1. Topic-
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2. Content-
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| Symmetry, reflection, Lines of Symmetry in Symmetrical figures. |
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3. Goals: Aims/Outcomes-
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1.Students will be look at a given figure and decide whether or
not it has symmetry.
2. Students will be able to identify the shapes.
3. Students will be able to define what a line of symmetry is.
4. Students will understand what makes a shape symmetrical. |
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4. Objectives-
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1.Determine whether or not a figure is symmetric
2.Apply to objects found in everyday life.
3.Identify symmetry in a given figure.
4. Students will be called up to the smartboard to draw the lines
of symmetry on the different shapes. |
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5. Materials and Aids-
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| Magazines,Phone Book, Mirror, Leaves, Symmetrical Pictures, PowerPoint,
Smart Board |
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6. Procedures/Methods-
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A. Introduction-
1.Each student is given a sheet of paper and asked to fold the piece
in half the long way.
2.Once folded, the students then write their name as dark as possible
on one side of the paper.
3.Now, students fold the paper so that their name will be on the inside
4.Students then take a pencil and rub it over the name they wrote
5.Once fully cover, students open the paper and the name should have
rubbed off onto the other side of the paper.
6. Explain the definition of symmetry
7. Explain what the line of symmetry is. |
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B. Development-
1. Start discussion as to what students notice about the two images
they created. (This will be a follow up lesson to an introductory
lesson on symmetry).
2. Generate a wall of student answers and focus on answer like "mirror
image" or "symmetry" to help generate a clear class generated definition
(while guiding them to a clear definition) so they can they apply
this different objects.
3.Once this is created, put up a picture of a square and ask the class
how they would help you to find the lines of symmetry since they have
been working on different figures at initial lesson.
4. Take a previously cut out shape
5. Fold it in half to show the line of symmetry.
6. Punch three holes in it while it is folded. Show that both sides
are symmetrical because the holes appear in the same place on each
side. |
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C. Practice-
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1.Break the students up into jigsaw groups with mixed ability,
where each group is given a different picture of a shape or of a
letter and have them discuss and decide how many lines of symmetry
there are.
2. As the groups are discussing, walk around and listen in to the
groups to see how they are progressing. Assist if needed but otherwise
facilitate when necessary.
3. Once each group has worked together and is finished,have 1 representative
come up and report to the class what they found.
Through this, students are able to help one another and work together
in order to find the lines of symmetry.
Start the PowerPoint
1.On each slide, they must first identify what the shape is shown.
2. Then they will come up one at a time to draw a line of symmetry.
3. They will figure out how many lines of symmetry are in each shape
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D. Checking for understanding-
1. Ask them to define what a symmetrical shape is.
2. Ask them to define the line of symmetry |
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G. Closure-
1. Close with the example of the Parallelogram.
2. The Parallelogram is not symmetrical. Explain why it is not symmetrical. |
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