Reflections - Curriculum | CCEA · paper to explore, draw and create reflections of regular and ... • take part in hands on manipulation of the shapes to experiment with the

Using Mathematics and Using ICT Level 5

Reflections

Sept 2016 1Task code: ITE 006

Task DescriptionIn the mathematics part of the task, Part 1, pupils are required to use pencil and tracing paper to explore, draw and create reflections of regular and irregular shapes. In the Using ICT part of the task, Part 2, they are required to create a project that displays a shape and its four reflections.

Assessment Focus

Using Mathematics Using ICT

Knowledge and Understanding

Interactive Design

• Shape and Space • Explore (2)*

• Evaluate

• Exhibit

Pupil Notes


Level 5 Part 1

Resource Sheet 1

Part 2

* Explore (2) refers to the second bullet point of Explore in the UICT Levels of Progression.


Reflections

2Sept 2016Task code: ITE 006

Prior Knowledge/ExperiencePupils should have experience of:


• recognising, naming and describing common 2-D shapes (line and angle properties);

• understanding that a full rotation is 360º;

• reflecting shapes; and

• understanding that a right angle turn is 90º.

• using programming software (Scratch or Logo);

• changing pen colour and width;

• combining commands to draw patterns and shapes;

• designing procedures to draw regular 2-D shapes; and

• saving and printing work.

Resources• Resource 1

• Crayons/colouring pencils

• Scissors and Glue

• Tracing paper and squared paper

• Mirrors

• Suitable software e.g. Logo or Scratch

Managing the TaskPupils should be given opportunities to:

Plan• engage in discussion to revise the properties of shape, specifically the angular properties of regular shapes and how they might appear under reflection;

• take part in practical demonstration to ensure that they are aware that reflections do not alter either the size or angular properties of the shape;

• take part in hands on manipulation of the shapes to experiment with the concept of how a shape’s reflection can be created and understand the concept of a reflection;

• discuss and demonstrate the relationship between the shape and its reflection and how they complement each other;

• plan commands to draw a suitable irregular 2-D shape;


Reflections


Do• work individually or in pairs to complete each part of each task following the instructions on Resource 1;

• test commands including the use of embedded procedures in Logo or the use of ‘Broadcast’ and ‘When I Receive’ in Scratch;

• explore practically and then using commands to create a simple ‘teaching’ project to label and show the position of the vertical and horizontal reflections;

• save their work appropriately;

Review• demonstrate an ability to identify and discuss the properties of regular and irregular 2-D shapes;

• demonstrate awareness that reflections can be useful in our environment;

• make improvements to their programming work;

• share their designs with the class; and

• explain their conclusions.

Evidence for UICT External Moderation

As well as submitting the final product, please include:

• evidence of planning

• a detailed pupil evaluation


Reflections


Assessing Pupils’ Responses to the TaskThis page sets out the requirements for Using Mathematics that are covered in this task. Alongside these are the progression statements related to the Knowledge and Understanding required for the task and the evidence of achievement that illustrates the standard at Level 5.

Requirements for Using Mathematics

Progression Statements Level 5

Evidence

Across the curriculum, at the level appropriate to their ability, pupils should be enabled to:

In activities with some structure, in familiar and some unfamiliar contexts and situations, pupils can:

Evidence that illustrates the standard at Level 5 may include the ability to:

• choose the appropriate materials, equipment and mathematics to use in a particular situation;

using their Knowledge and Understanding of Shape and Space;

• plan and decide how an activity might be approached;

• identify and use efficiently the materials, equipment, mathematics and strategies required;

• reflect 2-D shapes in a line;

• use their understanding of reflection and the language of position to create reflections of given shapes;

• use mathematical knowledge and concepts accurately;

• work systematically and check their work;

• plan and work systematically and efficiently;

• review their work, making appropriate changes;

• calculate the areas of squares and rectangles;

• calculate the perimeters of a range of shapes;

• express and use formulae and/or symbolic form;

• explore ideas, make and test predictions and think creatively;

• identify and explain patterns and relationships and make predictions;

• make general statements on the relationships between area and perimeter of squares and rectangles;

• generate a formula in words/symbols to explain the number of possible shapes from any numeric perimeter value;


Reflections


• read, interpret, organise and present information in mathematical formats; and

• explain their findings; and • draw all possible combinations of shapes made using smaller shapes and use notation to represent findings;

• use mathematical understanding and language to ask and answer questions, talk about and discuss ideas and explain ways of working.

