Grade and Subject

Jamilyn Keele
9/22/2020

Created materials attached at the bottom of this document

LESSON RATIONALE
Students will complete individual and whole-group work surrounding the concept of symmetry.
It is important for students to recognize and create symmetry in their everyday life. Through
whole-group and individualized instruction, students will learn symmetry at their
developmentally appropriate level. Symmetry will allow them to understand angles and further
their knowledge in geometry.

READINESS
I. Goals/Objectives/Standard(s)
A. Goals
1. Students will be able to identify and draw figures that have lines of
symmetry in their everyday life
B. Objective
1. Upon completion of whole-group instruction and three individualized
centers, students will recognize, identify, and create lines of symmetry in a
two-dimensional figure.
C. Standards
1. 4.G.2 Recognize and draw lines of symmetry in two-dimensional figures.
Identify figures that have lines of symmetry
II. Management Plan
A. Time (45 Minutes Total)
1. Anticipatory set: 5 minutes
2. Input (Whole Group): 5 minutes
3. Guided/Independent Practice (Centers): 30 minutes (10 minutes each
center)
4. Closure: 5 minutes
B. Space
1. Students will be at their desks for the input section of the lesson.
2. When students are in groups, they will be spread out around the room in
their separate groups
a) One group will be with the teacher at the Kidney table
b) Another group will be in the arts and crafts section of the room for
the drawing center
c) The last group will be on the carpet section of the room with the
lego boards
 3. Students will return to their desks for closure and review session of the
lesson
C. Materials
1. Lego boards
2. Lego blocks
3. Paper
4. Colored and regular pencils
5. Large white painting paper
6. Cardboard
7. Colored paints (that wash out of clothes)
8. Scissors
9. Classwork turn in bin
10. Technology to play the video
11. A sink to wash their hands
12. Soap
D. Behavior
1. Students will treat their group members with respect and kindness or they
will be asked to complete their work independently at their desk.
2. Students will paint the butterfly carefully and try not to make a huge mess.
If they cannot handle the craft time, they will not be able to use the paint,
but will use colored markers instead.
3. When the music timer goes off, students know that it is time to clean up
materials and sit at their station quietly until I tell all the groups to move to
the next station.
III. Anticipatory Set
A. “Alright friends, before we jump into our math centers for today I want us all to
take turns looking in these mirrors.” Have three or four small mirrors on the
whiteboard/around the room for students to go look into. Divide students to the
different mirrors and have them take turns completing the following instructions.
“When you look into your mirror I want you to say ‘I’m looking goooooood
today!’” Allow time for them all to talk to themselves in the mirror. “Once you
have complemented yourself I want you to make faces, move your eyebrows, and
even move your hands around in front of your face. You can be goofy while
you’re saying NICE things to yourself. ‘I am smart, I am courageous, I am kind,
or I am powerful’ are also great things to say to yourself. You can say them in
your head if you want while looking in the mirror.” Allow students time in front of
the mirror. Tell students to move along if they are taking awhile. “When you are
done, please find your seat at your desk and face the front of the room.”
B. “Thank you so much for participating in our little mirror session. Try to remember
what you saw in the mirror during your goofy time and the way that your
reflection copied you.”
IV. Purpose Statement
A. “Today we are going to be learning about symmetry so that we can recognize
symmetry in our everyday life. It enables us to create more easily when we
understand symmetry.”

