Math lesson plan · 6th grade (Year 7 in England) · 30 minutes
Reflect points in the x-axis and y-axis
Geometry
CCSS 6.NS.C.6.BEngland: KS3 Geometry and measures
Objective and success criteria
Students will: Reflect points in the x-axis and y-axis.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: Coordinates in all four quadrants
Leads to: Reflect and rotate points on the coordinate plane
Materials: Rulers and protractors, Squared or dotted paper, Shape cut-outs, Mini whiteboards and pens, Printed student sheet (below).
Warm-up · 4 min
- Quick retrieval from earlier learning (Coordinates in all four quadrants). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- In which quadrant is the point (−6, 8)? (I / II / III / IV) → IIPrompt: Quadrants are numbered anticlockwise starting top right.
- In which quadrant is the point (5, −6)? (I / II / III / IV) → IVPrompt: Quadrants are numbered anticlockwise starting top right.
- In which quadrant is the point (−1, −9)? (I / II / III / IV) → IIIPrompt: Quadrants are numbered anticlockwise starting top right.
Hook · 3 min
- Show a photo of a building, a tile pattern or a road sign and ask what shapes and angles students can spot.
- Share the objective: Reflect points in the x-axis and y-axis. Read the success criteria together.
I do: model it · 7 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Reflect (1, 8) in the y-axis, then reflect the result in the x-axis. Where does it end up?
- Step 1: (1, 8) → (−1, 8) → (−1, −8)
- Answer: (−1, −8)
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 6 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Reflect (5, −2) in the y-axis, then reflect the result in the x-axis. Where does it end up? → (−5, 2)Prompt: Do one reflection at a time.
- Reflect (−7, 5) in the y-axis, then reflect the result in the x-axis. Where does it end up? → (7, −5)Prompt: Do one reflection at a time.
You do: independent practice · 7 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 6 questions are on the student sheet below, with answers in the key.
Exit ticket · 3 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Reflect (7, −5) in the y-axis, then reflect the result in the x-axis. Where does it end up? → (−7, 5)Prompt: Do one reflection at a time.
- Reflect (−5, 5) in the y-axis, then reflect the result in the x-axis. Where does it end up? → (5, −5)Prompt: Do one reflection at a time.
Watch out for
- Thinking a square turned on its corner is no longer a square.
- Reading the wrong scale on a protractor.
Support and stretch
Support
- Review first: Coordinates in all four quadrants.
- Use concrete materials: rulers and protractors.
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Reflect and rotate points on the coordinate plane.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/math/grade-6.
Free lesson plan from eurekami.com/lesson-plan-builder