• use appropriate mathematical language to discuss and describe their way of working and respond to questions.

• describe how they carried out an activity;

• discuss what they found out;

• explain why they chose a particular way to present their findings; and

• respond to questions about their work, findings and presentation.


Reflections


Assessing Pupils’ Responses to the TaskThe first column of the Assessment Criteria Grid sets the Requirements for Using ICT that are covered in this task. Alongside this are the Levels of Progression and the Using ICT Desirable Features for Interactive Design at Level 5. These Desirable Features have been produced as guidance for teachers to consider when observing a pupil and assigning a level to a piece of work. When coming to a holistic judgement of the pupil’s level of Using ICT competence, teachers should ensure that these Desirable Features are used in conjunction with the Using ICT Levels of Progression.

Assessment Criteria Grid

Using ICT Requirements Level 5

Explore

• investigate, make predictions and solve problems through interaction with digital tools.

Pupils can:

• investigate and solve problems in a range of digital environments;

Evaluate

• talk about, review and make improvements to work, reflecting on the process and outcome and consider the sources and resources used, including safety, reliability and acceptability.

• use appropriate ICT tools and features to carry out ongoing improvements and evaluate process and outcome; and

Exhibit

• manage and present their stored work and showcase their learning across the curriculum, using ICT safely and responsibly.

• organise, store and maintain their work within a personalised area to showcase learning across the curriculum.

Pupils should demonstrate, when and where appropriate, knowledge and understanding of e-safety including acceptable online behaviour.


Reflections


Interactive Design

Level 5 Pupils can:

• plan and solve a more complex problem or design and create an interactive ‘product’ demonstrating a clear sense of purpose and audience, for example, plan, create and refine a simple interactive game using Scratch or use embedded procedures in a Logo project; and

• carry out ongoing improvements and evaluate their process and outcome.

Desirable Features


Reflections


Resource 1

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ReflectionsPupil Notes

Sept 2016Task code: ITE 006

When a shape is reflected, another view of it is created from a different angle. The size of the shape remains the same but the view is reversed depending on how it is reflected.

The two most common ways to reflect a shape are:

1. Vertically: reflecting it either to the right or to the left

2. Horizontally: reflecting it either up or down

This activity provides the opportunity to explore some of the shapes that can be created through reflection.

Vertically Horizontally

Pupil Notes

10

Reflections


Part 11. Using an A4 sized piece of tracing paper, copy the diagram. Make sure all 9 cells have the same measurements. Do not include the 2 shapes. Choose an interesting shape from Resource 1 and paste it onto the centre cell of your paper. Colour in the shape.

2. Now fold the tracing paper along one crease and trace the outline of the middle shape on the tracing paper. When you unfold the crease draw the shape on the reverse side of the tracing paper.

Colour it in a different colour from the shape in the centre. Do this for the remaining three reflections.

Pupil Notes

11

Reflections


3. Now choose one of the shapes from the Resource 1. You will need five copies of this shape. First colour in the five copies of the shape you have chosen and then cut them out.

Fold an A4 sheet of white paper as before. Colour one copy of the shape and paste it into the middle cell. Position the other four copies, one into each of the adjacent four cells (above, below, to the right, to the left) to show each of the four reflections. Check the positions of your reflections with your mirror before you finally glue them to the page.

When you have completed this activity, look carefully at the pairs of opposite reflections. What do you notice?

4. Using the squared paper, fold the page as before. Create an interesting irregular pentagon and using the squared paper draw your shape into the middle cell and then draw each of the four reflections into the four adjacent cells (above, below, to the right, to the left).

