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Mathematics Governor’s Institute 2006

(Download as Microsoft Word Documents: Instructional Plan, Worksheet, Answer Key)

 

Name of Group Members –

Joquina Mitchell-Somerville (School District of Philadelphia)

Tricia Livingood (Abington School District)

Janice Kincaid (Keystone Oaks School District)

 

Topic/Theme

Geometry – Symmetry

 

Level

3rd Grade

 

Time Element

50 – 60 minutes

 

NCTM Standards Addressed

The geometry standard instructional program from pre-kindergarten through grade 12 should enable all students to analyze characteristics and properties of two- and three-dimensional geometric shapes and develop mathematical arguments about geometric relationships.

 

PA Math Standards Addressed

Pennsylvania’s public schools shall teach, challenge and support every student to realize the student’s maximum potential and to acquire the knowledge and skills to:

 

Identify and draw lines of symmetry in geometric figures (2.9.3.E).

Identify symmetry in nature (2.9.3.F)

 

Math Assessment Anchors Addressed

M.3.C2 Identify and apply concepts of transformation or symmetry.

 

Objectives

To review the meaning of symmetry and to explore properties of symmetrical shapes.

 

Instructional Strategies and Plan

1. Review – Using pattern blocks, students will design a picture in a symmetrical shape.

                   A ruler can be used to identify the line of symmetry.               

2. Discussion – Possible questions to ask students:

                         What objects did you find at home that showed symmetry?

 How do you know when a shape has a line of symmetry?

 Can some shapes have more than one line of symmetry? 

 Can you name some objects that have more than one line of symmetry

 

 

 

3. Group Activity #1 – Students will write the first letter of their first name on one side of

a paper.  They will fold the paper to show whether or not their letter shows lines of symmetry.  Students will move to an area of the room.  One area will be designated “One line of symmetry, the second area will be, “More than one line of symmetry”, and the third area will be “No lines of symmetry.”  Students move to the area that describes the first letter in their first name.   Discuss placements with class. 

4. Symmetrical Letters Activity (see worksheet)

5. Grid Paper Symmetry – Each child draws a line of symmetry. Then they draw a picture         

on one side of the line.  Exchange papers with a partner and the partner draws the      correct half.  The correct picture should show that the line of symmetry divided the picture in half.

 

 

Materials/Resources:

Materials for lesson:  Paper, pencil, crayons, scissors, pattern blocks, ruler, symmetrical l                                              letter activity worksheet, 1cm grid paper.

Materials for Correctives/Remediation - Geoboards and rubber bands

Materials for Extension/Enrichment – Pictures of homes/buildings.

 

 

Interdisciplinary Connections:

Reading/Writing

  1. Students will write a description of their Grid Paper Picture. 
  2. During Journal Writing Time, students will write in their journals about items they have identified that are symmetrical.
  3. Children’s Books on Symmetry
    1. Symmetry Patterns by: Alan Wiltshire
    2. Let’s Fly a Kite by: Stuart J Murphy and Brian Floca

Art

  1. Students draw symmetrical pictures.
  2. Students will find pictures in magazines of objects that have symmetry.
  3. Students will make a kaleidoscope.

 

Technology/Social Studies

  1. During a neighborhood walk students will find examples of architecture that shows symmetry and take pictures using a digital camera.

 

Technology

Good websites for symmetry

  1. http://wwwadrainbruce.com/Symmetry/
  2. http://www.girlsgotech.org/mandala.asp

 

Science

  1. During a nature walk students will find examples of nature that shows symmetry and bring the samples in to share with the class.   

Correctives/Remediation:  (For Kinesthetic learners)

  1. Repeat group activity #1 with the students who need additional practice, this time using the first letter of their last name.
  2. Geoboard Symmetry - Students will explore symmetry with a geoboard.  One partner makes a simple shape on one side of the geoboard. The other child makes a matching shape on the other side of the board.  The shape should have a common side so they show symmetry.  Repeat the activity with the partner switching roles.

 

Extensions/Enrichment: (For Kinesthetic, visual, and gifted learner)

1. Symmetrical Picture – Students will illustrate symmetry in buildings.  Cut out magazine picture of houses or other buildings.  Cut them in half vertically.  Mount half of the cut picture on drawing paper.  Challenge the children to complete the buildings by drawing a symmetrical mirror image of their halves.  Then encourage the children to discuss symmetry in architecture. 

2. Students will write their names and use the Symmetrical Letter Activity sheet to identify how many lines of symmetry their first name has. 

3. Students will use grid paper to draw a design that has two or more lines of symmetry. 

 

 

Assessment Strategies

Formative

  1. Students answer the review questions correctly with discussion.
  2. The letter activity will determine whether the students moved to the correct area in the classroom and can explain where the line of symmetry is located.
  3. The symmetrical letter activity (whether they can place the letters in the correct spots)

 

Summative

  1. Grid Paper Symmetry – Will be checked using the following rubric.

 

Grid Paper Symmetry Rubric

 

4

3

2

1

The child correctly duplicated the picture to create a symmetrical shape.

The child correctly duplicated the picture to create a symmetrical shape with a few mistakes.

The child attempted to duplicate the picture but had great difficulty with symmetry.

The child needs guidance to duplicate the picture to create a symmetrical shape.

 

 

 

 

 

 

 

Special Accommodations (special needs students)

*Description of the Special Needs student selected:

 

Learning support student-qualified for special education in Math.

Average IQ but working below ability level

 

*Accommodations to use with this student:

Seat the student in the front of the room near the teacher, use peer tutors, aide, additional time to complete assignments and tests, read test to student, use reteaching handouts for extra practice, use manipulatives when appropriate.

 

 

Key Words:

Geometry

Symmetry

Two dimensional shapes/figures

Transformation

 

 

Name __________________________                                  Date _______________

 

Symmetrical Letter Activity

 

Directions:  Below are the 26 letters of the alphabet. Look at the letters and decide if they have one line of symmetry, more than one line of symmetry, or no lines of symmetry and put them in the proper column.

 

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

 

 

One Line of Symmetry

More Than 1 Line of Symmetry

No Lines of Symmetry

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Name __________________________                                  Date _______________

 

Symmetrical Letter Activity

Answer Key

 

Directions:  Below are the 26 letters of the alphabet. Look at the letters and decide if they have one line of symmetry, more than one line of symmetry, or no lines of symmetry and put them in the proper column.

 

A

B

C

D

E

F

G

H

I

J

K

L

M

N

O

P

Q

R

S

T

U

V

W

X

Y

Z

 

 

One Line of Symmetry

More Than 1 Line of Symmetry

No Lines of Symmetry

A

C

D

E

I

M

T

U

V

W

Y

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

H

O

X

 

 

B

F

G

J

K

L

N

P

Q

R

S

Z

 

 

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