Subject/Grade: Math 9 Lesson/Date: Dec, 8th, 2021 Time:80 mins

Stage 1: Desired Results

In this lesson, we will be talking about symmetry with the students. We will be doing this by
talking about symmetry in different Blackfoot culture through the medicine wheel and Tipi
Lesson
designs. Students will then be tasked in creating their own Tipi designs that are symmetrical
Overview
and give a brief description of some of the different images that they used and why they used
them.
Students will: Copy the relevant general learning outcome drawn from the approved program
GLOs
of study.
Students will:
SS14. sort quadrilaterals and regular polygons according to the number of lines of symmetry
SLOs
[V]
SS15. relate reflections to lines and planes of symmetry [CN, V]
Learning Students will: be able to identify symmetry in different images, designs and shapes.
Objectives

Stage 2: Assessment Evidence

Observation when students are Tipi design will be taken in for
working through their Tipis, summative assessment and be given
back to the students the next day.
Formative Class discussion when we are talking Summative
Assessment about symmetry and how things are Assessment
always balanced and should be equal
and any input from students about
their expreinces.

Stage 3: Learning Experience

Tipi https://drroywilson.mhpsd.ca/common/pages/UserFile.aspx?
design fileId=2761889
workshee https://classroom.synonym.com/tools-weapons-used-by-cherokee-indian-
t printed tribes-12082712.html
https://www.nlm.nih.gov/nativevoices/exhibition/healing-ways/medicine-
Prior
Google ways/medicine-wheel.html
to Resource
slides https://www.thecanadianencyclopedia.ca/en/article/tipi
Lesso s
ready to These are all resources that I used to properly gain information about the
n
present significance of the medicine wheel and Tipi designs
and
printed Tipi design blueprint sheet
for the
students. Google slides
Content/Description Differentiation/
Time
Introduction Assessments
10- Review of Previous Concepts/New Learning: All students can participate during this
10:10 I will ask the students what do they know, and what portion of the lesson.
do they remember about symmetry. Can they give
me an example of symmetry, can they give me an
example of something that is non symmetrical. I
will give the example of a butterfly and how this
may be symmetrical compared to something like a
crescent moon which is not symmetrical, but can be
Subject/Grade: Math 9 Lesson/Date: Dec, 8th, 2021 Time:80 mins
symmetrical when we rotate the moon and look at it
from a different angle.
Transition: This will be something is more of a discussion piece with the students and seeing what
the students remember which will lead into our notes.
Body
Learning Activity 1: All students can participate during this
We will then move into the notes for the lesson. I portion of the lesson.
will define what does it mean to be symmetrical and
give an example of a circle and how when we put a
line through a circle, it becomes symmetrical. When
I put another line through it and make it into four
sections, it is still symmetrical. I will then color in
the pierces of the circle to show the Blackfoot
medicine wheel. I will explain how the circle is
symmetrical as all pieces are split equal and how
this circle is representative of the 4 different aspects
of health with physical, spirit, emotion, and mental.
The colors are also representative of the 4 different
races and how they are all equal. I will also talk
about how if one part of the circle is not balanced
then it is not symmetrical, and in our life and
everything, it is important to be balanced and
symmetrical and equal.

I will then move into different Tipi designs and talk

about how many Tip designs can be symmetrical,
10:10-
again talking about the balance. The importance of
10:40
the Tipi is that it is meant to be fully created by the
owner. It is considered disrespectful to copy
someone else’s Tipi design and that the design
belongs to the owner of the Tipi. We start from the
from bottom and how different images or patterns
can represent the ground or mountains on the Tipi,
as we work our way to the top of the Tipi, there is
an animal spirit that goes in the middle that can
represent many different things depending on what
the individual has saw in the spirit realm or gone
through. Some examples are a bear that signifies a
good omen, or a rattle snake jaw that symbolizes
strength. When we reach the top of the Tipi there is
an image that can represent the sky or sky spirits or
constellations and stars. Even in the manner that the
Tipi is placed is symmetrical where the Tipi door
faces east where the sun can shine in and the back
faces west.
Transition: During this portion of the lesson. It is meant to be more of an open discussion as I know
that some students are Tipi owners and would love for them to provide input during this portion of
the lesson and share what they know as they have hands on experience with Tipi’s
10:40- Learning Activity 2: In this portion of the lesson. I All students can participate during this
11:25 will then show different Tipi designs that others portion of the lesson.
Subject/Grade: Math 9 Lesson/Date: Dec, 8th, 2021 Time:80 mins
have made in the past and ask students if it looks
symmetrical or if it is not symmetrical. The activity
that I will have students do after will be for them to
create their own Tipi design considering all the
important facts that we went over when looking at
Tipis and symmetry.
Transition: Students will be working through this portion of the activity individually as Tipi designs
should not be copied.
Consolidation
Review of Key Concepts/Point to Next Class: There will be no homework for the students during
11:20
this lesson.
Stage 4: Reflection
1. Specific strengths of the lesson plan and delivery:

2. Specific weaknesses in the lesson plan and delivery:

3. What must be addressed to improve this plan?