Activity Two

Activity Name:
‘The Mirror Board’

Class level:
Standard 3

Content:
Students will know:
 The term symmetry
 What the line of symmetry is
 How to find symmetry
 The terms associated with symmetry: Mirror/half/equal…

Cognitive levels:

Creating-
Evaluating-
Analyze-
Applying-
Understanding-
Remembering-

Activity Planning Chart:

Include an Activity Planning Chart (APC) each activity. (At least three)

Introduction of the Activity

The Teacher will display the image of a butterfly and ask the class to share some things they notice. The Teacher
will probe students with the following questions:

 What are the colors of the butterfly's wings?

 How are the wings shaped?
 What will happen if the butterfly is folded?

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 Once students arrive at the word ‘half’ or become familiar with the concept, the term "symmetry" will be
introduced to them.

 The Teacher will elaborate that symmetry means ‘equal’ or ‘half ‘and inform that there is a ‘line of
symmetry’ which is imaginary but CAN be drawn through a shape/object. The Teacher will explain that
the line reassures us on whether one side of the shape/object is the perfect reflection of the other side, just
like a mirror image. The Teacher will ‘secretly’ tell students that once a line is drawn through a
shape/object and both sides are NOT equal, the shape/object is called asymmetrical.

 The Teacher will revert to the butterfly and explain that the butterfly is symmetrical because it can be folded
in half and both sides would match perfectly (Teacher will demonstrate).

 The Teacher will introduce the ‘Mirror Board’ to students which would be made of styrofoam and color-
coded push pins. One board will be assigned per pair of students to collaborate on the Teacher’s
instructions of creating specific shapes using rubber bands.

Step 1: Students will become familiar with the board however, the Teacher will demonstrate for all how it
works.
Step 2: The Teacher will instruct students to use the rubber bands to form a square, then a rectangle and
lastly a triangle on the board, on the heads of the push pins. The Teacher will have them count the heads
of the push pins.
Step 3: Students will then be instructed to locate the centre of the shape/s
Step 4: Having identified the centre or middle of the shape/s, the Teacher will inform ask whether a line
of symmetry could be found. Discussions and demonstrations would be conducted appropriately for the
utmost benefit of students’ understanding.
Step 5:

Summary of activity:

 The Mirror Board activity is a step-by-step process in discovering and understanding a line/s of symmetry in
familiar 2D shapes. It is estimated to be simple and adequate for students to understand what symmetry is and
how it can be found in different shapes, as well as to understand what an asymmetric shape is.

 The overall motive of the activity is to deliver details to students on what symmetry is and enlighten them
on the purpose of its line/s and terms.

Prior Knowledge/Experience:
Students know:
 Basic/Common shapes
 What half means

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  How to fold
 How to interact with mirrors

Resources/ Manipulatives:
 Cut outs of plane shapes
 2 - 3 objects of choice

Teaching Strategies Learning Strategies

1. Identifying symmetrical figures

Students look at the example shown by the teacher
Teacher explains what symmetrical shapes are
using the mirror board and observe where the line
using a mirror board.
of symmetry is and how the shapes use the line of
Symmetrical shapes or figures are the objects
symmetry to reflect the shape on the other side.
where we can place a line such that the images on
They will see how different lines of symmetry can
both sides of the line mirror each other. Suppose
be vertical, horizontal or diagonal. Students will
we use our mirror board to create a shape on one
also have the opportunity to use the mirror board
side; the other side should also reflect what was
to create a shape for themselves and see how the
done so that the board has symmetry. In
line of symmetry works.
Mathematics, a meaning of symmetry defines that

one shape is exactly like the other shape when it is

moved, rotated, or flipped.

2. Instructing the use of the Mirror Board

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3. Distinguishing Asymmetric
shapes/objects
The teacher will recap what was done
previously and she will introduce the term
Asymmetry. She will ask the class if they
can guess what Asymmetry is since they
learnt what symmetry is. The teacher
based on the student’s response will code
switch if needed and together as class they
will create a definition. The teacher will
then provide an example of an
asymmetrical shape and have the students
indicate why before asking them to draw a
shape that is asymmetrical.
Students will actively participate in responding to
the questions asked by teacher to indicate what
they think is asymmetry. They will then together
create a definition that is well suited for the term
and easy for them to understand. They will then
pay attention to the example of an asymmetrical
shape provided by the teacher before attempting to
draw an example on their own
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