Pupil Notes

12

Reflections


5. Leonardo de Vinci was a great inventor as well as a gifted artist. He had many notebooks of his ideas for inventions but until recently no one could read them as everyone thought they had been written in code. By accident a young student discovered that the trick De Vinci used was to write his notes in ‘mirror’ writing.

Use the graph paper and write your own name and then write it in mirror writing. Check your work.

6. Once again, using graph paper write a word, short phrase or message. Swap your work with your partner and challenge them to write it in mirror writing. Now check their work.

Pupil Notes

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Reflections


Part 2You are going to create a Scratch project based on the reflection topic that you have been doing in class. Take a look at other Scratch projects on the Scratch website or your class online discussion forum with your teacher.

Plan your work and then in Scratch create an irregular shape such as those shown in Resource 1. You can program a sprite to draw the shape outline or draw the shape yourself in the editor.

• Create a project that will show in turn each of the four reflections of your shape in the correct positions.

• Add labels to describe whether they are left/right; up/down or top/bottom reflections.

• Save your project and upload it onto your school’s virtual learning environment.

• Comment on other pupils’ projects.

• Review comments made about your project and decide how you could improve it.

Pupil Notes

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Reflections


• Reflect on what you did and write an account explaining how you carried out the task, identifying any problems you faced and outlining the improvements that you could make.

You will need to:• Use a range of commands within the Events Control, Motion, Looks, Pen or Sound functions.

• Change the appearance of your Sprite(s) by using more than one ‘Broadcast and Receive’ command or by using embedded ‘Broadcast and Receive’ commands.

• Think carefully about the timing of the appearance of the reflections.

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Teacher Notes

Reflections


Possible Scratch Solution 1

In this solution, the sprite first draws the purple pentagon in the centre of the grid and then draws each of the reflections one by one in orange. All the code for this solution is applied to the sprite that draws the reflections.

Teacher Notes

16

Reflections


This code initiates the script. The set pen size to and the set pen color to commands are used to set the line width and colour for the pentagons. The broadcast commands are used to initiate the drawing of the 5 pentagons one after the other, beginning with the pentagon in the centre and waiting 2 seconds between each drawing.

This codes the sprite to draw the pentagon with the apex facing upwards. It is initiated when the sprite receives the draw pentagon up command.

Teacher Notes

17

Reflections


This code draws the shape in the centre of the grid. When the sprite receives the command to draw pentagon centre, it moves to the (17.5, 0) position and then calls the draw pentagon up procedure which runs the code above. pen up is used so that a line is not drawn from the sprite starting (0, 0) position to the point at which the sprite begins to draw the pentagon (17.5, 0).

This code draws the left reflection. pen up is used so that a line is not drawn from the previous shape to this shape. When the sprite receives the command to draw the left reflection draw pentagon left, it moves to the (-100, 0) position and then calls the draw pentagon up procedure which runs the code to draw the pentagon with the apex pointing up. The say command is used as a means of labelling the reflection.

This codes the sprite to draw the pentagon with the apex facing downwards. It is initiated when the sprite receives the draw pentagon upside down command.

Teacher Notes

18

Reflections


This code draws the left reflection. pen up is used so that a line is not drawn from the previous shape to this shape. When the sprite receives the command to draw the right reflection draw pentagon right, it moves to the (100, 0) position and then calls the draw pentagon upside down procedure which runs the code to draw the pentagon with the apex pointing down.

This code draws the top reflection. pen up is used so that a line is not drawn from the previous shape to this shape. When the sprite receives the command to draw the right reflection draw pentagon right, it moves to the (17.5, 125) position and then calls the draw pentagon upside down procedure which runs the code to draw the pentagon with the apex pointing down.

Teacher Notes

19

Reflections


This code draws the bottom reflection. pen up is used so that a line is not drawn from the previous shape to this shape. When the sprite receives the command to draw the bottom reflection draw pentagon bottom, it moves to the (17.5, -150) position and then calls the draw pentagon upside down procedure which runs the code to draw the pentagon with the apex pointing down. The code below the second pen up command codes the sprite to move to the left side of the screen, turn and jump up and down.

