Lesson Plan Short

Erica Blaine
ELED 533
Dr. Wallace

 Grade Level SOL-

o 2.12 The student will
 A) draw a line of symmetry in a figure; and
 B) identify and create figures with at least one line of symmetry.
 Article-
o Reference: Kurz, Terri L. “Setting up Symmetrical Structures.” Teaching
Children Mathematics, vol. 20, no. 2, Sept. 2013, pp. 116–19.
o This article fits this topic of mathematics instruction because it places learning
symmetry to a real-world activity. It is proven that students learn mathematical
concepts better and have more understanding for that concept when they can
apply what they are learning to context. This article included the activity
described below which includes the following NCTM process standards: problem
solving (figure out how to make a symmetrical structure), reasoning and proof (to
explain how their structure is symmetrical), communication (when asked
questions by the teacher), connections (connecting symmetry to 3D objects), and
representation (drawing their structure onto a worksheet to record). I also chose
this article because the activity was a great crossroads between science and
mathematics. I would recommend this article to any teacher who wants to teach
mathematical concepts in a more hands-on way that also activates student
creativity.
 Children’s Book-
o Leedy, L. (2012). Seeing symmetry (1st ed). Holiday House.
o Seeing Symmetry by Loreen Leedy takes a straightforward approach to teaching
symmetry concepts by helping readers see that symmetry is all around them. This
book has beautiful illustrations showing symmetry in nature, man-made items, art,
design, decoration, and architecture. Another great aspect of this text is the
celebration of diversity seen in the various culture’s art that’s examined in terms
of symmetry. Teaching symmetry can sometimes be challenging for young
learners but Leedy makes the concept approachable and easy to understand with
Seeing Symmetry. This book also connects wonderfully to the following
symmetry activity that is a part of this lesson!
o https://youtu.be/F_ljZsY_eyM
 Game-
o Symmetry in Nature
 How to play: By yourself, use the Symmetry in Nature worksheet to draw
as many lines of symmetry as you can for each object. When you are done
use a mirror to check your work. After checking your work, find a partner
to talk about where the line of symmetry is for each object. The partner
that has the most correct lines of symmetry wins.
o Reference: Education.com
o Website: https://www.education.com/worksheet/article/symmetry-in-nature/
 Activity-
o Reference
 Kurz, Terri L. “Setting up Symmetrical Structures.” Teaching Children
Mathematics, vol. 20, no. 2, Sept. 2013, pp. 116–19.
o Objective
 Students will identify lines of symmetry while constructing three
dimensional structures made of wooden blocks
o Materials-
 Geoblocks (wooden blocks)
 Structure recording worksheet
 Pencil
o Procedure-
 Using Geoblocks, have students design and build a structure that has at
least one line of symmetry, they may need to work in groups depending on
how many blocks you have available. Emphasize the focus on math-
ematics, design, and construction (rather than play) when the children use
these tools
 Be prepared to explain to students where the lines of symmetry of the
structure are located. Instruct the students to make sure that their structure
uses a variety of blocks and has multiple lines of symmetry. Use mirrors to
verify the symmetry.
 You could also instruct students about symmetry in design: buildings,
parks, fountains, and furniture, for example. It may be necessary to
extend students’ constructions by encouraging the use of a variety of
blocks along with the use of space. The blocks can be built up as well as
out. You may want to use one of the following prompts:
 Can you add a [cube] to your shape and still maintain symmetry?
How?
 You used only two different kinds of blocks; can you add two
more kinds of blocks and still have symmetry? Show me.
 How can you make your structure larger and still maintain
symmetry?
 Once students have built their structure and it is checked by the teacher for
lines of symmetry, they may move on to translating their structures into
drawings on the provided worksheet.
 When closing the lesson, teachers may want to discuss some of the
structures and. Their features with the whole class.

o Assessment-
 There are two ways this activity is being assessed. A formal assessment is
the worksheet that the students will be translating their structure onto. On
this worksheet they will also be drawing in where the lines of symmetry
are in their structure. Students will also be assessed through an
observational rubric used by the teacher while students are working. To
make assessments, as the teacher circulates around the room, he or she
 should hold conversations with the children. The following questions and
prompts could be posed:
 Show me where your lines of symmetry are in your structure.
 If you wanted to have a diagonal line of symmetry, how would you
have to change your shape?
 Do the individual structures in your design have symmetry?
Explain.
 Is your design symmetrical from the top (aerial view), the side, and
the front? Explain.
 If a design is symmetrical from the front, does it have to be
symmetrical from the back? Explain.
 If a student is performing below target level, then the teacher knows to
revisit the student and guide him or her with the ultimate goal of helping
the student reach target level or above. The notes in the rubric are
designed to guide the teacher’s next conversations with the student.
 Appendix
Structure recording worksheet

Instructions: Draw as best you can your Geoblock structure. When you are done, draw in
the lines of symmetry that are present in your structure.
Observational Rubric for Activity Assessment
Performance Indicator Student’s Name
Structure is basic, and student
uses a limited number of
Geoblocks.

Below Target Student is unable to identify

lines of symmetry regularly
and accurately.

Structure is detailed and

student uses a variety of
Geoblocks.

At Target Student is able to indicate

most lines of symmetry from
different angles and/or
perspectives.

Structure is very detailed and

uses a variety of Geoblocks in
different placements.

Student can articulate all lines

Above Target of symmetry for a variety of
angles and/or perspectives.
Symmetry in Nature Game