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PA Standards and Learning Objectives

Subject(s): Mathematics and Visual Arts
Pennsylvania Standards:
M3.C.2.1.1: Identify/draw one line of symmetry in a two-dimensional figure.
M3.C.2.1.2: Identify symmetrical two-dimensional shapes.
Arts and Humanities Standards:
9.1.3.J: Know and use traditional and contemporary technologies for producing, performing and
exhibiting works in the arts or the works of others.
Learning Objectives:
1. SWBAT define the following terms:
 Symmetry
 Line of symmetry
 Congruent
2. SWBAT sort items in categories of symmetrical and non-symmetrical.
3. SWBAT create symmetrical designs using various art materials and techniques.
Materials
Smart Board
Photographs of furniture items from the Philadelphia Museum of Art
White Boards and Dry Erase markers
Fabric Swatches (seven swatches per group; total of thirty-five swatches)
Art supplies:
 Paints
 Colored sand
 Set of Legos (Mega)
 Construction paper
 Scissors
 Tape
6. Worksheet and Rubric
7. Math Journal (students only)
Learning Plan (55-75 minute plan)
1.
2.
3.
4.
5.

Engage 10 minutes
Anticipatory Set: Students will enter a classroom that displays six pictures of antique furniture
pieces from the Philadelphia Museum of Art. Each picture will show a piece of furniture that
contains one or more lines of symmetry. Teacher will give students five minutes to observe

similar patterns or themes of each picture. Once students have made their observations, they will
discuss their findings in pairs and record their results on a white board. The teacher will give
each pair three minutes to discuss and record their observations. Next, a representative from each
pair will hold their couple’s white board up in the air giving each pair an opportunity to view
their classmate’s thoughts.
Expected Student Responses
1. Both sides of each piece of furniture is the same if you cut it in half.
2. The designs in each piece of furniture shows us a pattern.
Students’ responses will vary; teacher hopes that the majority of students identify these
two characteristics
Teacher will then ask the following questions:
1.
2.
3.
4.
5.

Do you see any reoccurring patterns in any of these pieces of furniture?
If we divide or cut any on these figures in half will both sides match each other?
What is it called when two sides of one shape or object match each other?
Can you think of anything in real life that is symmetrical?
Can these objects be considered symmetrical?
Explore 15-20 minutes

Symmetrical Threads Activity:
Students will be divided in to five cooperative learning groups with four members in each group.
Each group will arrange their individual desks into one large square forming a table; the table
allows each group member to face inward toward one another. In these groups, students will
observe the patterns of seven swatches of reupholster fabric, similar to the fabric that was used to
create some of the furniture pieces shown earlier in the lesson. Students will sort the fabric
swatches into two categories; symmetrical and non-symmetrical. Once students sort the swatches
of fabric, they will mark one or more lines of symmetry in all of the swatches they deemed
symmetrical.

Each group member will have a specific role; each groups would need two members to sort the
fabric, one member to mark the lines of symmetry, and one member to record the group’s
responses to the worksheet attached to the end of the plan.
Explain 10-15 minutes
Teacher will show students the following video clip to further explain the concept of symmetry
and lines of symmetry on the Smart Board: http://youtu.be/mfBxNpfWAJA
Teacher will define the following terms:
Symmetrical: a shape is symmetrical if it can be folded in half and the halves lie of top of each
other and match perfectly.
Line of Symmetry: A line of Symmetry is a straight line lying exactly where a shape can be
folded into two congruent halves.
Congruent halves: halves that are identical in form.
Teacher will also provide the class with examples and non-examples of symmetric shapes and
figures. Teacher will also make sure that students have corresponding answers to the worksheet
that was completed in the Explore section of the plan before moving on to the next activity.
Students will be asked a number of probing questions during this time of explanation; they will
also be given a chance to ask the instructor questions about the lesson’s Big Ideas.
Elaborate 15-20 minutes
Art Experience:
Next, students will work on individual pieces of art; each student will create their own fabric
swatch designs. Each design must be unique and most importantly, symmetrical. Students can

utilize various techniques to create symmetrical fabric swatch design including smash paint,
tessellations, sand art, and Legos.
Brief Description of each technique:
Smash Paint: Paper is folded into two halves, multiple colors of paint is applied to one half. The
other half is folded down on-top of the half that contains paint, then both halves are “smashed”
together. Once the halves of the paper are opened up there will be a beautiful and abstract
symmetrical design.
Tessellations: One small square-shaped piece of paper is cut and taped into a weird and funky
shape. The shape is then used as a stencil; students will repeated trace the stencil until the entire
sheet of paper is covered. The stenciled shape must be connected, sort of like a puzzle. This
pattern will form design that is extremely similar to common fabric swatches.
Sand Art: Students will use colored sand and glue to create symmetrical designs on a sheet of
paper. Students can draw their designs with a pencil or use a free hand technique. Once students
have completed their design their sand art will be laminated and used as their fabric swatch
design.
Legos: Students will use Legos blocks to create symmetrical designs. Students will build a threedimensional figure that contains lines of symmetry from a two-dimensional view. Once their
design is made, students will take photographs of the two dimensional view of the symmetric
pattern and use the photograph as their fabric swatch design.
Students work will be graded using a rubric that evaluates the student’s creatively and their
ability to accurately design figures that contain lines of symmetry. The rubric is attached to the
end of the plan.
Evaluate 5-10 minutes
Closing Lastly, students will respond to the following questions in their math journal.
1. What is symmetry?
2. What is a line of symmetry?
3. Can you think of any artistic ways people use symmetrical patterns in real life? If so,
what are they?
A total of five student volunteers will read their journal writing aloud to the rest of the class.
Teacher will check each student’s response to the journal entry to ensure that students were able
to grasp the lesson’s Big Ideas.
Expected Student Responses
1. Symmetry means that a shape or figure can be folded in half to create two congruent
halves that match each other. .
2. A line of symmetry is the imaginary line that divides a shape into two congruent halves
that match each other.

3. Symmetry can also help us make furniture and fabric designs (students can list other
ways in which symmetry is used artistically in real life; the goal is to get every student to
identify these as two ways.)
Student responses will vary; the teacher is looking for answers that are similar to the
ones listed above. Teacher is also observing whether or not the student is using important
vocabulary terms that were outlined in the lesson.

Attached Assessments

Symmetrical Treads Activity Worksheet
1. Can you see the Fabric’s line of symmetry before marking it?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
2. What lets you know that what you see is the fabric’s line of symmetry?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
3. If you cut the fabric along the line of symmetry what will you end up with?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
4. How do you know that these fabrics are symmetrical?
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________

Answer Key:
1. Yes
2. Either side of the line of symmetry shows the same design
3. Two congruent halves or two sides that are the same
4. They contain a line of symmetry and two or more congruent sides

Art Experience Rubric

Domain
Creativity: Is the design
unique and neatly made?
Content: Is there a visible
line of symmetry in this
students design?
Content: Does this design
contain two or more
congruent shapes or
patterns?
Maximum level of points: 3

Total Points
1

1

1

Points Earned