Teacher Notes

20

Reflections



This solution uses a sprite shape with three costumes, coordinates and the stamp command to show a shape in the centre of the blackboard and its four reflections. Each time a reflection appears, a broadcast message is sent. This is received by the second (girl) sprite, who describes each reflection when it is shown.

Teacher Notes

21

Reflections


Code for the girl sprite The first part of this code is used to personalise the program. The ask command is used to request user input. The answer variable captures the user input. Two join operators are used to join the word ‘Hi’ with the answer given by the user and the text that tells the user that they are going to be shown reflections for the red shape. Use of the say command ensures that this appears in a speech bubble for 4 seconds.

The broadcast reflections command sends a message to sprite 1, the L shaped sprite to begin showing the reflections of the L shaped sprite.

When Sprite 1 broadcasts ‘left reflection’ and this is ‘received’ by Sprite 2, a speech bubble appears with the text “this is the bottom reflection”. This is done by attaching a say command to the when I receive control and is repeated for each reflection when it appears.

Teacher Notes

22

Reflections


Code for the shaped sprite The code below is attached to the L shaped sprite. On receipt of the command reflections the sprite first shows costume 1 of the sprite (the red costume) and positions this in the centre of the blackboard at (0, 30). The program waits for 3 seconds then creates a copy of the sprite using the stamp command before switching to the next costume). This makes costume 2 (the white costume in the orientation appear at position (0, 30)). This is the bottom reflection and just before it appears, the sprite broadcasts the message bottom reflection. When this message is ‘received’ by Sprite 2 a speech bubble appears with the text “this is the bottom reflection”. This is done by attaching a say command to the when I receive command.

The rest of the script repeats this process for the top, left and right reflections, providing a location for the subsequent sprite copies to appear. As the top and bottom reflections are the same there is no need to include a next costume command between them. This is also the case for the left and right reflections. A broadcast clear screen command is used at the end of the script to clear the costumes once the last reflection has been shown and a hide command to hide the sprite.

Teacher Notes

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Reflections



This solution involves two sprites, the cat which has six costumes, five of which are different coloured L shapes and a second sprite that is L shaped. The program requests the user to input their name. The cat sprite then moves to the left side of the side, shrinks, changes colour and is replaced with an L shape. The L shape in the centre is fixed and its reflections are displayed in turn one after each other in the order left, right, top, bottom.

Teacher Notes

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Reflections


Code for the cat sprite In this part of the script, Sprite 1, the cat sprite is positioned at the centre of the screen using the go to command. The ask command is used to capture user input which is stored in the variable ‘answer’. The join operator is used to join the variable with the text. The glide command moves the sprite to the left of the screen while the change colour effect by and change size by commands change its appearance and shrink the sprite.

Teacher Notes

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Reflections


In this part of the script, the appearance of Sprite 1 is changed from a cat to an L shape using the switch to costume command and it is displayed at (0,0) using the go to command. The hide command hides the sprite initially and shows it only after it has been positioned at (0, 0).

The broadcast show and wait command replaces Sprite 1 at (0,0) with the identical Sprite 2 which remains in the centre position throughout the sequence. The four go to, next costume and wait commands display each of Sprite 1’s four costumes to the left, right, top and bottom of the centre sprite while the repeat command repeats the sequence 4 times.

Teacher Notes

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Reflections


Code for the L shaped sprite

Code for the stage

The when I receive show and when I receive byee commands control the appearance and disappearance of sprite 2 which stays in the same position (0, 0) on the screen.

The when space key pressed command changes the stage background from the white screen to the xy-grid. The when I receive byee command changes the stage back from the xy grid to background 1, the white screen.

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Documents

Reflections - Curriculum | CCEA · paper to explore, draw and create reflections of regular and ... • take part in hands on manipulation of the shapes to experiment with the