Lesson Plan

Day: M T W
Year:
Yr 3

Date:

Lesson number
2
of
Learning
Area: Mathematics

Time:
4

Topic: Symmetry
Australian Curriculum Content Description: Measurement and Geometry:
Location and Transformation: Identify symmetry in the environment (ACMMG066)
Cross-curriculum
priorities:
General
capabilities:

Literacy

Aboriginal and Torres Strait Islander

histories and cultures
Numerac
y

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia
Ethical
behaviour

Personal and
social
capability

Sustainability

Intercultural
understanding

Students prior knowledge and experience:

Students have worked with shapes; they can identify both two and three-dimensional shapes/objects.
Students have also used technology within the classroom previously; ipads, online resources/games,
interactive whiteboard etc.
Students have worked with basic symmetry before in art lessons, and so they understand what
symmetry is.
Students can identify symmetry in some/most shapes.

Teaching purpose: Students can identify different symmetrical objects in nature.

Learning objectives: Students will be

able to identify symmetrical objects in a
simulated environment.
On completion of this lesson,
students will be able to:

Identify symmetrical objects.

Estimate how many lines of
symmetry objects have.

Assessment:
Observations of completion of game resources
the sticker chart will help to keep track of students
completion of the tasks.
Observations of students completing the tasks, as
well as discussion with students as they complete
the resources. Discussion with students at the end
of the lesson will also help to determine their
understanding.

Preparation and Resources:

Interactive whiteboard.
Ipad for each student.
ABC Splash resource; Finding Symmetry (city and garden).
Topmarks Resource
Sticker chart; with each students name on it.

Catering for diversity

Unfortunately, the resources do not have an option for changing the language of the voice over. So
instead, as the words are written on the screen, students will have access to bilingual dictionaries, so for
any words they do not understand they can instead translate.
The resources are both written and spoken, so if students understand better with one form over the
other, it is available to them. But by both written and spoken language being provided, their skills in the
weaker area can be supported by their strong area.
There are also extra resources listed below for students who finish early to move to. Every single
resource does not have to be completed but those with higher learning abilities will benefit from using
as many as possible, where as those with lesser learning abilities can still gain knowledge and
understanding by simply doing as many resources as they can.

Timin
g
(40m
in)
5-7
minut
es

20
30
minut
es

Learning experiences

Introduction:
Gather students on the mat for a quick brainstorm of their learning from the previous lesson.
Ask question about symmetry, symmetry in shapes, asymmetry and lines of symmetry.
To make it more visual for students, draw a mind map brainstorm using the interactive
whiteboard, so students can see their learning with colour and images.

Sequence of learning experiences:

After brainstorming students learnings of symmetry, introduce the next task:
Students can find a place around the room: desks, the mat, learning centres etc. Students will
use ABC Splash: Finding Symmetry games to learn about identifying symmetry in the
environment and how many lines of symmetry object in the environment have.
Students can access the resource by going to ABC Splash -> Play Games & Explore -> Search:
Symmetry -> Choose:
Finding Symmetry: One Line: Garden OR
Finding Symmetry: One Line: City
(Have students follow along to you finding the resources on the interactive whiteboard).
http://splash.abc.net.au/home#!/search/symmetry/-/3/interactive (here is the link).
Students choose one of the above games; there are 3 games for both the garden and city
versions, in which students explore objects with up to 3 LOS. Give students the opportunity to
play all 6, so that they can experience all of the possible options available. This task is
providing them with more examples and further learning to prepare them for their final lesson
of finding symmetry within the school environment.

Students come to you as they finish each game and receive a sticker on the chart, so that you
can monitor how many each student was able to complete, whether they are wasting time and
not completing the tasks and determine whether or not students can move to extension tasks.
If students finish early, this link:
http://www.topmarks.co.uk/symmetry/symmetry-matching
Is another symmetry resource, in which students have to find the symmetrical half when only
given one half of the image to work with. This resource will help to test their skills with
determining the symmetry of objects.
OR students can use this link:
http://www.topmarks.co.uk/symmetry/symmetry-sorting
Its another resource that requires students to choose whether the object placed in front of
themis symmetrical or not. This will be a great resource to build on students skills with
identifying whether shapes are symmetrical or not.

3-5
minut
es

Lesson conclusion:
After the 20 to 30 minutes is over (depending on how much time youve given your lesson),
gather students on the mat and have a discussion on symmetry and the environment.
What did they learn today?
What kind of things will they find in the environment?
Are there shapes in the environment?
What kind of things can they guess would be symmetrical?
As this discussion leads on to the final task.

Lesson Evaluation:
(Reflect on the lesson. What worked? What did not work? What would you change? Why? Only complete
this section if you actually taught the lesson)