PLAN FOR INSTRUCTION

V. Adaptations
A. ELLs
1. The video will have subtitles and has great visual depicting symmetry
2. They will be working in groups with their peers and I will put them in a
group with their assigned buddy. They can watch their classmates or ask
their buddy if they need further guidance for instruction.
B. ADHD
1. Students will have time to play with the legos for 2 minutes before they
have to complete the work for the station
2. Directions will be written out at each station for the students to refer to
3. They may take a brain break if they feel that would help them to focus
better on their work when they return.
C. Sensory
1. If students do not want to touch the legos or interact with manipulatives,
they may take paper and a colored pencil and draw the symmetry that they
would create with the legos
2. Adding a strap to their desk chair that they can kick or rest their feet on
3. Students can place another piece of cardboard onto their butterfly if they
do not want to use their hands to smooth down the paper
VI. Lesson Presentation
A. Input:
1. “What are some things that you noticed about your reflection in the
mirror?” Call on a couple students to see what they noticed. You are
looking for:
a) My reflection copied me
b) My reflection was similar to me
c) My reflection did what I did
2. “Yeah so when we look in the mirror, our reflection follows us and does
the same thing. We can see this likeness and similarity in the real world.
The fancy math word for things in our world that look similar is called
symmetry. Symmetry is not just that two things look alike. So twins are
not symmetrical, but rather they just look alike. Symmetry is the exact
same reflection on both sides. Let’s look at this picture of a butterfly and
see if it is symmetrical. Who thinks they can share why they think
 butterflies do or do not have symmetry?” Allow a couple students to
share. You are looking for: they have the same wings (or some variation
of this answer). “ Exactly! Butterflies are symmetrical because one side of
their body is the exact same as the other side. Both of their wings have the
same design and they match perfectly. One side of their body mirrors the
other. Let’s look at some pictures of things in our world and decide if they
are symmetrical or not.” Have a picture slideshow and have the class
participate in deciding whether or not the things in the pictures are
symmetrical or not. Allow full participation and ask for reasoning on their
decisions.
3. “You guys are doing a great job with symmetry and understanding what
that looks like in our environment. Before we go to centers for math today,
we are going to listen to a book that tells us a lot about symmetry and
where to find things that are symmetrical in our world. I am going to play
the video and your responsibility is to watch and absorb the information
that is read. As you listen to the book, be thinking about the different
objects in our world that have symmetry.” Play the youtube video:
a) https://www.youtube.com/watch?v=GL0Cvu_7pKY
b) Read aloud Seeing Symmetry by Loreen Leedy
c) Use this time to set up for stations and to get them ready for
students
B. Guided practice (Station with the Teacher)
1. Butterfly station
a) Directions Given: “Alright friends, thank you for joining me for
our butterfly station. Before we get to painting, I wanted to talk to
you about symmetry and how that relates to butterflies. What is
symmetrical about a butterfly?” Allow time to answer (you
mentioned this earlier in the lesson). You are looking for:
(1) Their wings are the same
(2) They have the same colors on both sides
(3) One side is the same as the other side
b) “Right! Butterflies have the same pattern, colors, and design on
both sides of their wings. So what does that mean that butterfly
wings are symmetrical?” Your looking for: that they are the same
c) “Since we are making our own butterflies today, what do you think
will happen when we use paint on one side of their wings and then
fold it over?” You’re looking for:
(1) They will be the same
(2) They will be symmetrical
d) “Alright so here are your butterflies. Use the scissors to cut out
your butterflies. When you are cutting make sure to keep the paper
 folded and to cut on the line so that it makes a butterfly shape.”
Wait for them to cut out their butterflies. “Now you may choose
three different colors that I have here for your butterfly wings. I’m
going to put three dots on one of your wings and then you will fold
your butterfly in half and smush the paint around gently to make
your butterfly what you want it to look like. Make sure to be gentle
and try not to make a huge mess with the paint.” Students will
complete the craft and put their project on the rack and then wash
their hands and return to the painting table.
e) “Thank you for being so careful. You may take your butterfly over
to our drying rack slowly with your cardboard underneath. Please
go wash your hands and then return to this table until it is time for
the next center.”
f) Students will be handed a folded piece of painting paper with a
butterfly shape drawn on one side
g) Students will cut out the butterfly shape using scissors
h) The teacher will talk with the students about symmetry and make
predictions of what they think will happen if they paint one side of
the butterfly and then fold it over. The butterfly will be on top of a
piece of cardboard with their name on it. This will reduce the mess
and help to organize their creations
i) Students will choose three paint colors and the teacher will put
those three colors on one side of the butterfly wing
j) Students will fold over their butterflies and smush the paint how
