Flying High With Symmetry

Christie OehmanMaplemere Elementary School

Sweet Home School DistrictMrs. Baetzhold

Grade 3Spring 2010

Maplemere ElementaryMrs. Baetzhold’s Classroom

Background InformationThis lesson was prepared for a third grade math class of 15 students.

All students were at benchmark level for third grade.

Purpose To reinforce student’s understanding of symmetry and teach students how to construct lines of symmetry.

Time Frame This lesson will take place during 1 math period and last for 1 hour and 15 minutes.

Students who did not finish their kites were able to take them home to finish.

Objectives

1.0 The learner will be able to identify lines of symmetry with 95 percent accuracy.

2.0 The learner will be able to construct lines of symmetry with 90 percent accuracy.

Essential Question

Are you able to construct lines of symmetry?

Enduring Understanding

Students can draw lines that are symmetrical and be able to describe and recognize symmetrical images.

Guiding Questions

1. What do you already know about symmetry?

2. What are lines of symmetry?3. Can you identify a figure that is

asymmetrical?

Student Tasks

With limited assistance students will construct lines of symmetry to create symmetrical designs on a worksheet and a kite.

NYS Learning Standard

New York State Learning Standard: MSTStandard Area: MathematicsContent Strand: Geometry: Students will

apply transformations and symmetry to analyze problem-solving situations.

Band: Transformational Geometry

Performance Indicator

3.G.5 Identify and construct lines of symmetry

Assessment Tools A 5 element, 9 point rubric was used to asses the students’ symmetrical kites.

Elements of Symmetrical Kites Rubric

• Points of symmetry• Line of symmetry• Attractiveness and Neatness• Use of straight lines• Use of color

Teacher Exemplar

Student Work: Distinguished

Distinguished Rubric• Points of Symmetry – 2• Line of Symmetry – 2• Attractiveness and Neatness – .75 • Use of Straight Lines – 1.5• Use of Color – 2Total – 8.25/9You used a straightedge to connect your points and all of your points were in the correct order. Excellent work!

Student Work: Proficient

Proficient Rubric•Points of Symmetry – .5• Line of Symmetry – 1• Attractiveness and Neatness – .5• Use of Straight Lines – 1.5• Use of Color – 1.5Total – 5/9Make sure to use a straightedge when connecting your points, it is very important in making your kite symmetrical.

Student Work - Developing

Developing Rubric•Points of Symmetry – 1.5• Line of Symmetry – 1• Attractiveness and Neatness - .25• Use of Straight Lines – 1• Use of Color – .5Total – 4.25/9You did a good job matching the points from the right side to the left side. Next time make sure to use a straightedge when connecting your points.

Modification Table

Environmental/Management

Teacher assigned cooperative learning groups

Content/Material Students will see the kite at different stages, many visual examples

Instructional Directions were repeated as necessary

Improvements

1. I would include more real life examples to my introduction of symmetry.

1. I would give students an opportunity to be creative and make their own kite design.

Reflection

I was excited that many students were either proficient or distinguished by the end of the lesson and seemed to understand the concepts of symmetry. On the unit test that my students took the following week, a majority of the class made adequate progress on the symmetry section.

Thank You!

Thank you to my peer review group: Jamie, Jennie and Robin for all of the warm and cool comments that helped me make the positive changes to my learning experience.