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Can I see you all in a long sit
with your shoulders down nicely and heads up so you're feeling comfortable?
That was a lovely playtime. You've come in very calmly. Well done, everybody.
While you're going through these exercises I want you to remember
what we've been learning about symmetry this week,
and to be thinking about which of those positions that we do in yoga, Sammy,
are symmetrical and which are not symmetrical.
Think about your own line of symmetry before we start.
Put your hand in the middle of your head here
and just go down the middle of your nose to your lips and to your chin.
And stop. That goes down through your tummy button down to your toes.
Are you ready?
Very good. Well done.
Bridge.
Arrow.
Cobra.
Very good. Lovely arched backs there. Excellent.
Let's think about what symmetrical pattern we can make with our bodies now.
The first thing you need is your hands on your tummy.
I want you to put your right hand, the hand that's nearest to this window,
at right angles to your body.
When we're talking about right angles we're talking about a square corner.
Is that a square corner there? Can you make it any squarer than that?
How many degrees are there in a right angle?
- 90. - Well done. Excellent.
Now see if you can make your hand at right angles to the rest of your arm.
So it's going to bend like this.
- Like Jesus, miss? - Any way you like.
Now make your other arm match it.
Does it match completely? That's very good indeed.
- Well done. - I can do this.
All right. Well done.
Now put your legs in a symmetrical position. I don't mind what it is.
You need to be able to stay still with it. Good.
And relax. Go back into supine, please.
Are you ready?
What I want you to do now is to arrange those things in this pattern
so that if you're standing here it's symmetrical
and if you're standing over here it's symmetrical.
- Do you think you can do that? - Yeah.
Give it a whirl. Go on, go for it.
When you've put down the four things you had,
if you want to go and find some more, bigger things, you can.
Where will you put them, Chris?
That's clever.
Right, when you've done that, will you come and sit down?
Sammy.
Don't sit... All right, if you must. Go on, then.
That's why I did it.
Those won't work because they've got a pattern on them.
Now, let's have a look at this and see whether it's right.
Shall we have a look at Chelsea's stool and Jason's stool?
Have a look at Chelsea's stool and Jason's stool.
- Is that all right? - No.
Tell me what's wrong.
- Chelsea's chair needs to come back. - It does.
And that needs... Keep going back, Chels.
Stop there. And you move that chair back.
- No, all the other chairs... - That one's fine.
Good. Well done, Sammy.
Our aim in this lesson was to be able to, as it says up here,
recognise lines of symmetry.
You've made things to show us
that you can recognise where lines of symmetry are.
This is our last thing.
Wait a minute.
I want you to look at this pattern on this rug and with these pipecleaners...
Do not bend them, or I shall be mad as a wet hen.
I want you to put your pipecleaners
where you think the lines of symmetry are.
What do you think?
Put it in the middle and let's look at it together.
Because children learn in such very different ways
and some will find some things much easier than others,
that seems to really work very well.
Look at mine, it'll probably be the same.
They work together as a team quite well,
so we may find, for instance,
that we can use a Year 5 child explaining something to a Year 3
and they're reinforcing what they learnt in the first place and that works well.