Match Maker, Make Me a Match Content and Task Decisions Grade Level: K-1 Mathematic Goals: - The students

will understand and define symmetry. - The students will be able to work together to demonstrate their understanding of symmetry Common Core State Standards: CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.ELA-Literacy.SL.K.5 Add drawings or other visual displays to descriptions as desired to provide additional detail. Consider the Childrens Needs: For students who may be overly active and inattentive we will draw their attention to the lesson through using small groups and having the ability to pair one teacher with each pair/ group. For English Language Learners - Use modeling during instruction to make the goal of the lesson clear - Have translated words with our picture representations to help the children better understand For Children With Disabilities - Be sure to aid in the manipulation of the materials Materials: Paper with line down the middle (one per child) Wooden Pattern Blocks Pictures to model symmetry and cutouts Picture that arent symmetrical for comparison Mirror

Lesson
Before: Present the focus task to the class: - We will explain symmetry using pictures and cut outs from real life that the students can relate to Using images of butterflies, peoples faces, hearts o Demonstrate with the cutouts to fold Symmetrical objects fold (overlapping) evenly through the line of symmetry (first symmetrical then non symmetrical to show differences) o Use images that are and are not symmetrical so that students can better identify Can you tell me if this is symmetrical? why? - We will prompt the students thinking about where they have seen symmetrical things in real life o Ex: I wonder, have any of you ever noticed symmetry around you? - Ask them to point to things that are symmetrical o Do you see anything is this room that is symmetrical? Maybe in front of you? o (If they dont): point to an object What do you think about that?..Why? o Use mirror so that children can see reflection over line of symmetry - Begin explanation of lesson: o We will model how to run the activity Explain what we have in front of us There is a paper with a line down the middle in front of you. Were going to create a design and then use the line of symmetry to create its reflection on the other side. o One student will create a design on one half of the paper using the pattern block shapes, and then the other will reflect the image on the other half of the page using symmetry Present clear expectations: - Have the children work in pairs - Work will be displayed using the paper provided with the line down the middle o Each pair may select 6 pieces of their choice to making 12 shapes total after both students have gone and the symmetrical design is complete o The amount of shapes can be adjusted to make the activity easier or more difficult depending on the needs of the students During: Initially: - Observe that children have the needed materials to run the activity - Separate children who arent making the design and have them close their eyes and count to 10. As they count, the other student will make the design. o Ok. Lets count them down. Ready? 109.8. Ongoing:

When the first student is done making the design, allow the other student time to make the reflected design Observe that each child understands the activity and is in the process of attempting to create and reflect a symmetrical design Assist children who may be struggling to understand the concept of symmetry versus copied design o Does this design look like the symmetrical images we looked at earlier? If time allows, teacher creates design in front of students and then students attempt to create the symmetrical half on their own paper

After Bring the class together to share and discuss the task: - Select children to share their ideas o Who wants to share what they learned about symmetry? o Who can give me an example from real life of something symmetrical? - Perhaps call on children who struggled initially and needed to be encouraged - Encourage questions and new thinking - Suggest that children use the manipulative to articulate thinking Assessment: Observe - Especially for young children, recognize that some may have difficulty connecting a large concept with the small manipulatives they are using - Allow children to take their time and develop their critical thinking skills - Are children able to mirror the design? - Are children able to verbally describe their understanding of symmetry? - Are children able to distinguish between symmetrical and copied images? Ask Some children may see this activity as rather simple so provide opportunities to challenge their thinking o Ex: provide a mirror and have students question how a reflection relates to symmetry What do you notice when you look in the mirror? This also may be a good strategy for children who are struggling because they will have the opportunity to make a connection with something