they want it to look
k) After they are satisfied with their smushing, they will unfold their
butterfly and place them on the drying rack on their piece of
cardboard with their name on it.
C. Independent practice
1. Lego Station
a) Directions Given: “For our third station, you will be using our
legos and our lego boards to complete the patterns given to you in
these pictures. You can choose any picture and copy it with the
legos onto your lego board. Then, you will need to use your legos
to create symmetry on your board. For example, if my pattern on
this side was a red block here, followed by a yellow long piece
underneath, I would need to do the same thing on this side to create
symmetry. You will have two minutes in the beginning of the
station to play with the blocks and then you will need to move to
creating symmetry. I will set a timer and when the timer goes off,
 you should get to work. What questions do you have?” Answer all
questions
b) In this station students will be provided with lego boards and then
lego blocks as well
c) There will be laminated pictures of lego patterns on one side of the
board that they can use as a reference or a start.
d) Students will be tasked with creating the pattern from the
laminated pictures and then will repeat the pattern on the opposite
side. The goal of this station is to have students create symmetry
by completing the other half of the picture using legos.
2. Picture Drawing Station
a) Directions Given: “In the picture drawing station, you will need to
use the blocks that are on the table to create a picture drawing of
symmetry. You will fold your paper in half, trace the block of your
choice onto one side, and then draw a shape on the other side f=of
your paper so that the image is symmetrical. If you feel that you
need more of a challenge, you can draw a shape of your choice, but
it should be symmetrical if I fold the paper. Only use a sheet of
paper unless you are drawing your own shape, then you may take
another piece of paper. Please put your name at the top for all of
these drawings and turn them into the classwork bin. What
questions do you have?” Answer all questions
b) In this station students will be given paper and coloring materials
(markers, crayons, colored pencils) and blocks (two-dimensional
figures
c) Students will need to trace their blocks onto their paper, fold it in
half, and then draw the block symmetrically on the other side.
They should do this as many times as they can to understand
creating and drawing symmetry
d) If students need more of a challenge they may draw their own
shape, but it should be symmetrical if I fold the paper in half. All
papers should be turned in for a summative assessment.
D. Output
1. “Alright guys that was the timer, it is time to clean up your last station and
then move back to your seats for our math journal time.” Wait for all (or
most) students to be back in your seat before giving the math journal
prompt. “Today I want you all to think about this question for your math
journal. If someone were to ask you what it means to have symmetry,
what would you tell them? You can use words, sentences, or drawings to
answer this question. Word webs, columns, or other organization tools for
your thoughts are okay to use. Make sure to use some color if you have
 time.” Give students a couple minutes to write or draw their responses
and then they will turn them into their math journal bin. “Alright friends,
please put your math journal in the math journal bin and we will be
moving onto the next activity for today!”
VII. Check for Understanding
A. Watch students as they answer questions at the butterfly table. Notice the students
who are copying their peers and who would not know the answer if their peers
didn’t say it.
B. Collect the drawing sheets for a summative assessment of how they draw
symmetrical two-dimensional objects
C. Collect their math journals for a summative assessment of what they know about
Symmetrical and creating symmetrical pictures
VIII. Review Learning Outcomes/ Closure
A. See script about for Output. Students will be showing what they know about
symmetrical and symmetrical drawings in their math journals with the prompt: If
someone were to ask you what it means to have symmetry, what would you tell
them? They can use words, sentences, and drawings to explain their knowledge.
They may organize their information in whatever way makes sense to them

PLAN FOR ASSESSMENT

● Formative:
○ While at the butterfly center, the teacher will be observing the knowledge of
individual students to determine who may need more information and explanation
on symmetry and what makes pictures/objects symmetrical
● Summative
○ Students will turn in their drawings for a grade (most-likely participation
depending on the grading system of the school). The teacher will check for
understanding of symmetry and symmetrical pictures of two-dimensional options
○ Teachers will look at and write comments on the math journal entry for that day.
This will provide the teacher with information on which students understand and
comprehend what symmetry is.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objective(s)? For those who did not, why not?
2. What were my strengths and weaknesses?
3. How should I alter this lesson?
4. How would I pace it differently?
5. Were all students actively participating? If not, why not?
6. What adjustments did I make to reach varied learning styles and ability levels?
7. Are students able to recognize lines of symmetry in a two-dimensional figure?
8. What are other activities students can do to increase their ability to create lines of
symmetry?
9. What are students still not understanding about lines of symmetry?