Teachers: Kourtnie Dill, Tania Gomez, Julia Duarte, Alejandra Farias, Diana Enriquez, Ian

Collison, Martha De La Rosa

SUBJECT(S): Math GRADE LEVELS: 4th DATE: 12/6/16

Single/Multiple day Lesson: Single day

STANDARD(S):
Dance standard: Content Standard 1.Identify and demonstrate movement elements and skills in
performing dance.
Benchmark: C. Space: demonstrates basic directions (e.g., forward, backward, sideways, upward,
and downward.
Math standard: 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.

I. DESCRIPTION OF CONTENT AND CONTENT TYPE (Fact, Procedure,

Concept, or Principle):
● Teachers will teach symmetry through dance, demonstration and lecture to 4th grade
students.

II. LEARNING OUTCOME (Objective):

● Students will analyze geometric figures and pictures in order to identify and describe
symmetry.

III. CURRICULUM CONNECTION (How this lesson fits into unit plan):
● Introduction to 4th grade math and preparation for 5th grade.

IV. INSTRUCTION:

A) ENGAGEMENT (Motivational Activity):

● Warm up: jumping jack (5), side stretch (4) two for each arm, partners sit ups (5)
● Teacher will introduce the topic of the lesson, symmetry in math and dance, and a brief
explanation of what it is and what it looks like.

B) INSTRUCTIONAL SEQUENCE (Teaching Methodology with Student Activities):

Teaching relation of Dance and Symmetry in math:

● Teacher will discuss symmetry
● Teacher will demonstrate what symmetry looks like to students
 ● Teacher will demonstrate what symmetry looks like in dance using yarn and other
teachers help

Teaching application of symmetry to dance

● Teachers will teach how to apply the laws of symmetry to dance through class activity
● Teachers will explain symmetry and physically demonstrate
● Teachers will have the students partner up with another classmate
● Teacher will ask one student to mirror the other while the music is playing
● Teacher will ask the students to switch and the other student will lead

C) APPLICATION ACTIVITY (Practice and/or Reflection):

● Teacher will help students review and practice lesson learned with the following activity
● Teacher will monitor the students when they are working in partners
● Students will mirror each other making sure they are symmetrical with each other
● Teacher will then split the class into two groups on separate sides of taped line
● Students will move down the line with the person in front of them on the opposite side of
the tape
● They will create a mirror movement with their partner while creating a pathway using
locomotor movement
● Partners will perform the move across the room
● After the student has reached the other side of the tape they then will move to the back of
the line and wait again until it is their turn again

Apply meaning:
● Teacher and assistant will demonstrate the symmetrical movements
● Teacher and students will discuss what makes them symmetrical and what could make
them not symmetrical

Demonstration/ identification:
● Teacher and assistant will perform symmetry, students will be asked to identify if they
were symmetrical or not
● Teacher will perform a non symmetrical movement and will ask the students to identify
why it wasn't symmetrical

Discussion of learning:
● Allowing the students to answer, the teacher will ask what symmetry is and what it is
used in other than math
 ● Teacher will ask students as a group to demonstrate one move of symmetry

MATERIALS AND RESOURCES:

● Yarn
● Blue painter’s masking tape
● Dance studio
● Comfortable clothes
● iPhone for music

ASSESSMENT STRATEGIES (Methods for obtaining evidence of learning):

• While students are participating the teacher will listen to the students and make mental
notes about the students’ understanding of the subject.
• Teachers will listen to the students identify and define lines of symmetry and provide
help/feedback as needed.
● Students work samples from class and group activity will be used to evaluate students’
ability to apply to understand, identify, explain and demonstrate the meaning of
symmetry.
● Immediate feedback will be provided immediately after students demonstrate their work

Music:
Study Music Alpha Waves: Relaxing Studying Music, Brain Power, Focus Concentration

VI. ACCOMMODATIONS FOR INDIVIDUAL LEARNERS (Content, Instruction,

Practice):
-attention will be focused on students who are struggling and be given immediate
feedback
-ASL interpreter will be available
-Hands on activity and visual demonstrations will be available for struggling students and
ELL students
-headphones will be available for those struggling with the sound of the music
-teacher will explain in Spanish as needed for ELL students

VII. HOMEWORK:
● Students will briefly explain and teach their parents what they learned about symmetry.
Students and parents will then make a list of 5 objects in the home that are symmetrical.
Students will bring in a write up explaining why they chose those items.

Brief script:
 ● Introduction of math concept: symmetry through dance (Ian)
● Question asked: does anyone know what symmetry is? Talk about line of symmetry (Ian)
● Warm up (demonstrated by teachers first): jumping jacks with explanation of symmetry
while doing them, side stretches 3 times each while talking about breaking lines of
symmetry so students understand the basic ideas of symmetry for activities, partnered sit
ups with line of yarn showing the line of symmetry (Alejandra explains why we have the
yarn while doing the stretches)
● Activity 1: partnered leader/follower mirroring (teachers spread out watching and
listening to students discussions about activity)
○ The leader will make slow deliberate movements that their partner must mirror in
order to illustrate symmetry. Students will then use the yarn to illustrate the line
of symmetry on their partner ( talk about muscle groups to satisfy STEM
requirement)
● Activity 2: tape symmetrical pathway activity
○ Students will mirror each other, similar to activity 1, and create a pathway using
locomotor movements while moving across the room.
● End of lesson: bring everyone together for discussion
○ Ask does symmetry only apply to math? What else can you apply symmetry to?
Answers: body architecture, shapes, etc. (Julia asks class questions)
● homework: students will go home and teach their parents about symmetry. They will
then have their parents pick out 5 objects in their house that are symmetrical. Students
will bring a brief explanation to school the following day explaining why their parents
chose those objects. (Kourtnie gives out homework)

S: Kinesthetic movement
T: Body
E: Creating the line of symmetry on their partner with yarn
M: Discussing line of symmetry