Identifying and Drawing Symmetry

Grade 4

Essential Question

How can we recognize if a shape is symmetrical and figure out where the lines of symmetry are?
Standard

CC.2.3.4.A.3

Objectives

- Students will be able to identify if a shape is symmetrical

- Students will be able to draw the line or lines of symmetry of a shape

Materials and Equipment

- Whiteboard
- Markers
- Eraser
- Papers with shapes on them
- Extra pencils if students don’t have one
- Papers for the evaluation at the end of the lesson

Procedures

Introduction

Today we will be looking at shapes and figuring out if they are symmetrical or not. If they are symmetrical,
we will also be drawing the line or lines of symmetry.

Anticipatory Set/Activating Learning Strategies

Ask students what they already know. Discuss with a partner and then discuss with the class. Draw two shapes on
the board and ask the class which shape is symmetrical, and which is not to give them an example before the lesson
starts.

Sequence of Lesson

- Introduce lesson and essential question

- The teacher will lay out pieces of paper on a table that have shapes on them. The students will get out of
their seat and select 3 pieces of paper from the table.
- The teacher will tell the students that some of the shapes are symmetrical, and some are not. The students
will then independently try to figure out if the shapes they selected are symmetrical or not symmetrical.
- After working independently, the students will get up out of their seat and find someone in the class to talk
about their shapes with. They will talk about the symmetry of their shapes and see if they agree with each
other.
- When the students return to their seat, there will be a class discussion about all the shapes in the pile.
 - Then drawing the lines of symmetry will be introduced.
- The students will then draw the line or lines of symmetry on the shapes independently.
- They will come back together as a class and discuss the lines of symmetry. Volunteers will be asked to
come up to the board and draw the line of symmetry on one shape.
- Before the teacher explains the answers, volunteers will be taken to go up to the board and redraw or add
lines to any mistakes their classmates made.
- After that the teacher will go over and explain all the answers from the activity.

Closure/Summarizing Strategy
Ask the students what symmetry and have them share out what they think. Also ask the students to share out what
shapes they learned are symmetrical.

Assessment/Evaluation

The students will receive a slip of paper with three things they have to do. First, they will have to explain in their
own words what symmetry is. Secondly, they will have to determine if the shape on the paper is symmetrical by
saying yes or no. Lastly, they will have to draw the lines of symmetry on the other shape.

Special Considerations
Early Finishers: Students who finish the independent activities early will be asked to grab another shape that is on the table and
do the same thing with that one. Students that finish the partner activity early will just be asked to go back to their seat and wait
quietly until the other groups finish.

Remediation: For any students that are having more trouble with one or both concepts will be given more practice and pulled in
individually or with a small group to work with the teacher.

Enrichment: Students who need enrichment will be asked to look around the room and find anything in the room that is
symmetrical. They should also try to draw imaginary lines of symmetry on the objects with their eyes.

Special Accommodations: Any student that has any sort of hearing issue will be given written directions to everything that the
teacher says as well as what they should be doing. This will help the student follow along with the lesson while it is being taught.