Lesson author: Vincenzo Rizzo Date: 4/12/2020
Topic
Mathematics - Symmetry
Grade Level
4th Grade
Big Ideas(s)
● When something appears mirrored, it can be divided evenly.
● Things that are symmetric create a sense of balance.
Content Standards
Link: MI_K12_Math_Standards_2010
MI_K12_Math_Standards_2010.4.G.3 Recognize a line of symmetry for a two-dimensional figure as a line
across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric
figures and draw lines of symmetry.
Learning Outcome(s)
● Students will be able to construct lines of symmetry.
● Students will be able to divide objects into equal parts.
● Students will be able to explain why a figure is symmetric.
Time Estimate
30 - 45 minutes per day for 1 - 2 days.
Formative Assessment(s)
A Google Drawings activity I think would be great for formatively assessing my students. This would take
place in the middle of the lesson, and I can have students demonstrate their understanding of symmetry by
flipping existing images. They could be provided with pictures and/or shapes and place them into one of two
boxes labeled symmetric or non-symmetric. If time allows, I can also have them create their own shape that
has symmetry and draw the line of symmetry over their shape. I have also included a lower level version of
the same task. In this version the more complex shapes are swapped out for simpler ones (heart, rectangle,
etc.).
Activity
Activity (Lower Level)
Another formative assessment I could use as an exit ticket would be to either draw or cut out a figure they
believe has symmetry. If they chose to draw an image, they would need to show and explain where the line
of symmetry is. If they choose to cut out a figure, they can fold the figure as many times as possible for the
figure to be symmetric. For example they may fold a figure twice because it is symmetric both horizontally
and vertically.
Summative Assessment
For a summative assessment pertaining to symmetry, I would have my students complete a
traditional end-of-unit test. They would be provided with some questions asking them to create a
figure that contains symmetric properties, while others will ask them to complete the figure and/or
draw the line of symmetry. This is so that I can see their understanding of symmetry. I could have
the test online where they can flip the image to see where it may be symmetric about, but my goal
would be to have them not relying on tools/resources to know if a figure is symmetric.
Review and Anticipation Set (aka the “Lesson Launch”)
I will start the lesson by presenting several images on a Smartboard to my students, with only
some being symmetrical. The images could have a tessellation, a pattern, animal/bug/insect,
something that has one or more symmetric properties. I would then ask students what they can tell
me about the images, and hopefully their findings/understanding will relate to mathematics. After
some discussion about the images, if symmetry was not yet addressed I would prompt them with
some questions about balance and reflection. My goal here is to have them establish a connection
between what they may already know and connect that knowledge together.
(See smartboard activity under “Instructional Activities”)
The standard that I listed focuses on the line of symmetry rather than other symmetric properties
such as rotational symmetry. Because of this my lesson and its introduction would focus more on
reflecting figures over a line. The restriction would not only be with one line of symmetry however,
as I can still present multiple lines of symmetry if I feel my students can handle the concept when
first learning about symmetry.
Instructional Activities
Instructional activities I would include would be lecturing about what makes a figure symmetrical.
After some explanation as to what symmetry is, I would think aloud as I model with an example
image where I notice some line of symmetry. I can use a Smartboard to draw the lines of symmetry
I see onto the images, and allow for students to see how each side mirrors each other. Below are
some examples that I would use and draw the lines of symmetry that I notice. A Smartboard would
be best for demonstrating to students where the lines of symmetry are located.
Smartboard activity
Learning Activities/Tasks
Using the Smartboard for guided practice students would work along with me identifying lines of
symmetry within the several provided figures. After some guided practice, students will then work
on their own in Google Drawings (The activity provided in “Formative Assessment(s)” above) and
categorize figures that are either symmetric or asymmetric.
If time allows, another learning activity that I could include in my lesson is the use of Seesaw. With
this, students will be able to look back at their thinking and show their thinking process. They would
be provided with some shapes or images that may or may not contain symmetric properties. They
could answer whether or not there is symmetry present through a recording, showing the slide
and/or recording their audio to hear their thinking out loud. This would really help students in being
metacognitive, and can further benefit their understanding of the content.
Seesaw
Seesaw class code: WVTI DQPO
Review and Closure
I will ask students what other figures they can think of that may have symmetric properties. We can
do this as a full class discussion and they can draw the figure to show the rest of the class if they
want to. They can as well explain why the figure is symmetric and where the line of symmetry is
located (The big ideas)
Independent Practice/Homework/Extension Activities
Having the students find objects, pictures, or draw other things that have symmetric properties.
They can bring these into our next class and spend about five minutes in groups discussing what
about their object they brought is symmetric. They could as well post the things they have found
onto our Seesaw classroom and draw over a picture they have taken to show others where they
see a line of symmetry. If they wish they may also record audio/video to explain their reasoning.
They may use whatever method of communication in Seesaw that they prefer, as long as their
understanding is clearly shown/described.
If Seesaw is not present I could use another online platform where I could have students submit
their symmetrical findings outside of the classroom to an online classroom, if one is present within
the class. They can as well describe in the comment where they see symmetry and note if there is
another line of symmetry located within the picture.
Materials & Resources
● Computers/tablets for each student
● Smartboard (other projection devices can be used as a substitute
● Different pictures that have symmetric properties (line of symmetry)
● Paper/worksheets for students exit ticket
● Scissors (if cutting out figures for the exit ticket)
● Pencils
● Google Drawings
● Seesaw
Video enactment: https://youtu.be/dMRERKnpW4s
