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Math Center

Created by Brittany Papuzza on November 26, 2017


Geometry

Johns Hopkins University School of Education


Math Center Planning Template
Standards
1st Grade Standard (below) 2nd Grade Standard (on) 3rd Grade Standard (above)
MTH.G2.15.a MTH.G1.15 MTH.G3.14
The student will The student will The student will
identify and trace, describe, a) draw a line of symmetry in identify, describe, compare,
and sort plane geometric a figure; and and contrast characteristics
figures (triangle, square, b) identify and create figures of plane and solid geometric
rectangle, and with at least one line of figures (circle, square,
circle) according to number symmetry. rectangle, triangle, cube,
of sides, vertices, and right rectangular prism, square
angles. *This correlates most closely with pyramid, sphere, cone, and
the Common Core standard of cylinder) by identifying
4.G that states: Recognize a line
of symmetry for a two-
relevant characteristics,
dimensional figure as a line including the number of
across the figure such that the angles, vertices, and edges,
figure can be folded along the line and the number and shape of
into matching parts. Identify line- faces, using concrete
symmetric figures and draw lines models.
of symmetry(National Council of
Teachers of Mathematics, n.d.)

Johns Hopkins University School of Education


Math Center Planning Template
Objectives

1st Grade Standard (below) 2nd Grade Standard (on) 3rd Grade Standard (above)

MTH.G2.15.a MTH.G1.15 MTH.G3.14

The student will The student will The student will


identify and trace, describe, and sort plane a) draw a line of symmetry in a figure; and identify, describe, compare, and contrast
geometric figures (triangle, square, b) identify and create figures with at least characteristics of plane and solid
rectangle, and one line of symmetry. geometric figures (circle, square,
circle) according to number of sides, rectangle, triangle, cube, rectangular
vertices, and right angles. prism, square pyramid, sphere, cone, and
cylinder) by identifying relevant
characteristics, including the number of
angles, vertices, and edges, and the
number and shape of faces, using
concrete models.

I can describe 2D shapes I can identify the line of I can describe 2D and 3D
based on the number of symmetry when given a shapes based on the
sides, vertices, and right figure, with 80% or greater characteristics the shapes
angles the shapes have with accuracy. have with 80% or greater
80% or greater accuracy. accuracy.

Johns Hopkins University School of Education


Math Center Planning Template
Materials
In order to ensure students are engaging in academic
content in correlation with the 2nd grade standards for
geometry as per the Virginia State Standards, the
following materials will be required for the targeted
center:
Pattern blocks (triangle, square, rectangle)
Line of symmetry pattern template
Practice templates
Answer key for practice templates
Extension activity task cards
Johns Hopkins University School of Education
Math Center Planning Template
Procedure
While at the center, the students will engage in the following steps
while working with a partner:
1. Both partners will take a practice template. The practice template will
include a series of shapes placed together to create a large picture.
The large picture will be on one side of the paper and will be touching
the line of symmetry that is drawn.
2. Both partners will use the provided pattern blocks to make the picture
provided by putting the shapes on top of the drawn pattern.
3. Both partners will use the provided pattern blocks to create the shape
on the opposite side of the line of symmetry that has been drawn.
4. Partner A will use the answer key to check the work of Partner B, and
vice versa.
5. If incorrect, the student will fix his or her own work.
6. If correct, the student will create a chart detailing how many shapes
were used to create the image, in total (both sides of the shape).
7. With remaining time, students will practice with another large picture.

Johns Hopkins University School of Education


Math Center Planning Template
Procedure
This aforementioned procedure follows closely with the ideas utilized by Janet Johnson
(Laureate Education, 2013e) in that this center is based around a hands on activity
utilizing a mathematical manipulative. By utilizing a hands on center with the ability to
explore symmetry through creation, the students will begin to have a greater
conceptualization of the way that symmetry works. In addition, by having the students
work in partner pairs, the fidelity of their practice is enhanced as students will have the
opportunity to discuss discrepancies or accuracies with their partners; therefore
increasing academic talk and reasoning skills.

By including an extension activity, students will have a chance to understand


mathematical concepts through representation as opposed to as a memorized strategy
as noted by Dr. Janet Sheer (Laureate Education, 2013f). Creating these shapes and
identifying their line of symmetries by using manipulatives and drawing, students will be
practicing with a physical representation of the idea of symmetry as opposed to just
learning what the term means as a definition.

Johns Hopkins University School


of Education Math Center
Extensions
When students have exhibited mastery of the activity by
correctly completing 5 pictures, students will engage in
the following extension activity:
Students will be given the task of creating a shape with a line of
symmetry when given a specific amount of pattern blocks.
Ex: A student will be given seven triangle pattern blocks and one square pattern block
and asked to create the following shape. The students will have to identify how many
lines of symmetry are present in the shape by drawing them on the task card.

Johns Hopkins University School of Education


Math Center Planning Template
References
Laureate Education (Producer). (2013e). Patterns [Video file]. (approximate
length: 5 minutes)

Laureate Education (Producer). (2013f). Representation [Video file].


(approximate length: 20 minutes)

National Council of Teachers of Mathematics. (n.d.). Retrieved April 8, 2013,


from http://www.nctm.org

Johns Hopkins University School


of Education Math Center
Photo

Johns Hopkins University School of Education


Math Center Planning Template

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