know?
Answers and look-fors
- Meeting the idea sounds like a clear sentence about repeat to build a pattern.
Day 5 · Worksheet
Repeat to build a pattern
NameClassDate
Use the board picture. Show your thinking.
1. Draw or write one example from the board.
2. What is the main idea in your words?
3. Make a second example of your own.
I know I am right because
I can teach this idea to a partner:Yes □ No □
Cut-out cardsReuse all week
Talk cards for Transformations and Tessellations
Cut out. Hold up a card and give an example.
Three transformations
Give an example.
Name the transformation
Give an example.
Tessellations tile the plane
Give an example.
Which shapes tessellate
Give an example.
Repeat to build a pattern
Give an example.
Store in an envelope labelled AC9M6SP03.
Mini-check · End of week
Show what you know: Transformations and Tessellations
NameClassDate
Work on your own. Use pictures or numbers.
1. Draw or write the big idea of this week.
2. Give one clear example.
3. Give a second different example.
4. What mistake should we watch for?
I can explain this idea to a partner:Yes □ No □
Mini-check · AnswersTeacher
Answers and look-fors
- Item 1 names the unit idea (transformations and tessellations) in child words.
- Items 2-3: two different correct examples.
- Item 4: a real muddle for this topic.
Use day-plan look-fors across the week.