Shadow Mirrors Math

Overview

In this lesson, students investigate light reflection using mirrors and protractors, then apply percentage discount maths to the Red Orb Shop. They finish by practising gothic-themed spelling and writing reflection-focused lyrics that blend mathematical vocabulary.

Learning intentions

• Students will understand how light reflects and use simple angle language to explain observations.
• Students will calculate percentage discounts accurately and show their working clearly.
• Students will identify and use vivid, emotive vocabulary in context during a short writing task.
• Students will use mathematical vocabulary correctly in a short reflection-themed lyric.

Success criteria

• I can explain reflection using “angle of incidence equals angle of reflection” in my own words (with support if needed).
• I can measure or estimate angles with a protractor and record a simple reflection result.
• I can calculate Red Orb shop discounts and decide the final price accurately.
• I can use gothic/imagery word banks and mathematical words (e.g. discount, percent, total) in my writing.

Curriculum links

• Literature: create and edit literary texts adapting plot/character/setting and experiment with literary devices.
• Literacy: use comprehension strategies (visualising, predicting, connecting, questioning) to build literal and inferred meaning.
• Language: identify authors’ use of vivid, emotive vocabulary (metaphor, imagery, hyperbole, idioms).
• Language: understand cohesion through repetition and word associations.
• Mathematics (discounts): percentage problems and accurate calculation methods (aligned with Year 5–6 expectations for percentages/decimals).
• Science (reflection): observe and describe light behaviour using fair measurement and basic scientific recording.

Lesson structure (60 minutes)

1. 0–5 min · Mission hook (visual + quick talk). Teacher shows a simple illustrated “castle corridor mirror” scene and a one-slide “Reflection Checkpoint” image. Students point to where light hits and where it reflects, then answer: “What do you predict will happen to the angle?”

2. 5–15 min · Direct teach: reflection mini-lab. Teacher demonstrates with a torch, small mirror, and paper screen; models measuring angles with a protractor and recording two trials. Students copy the sentence stem and measure one angle each, using a word bank: incidence, reflection, protractor, degree.

3. 15–25 min · Guided practice: “Ghost Ray” evidence. Teacher sets up 2 stations: “Trace the path” (students draw light ray lines) and “Measure both angles” (students record). Students complete a quick table: Trial 1 / Incident angle / Reflected angle / What I notice. Use dyslexia-friendly cards with icons beside each term.

4. 25–40 min · Discount mathematics: Red Orb shop. Teacher introduces the Red Orb Shop discount sheet with visual guides (100-square, percent bar, and a “final price” box). Students calculate 2–3 discount scenarios (e.g. 20% off, 15% off) using their chosen method:

• Visual (percent bar)
• Number line or 100-square
• Working with decimals (teacher models once: percent of amount → final price). Students write answers in a “show-your-steps” template with large boxes and repeat-word cohesion (e.g. “Discount = … / Final = …”).

5. 40–52 min · Spelling in context: scientific words, gothic twist. Teacher reads aloud a short, prepared gothic “lab whisper” paragraph (low reading friction). Students underline (or highlight) science/spelling targets: incidence, reflection, protractor, degree, discount, percent. Then they complete 4 cloze sentences (word banks provided). Short burst: 1 minute per sentence.

6. 52–59 min · Compose reflection lyrics (math integrated). Teacher gives a lyric frame with repeating lines (cohesion support) and a word bank of math terms. Students write or dictate 4 lines, including at least: “percent”, “discount”, and one reflection word (incidence/reflection/degree). Options: write, type, or voice-record and teacher transcribes.

7. 59–60 min · Exit ticket (1 question). Students answer: “If the incident angle is 40°, what should the reflected angle be?” (select from 3 options). Teacher collects the discounted final price answers from the worksheet.

Resources

• Torch/flashlight, small mirror (safe), paper, masking tape, scissors (teacher-handled if needed)
• Protractors, pencils/markers, coloured pens for tracing rays
• Red Orb Shop discount worksheet with visual guides (100-square/percent bar)
• Gothic illustrated mission slide (teacher-made) and sentence starter/word bank cards
• Cloze paragraph for scientific spelling, highlight stickers or digital highlighter
• Lyric frame template and math word bank cards
• Optional: timer, sensory breaks card, fidget tool, clipboard to reduce fine-motor strain

Assessment

• Formative during reflection lab: check for correct angle recording and use of vocabulary in table.
• Formative during discount maths: verify final price accuracy and whether working aligns with the chosen method.
• Quick exit ticket on reflection rule (multiple-choice) to confirm conceptual understanding.

Differentiation

• Provide choice of output: students can draw ray traces, write short answers, or dictate to teacher for lyrics/spelling cloze tasks.
• Use reduced writing supports: large boxes, sentence starters, and partially completed templates for the discount working and reflection explanations.
• Neurodivergent-friendly pacing: short timed bursts (10 minutes max per task), offer a sensory break after the lab (30–60 seconds) without penalty.
• Dyslexia-friendly input: read-aloud for the spelling paragraph, high-contrast visuals, icons next to terms, and minimal text on worksheets.
• Extension option within lesson: if finished early, students add one extra discount scenario and create one additional lyric line using the same repeated phrase.