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Workbook Solutions: Reflections | Year 5 English IGCSE (Cambridge) - Class 5 PDF Download

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7 Cambridge Primary English 5 – Burt & Ridgard © Cambridge University Press 2021
3  Reflections
3.1 Like and as
1–2 Learners’ own answers.
3  A star is like a diamond: Both are shiny and 
beautiful, but one is from the sky and one is 
from the earth.
Snow is like a fluffy blanket: Both are white 
and soft, but one is cold and wet and one is 
warm and dry. 
Beach sand is like golden sugar: Both appear as 
golden-brown grains, but one is edible and the 
other is not.
A dry leaf is like a sheet of old paper: Both are 
flat and dry, but one is for writing on and the 
other is not.
A grassy field is like a thick, green carpet: Both 
have green blades, but one is living and outside, 
and the other is non-living and indoors.
Learners’ own examples.
3.2  Imagine with metaphors
1 a The duck is a cork on the water.  
 b She was a graceful swan on the stage.
 c  The penguins are smartly dressed gentlemen. 
 d The snow was a blanket covering the land. 
 e The children were busy bees.
2 a sister = angel
 b life = a journey
 c the meeting = circus
 d time with friends = food for the soul
 e an idea = a bubble
3 Learners’ own answers.
3.3  Haiku
1 Learners’ own answers.
2 a  na tur e
 b three lines of 5-7-5 syllables
 c a bright summer morning
 d  a metaphor that compares a summer day 
to an oven
 e  Each line begins with a capital letter, the 
second line ends with an ellipsis and there 
are no full stops except for the question 
mark at the end of the final line.
3 Learners’ own version of the poem.
3.4 Create a haiku
1–4 Learners’ own work.
3.5 Personification in poems
1 Any reasonable answers, such as:
 Rain greets the dry earth.
The sun peeps out from behind the clouds.
The wind plays with the fallen leaves.
The moon a regular night-time visitor.
The sea never sleeps.
2–3 Learners’ own answers.
3.6 Practise and perform
1–3 Learners’ own answers.
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FAQs on Workbook Solutions: Reflections - Year 5 English IGCSE (Cambridge) - Class 5

1. What are reflections in mathematics, and how are they typically represented?
Ans. Reflections in mathematics refer to the flipping of a figure over a line, known as the line of reflection. This creates a mirror image of the original figure. In a coordinate plane, reflections can be represented by specific transformations, such as reflecting a point (x, y) over the x-axis, which results in the point (x, -y), or over the y-axis, resulting in (-x, y).
2. How do you determine the line of reflection for a given shape?
Ans. To determine the line of reflection for a given shape, you can find the midpoint between corresponding points of the original shape and its reflected image. The line of reflection will pass through these midpoints. For example, if point A is reflected to point A', the line of reflection is the perpendicular bisector of the segment connecting A and A'.
3. Can you give examples of real-life applications of reflections?
Ans. Reflections have many real-life applications, including in architecture, design, and optics. For instance, the design of buildings often incorporates symmetrical elements that can be analyzed using reflections. In optics, mirrors utilize reflection to create images, which is essential in devices like telescopes and cameras.
4. What are some common mistakes students make when working with reflections?
Ans. Some common mistakes include failing to correctly identify the line of reflection, miscalculating the coordinates of reflected points, and not maintaining the proper distance from the line of reflection. Additionally, students may confuse reflections with rotations or translations, which are different types of transformations.
5. How can students practice reflections effectively in math?
Ans. Students can practice reflections effectively by using graph paper to sketch shapes and their reflections across various lines, such as the x-axis, y-axis, or other lines. They can also use online interactive tools or software that allows for dynamic transformation of shapes, giving immediate feedback on their understanding of the concept.
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