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Lesson Plan Template Lesson 1 2 3 4 5

Math Immersion Plan #1- Lines of Symmetry

Teacher Candidate: Mr. Michael Gresham Subject/EEDA/SSCA: Mathematics (Line Symmetry and Rotational Symmetry) Grade: Fifth Grade Date and Time of Lesson: 01/12/2013; 9:00am

Learning Objective: When using manipulative, 5th grade students will analyze shapes to determine line symmetry and/or rotational symmetry in 2-D shapes. Alignment with Standards:
SC Academic Standard 5-4:-The student will demonstrate through the mathematical processes an understanding of congruency, spatial relationships, and relationships among the properties of quadrilaterals. SC Academic Indicator: 5-4.6- Analyze shapes to determine line symmetry and/or rotational symmetry. CCSS.Math.Content.4.G.A.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 (with the new common core standards, this standard will now be a fourth grade concept, however, with the purpose of common core for my education classes at Lander, I have listed the standard as well).

Developmental Appropriateness: Students in fifth grade have been exposed to the dimensions and
the attributes of two-dimensional and three-dimensional shapes. They have touched base on this material earlier in the year, also during second and third grades. According to the South Carolina Academic Standards for Mathematics, students were introduced to symmetry in second grade, however, they have not touched base on this subject since second grade. The teacher will briefly re-teach symmetry at the very beginning of the lesson, before moving onto what the fifth grade standard asks for. Also, students in fifth grade are capable of working with hands-on-materials, while following all classroom and school expectations. They are also capable of working with partners, without causing disruption in the classroom.

Assessment(s) of the Objectives:

Pre-Assessment: Teacher will ask the students questions at the beginning of each section of the lesson. During: Students will be working with hands-on manipulatives determining whether they have line symmetry, rotational symmetry, or both. Post-Assessment: Students will complete the Quick Check Master on the smartboard, as well as the homework assignment. A formal assessment will be given at a later date by the cooperating teacher.

Accommodations: For students who are having difficulty during the independent work time for math,
the teacher will pull this group of students whole group and re-teaching of the material will take place. Students will have time to ask questions and will have guided practice, while the rest of the students are working on the same assignment.

Materials: For this lesson, the students will need a pencil to draw lines of symmetry on the shapes in
which are provided by the teacher. The teacher, will need the following materials for this lesson: shapes pre-cut for the lesson (including a square, circle, trapezoid, etc.), a toy spinner (wind-mill) to represent rotational symmetry. Also, the teacher will bring in a t-shirt from home for his story at the beginning of the lesson.

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Lesson Plan Template Lesson 1 2 3 4 5

Use of Technology: The teacher will be interacting with the smartboard during the lesson, showing students how shapes have symmetry. (Ex: teacher will project a square on the smartboard and will give an example of line symmetry). The smartboard will also be used to give further examples for students (ex: teacher will draw a shape on the smartboard and having the students come up with lines of symmetry in their notebooks or individually on the smartboard.)

Procedures:
Setting the Purpose o You have already learned about geometric shapes. o Today, you will learn about symmetry in geometric shapes. Motivation/Introduction o How many of you have watched your parents fold clothes? (NCTM 4) o I was folding my clothes over the weekend, when I realized something. o When I make the first fold in my shirt, like this.. o Teacher models the first fold for the students o I have created symmetry. (NCTM 2) o Today, were going to create symmetry in some shapes, which I will provide for you. Defining Line Symmetry o Im going to hand you a set of shapes; please do not touch them until you are asked. o Teacher hands the set of shapes to the students. o What do you think about when you hear the word line symmetry? o Teacher takes students answers. o Line symmetry is one half of a shape that mirrors the other half across a center line. o Did you know that you are an example of line symmetry? o Lets say I drew a line in the middle of my body and we looked at my body, my left side mirrors my right side. (NCTM 4) o Another example is my t-shirt, if we were to draw a line and cut my t-shirt, the left side would mirror the right side. o Look around the classroom. o I want you to find two objects that have line symmetry (NCTM 4) o Teacher gives 2 to 3 minutes o Give me an one example (NCTM 3) o Teacher will call on students who are raising their hands. If no student raises their hand, teacher will individually call students. Working with Line Symmetry o I want you take out your shapes and spread them across your desk. o I want you to look at your shapes. o In your notebook, I want you to draw this table. o Teacher displays the table on the smartboard. o Well do the square together. o When looking at your square, do you see line symmetry? o Teacher takes responses. o Teacher allows one student to show the class on the smartboard. o Is there another one? o Teacher takes responses o Teacher allows one student to show the class on the smartboard. o Sometimes shapes can have more than one line of symmetry. o In your notebook, I want you to determine how many lines of symmetry each shape has, just like we did with the square. (NCTM 1) o Teacher gives the students five minutes to complete the task.

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Lesson Plan Template Lesson 1 2 3 4 5 Alright lets go over this together. Teacher and class go over the material together.

Defining Rotational Symmetry o Weve learned about line symmetry, but did you know that there is another kind of symmetry? o Its called rotational symmetry. o What is a key word in that word, which you have already learned about? (NCTM 4) o The students will answer. o Rotation. o With this, what do you think rotational symmetry is? o Teacher will give the students 2-3 minutes to think before coming back together. o Teacher will take answers from students. o Rotational symmetry is when a shape ROTATES on itself in less than a full rotation. o What do you think that means? o Teacher will take responses. o The way you determine rotational symmetry is by ROTATING it. o When you rotate the shape, it should still look the same as before. o You can rotate the shape 90 degrees, 180 degrees, or 270 degrees. o Why can you not rotate the shape 360 degrees? o Teacher will take responses o Because it has to be less than a full rotation and full rotation is how many degrees? o 360 degrees o Lets look at an example. o Teacher pulls up the URL for www.teacherled.com o http://www.teacherled.com/2008/01/28/rotational-symmetry/#.URmXTqXLTGA o Lets look at the star, which I have already traced. o Im going to rotate it 90 degrees. o Teacher rotates the figure 90 degrees o Does it look like the star we had before? o Teacher takes student responses. o Does this mean that the star has rotational symmetry? o Yes Working with Rotational Symmetry o Alright, lets look at our shapes on your desk. o Lets look at the trapezoid. o Teacher gives time for students to find the trapezoid. o I want you to rotate your trapezoid 90 degrees. o Teacher models and gives students time o Does it look the same? o Teacher takes student responses o So according to our definition, does a trapezoid have rotational symmetry? o No, it does not o I want you to do the same thing with the shapes as you did before in your notebook, but this time see if each shape has rotational symmetry. o Teacher will give students 10 minutes to complete the table. o Teacher will walk around and monitor students o Teacher and class will go over material together. Closing Activity o Teacher will project the Quick Check Master on the smartboard for students to complete.

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Lesson Plan Template Lesson 1 2 3 4 5

o Teacher and students will go over this together Independent Assignment (if time allows) o Teacher will have students do the guided practice portion of the lesson in their math notebooks. o Teacher will also assign the homework assignment which was agreed upon by the cooperating teacher. References: (2010). enVisionmath: Teachers Edition-Grade 5, Topic 19: Transformations, Congruence, and Symmetry (pp. 474B-478A). Glenview, Illinois : Pearson Education, Inc