Flying High With Symmetry
Christie Oehman
Maplemere Elementary School
Sweet Home School District
Mrs. Baetzhold
Grade 3
Spring 2010
Maplemere Elementary
Mrs. Baetzhold’s Classroom
Background Information
This lesson was
prepared for a third
grade math class of 15
students.
All students were at
benchmark level for
third grade.
Purpose
To reinforce student’s
understanding of symmetry
and teach students how to
construct lines of symmetry.
Time Frame
This lesson will take
place during 1 math
period and last for 1
hour and 15 minutes.
Students who did not
finish their kites were
able to take them home
to finish.
Objectives
1.0 The learner will be able to
identify lines of symmetry with 95
percent accuracy.
2.0 The learner will be able to
construct lines of symmetry with 90
percent accuracy.
Essential Question
Are you able to construct
lines of symmetry?
Enduring Understanding
Students can draw lines that
are symmetrical and be able to
describe and recognize
symmetrical images.
Guiding Questions
1. What do you already know about
symmetry?
2. What are lines of symmetry?
3. Can you identify a figure that is
asymmetrical?
Student Tasks
With limited assistance
students will construct
lines of symmetry to create
symmetrical designs on a
worksheet and a kite.
NYS Learning Standard
New York State Learning Standard: MST
Standard Area: Mathematics
Content Strand: Geometry: Students will
apply transformations
and symmetry to analyze
problem-solving
situations.
Band: Transformational Geometry
Performance Indicator
3.G.5 Identify and construct lines of
symmetry
Assessment Tools
A 5 element, 9 point rubric was used
to asses the students’ symmetrical
kites.
Elements of Symmetrical
Kites Rubric
•
•
•
•
•
Points of symmetry
Line of symmetry
Attractiveness and Neatness
Use of straight lines
Use of color
Teacher Exemplar
Student Work: Distinguished
Distinguished Rubric
• Points of Symmetry – 2
• Line of Symmetry – 2
• Attractiveness and Neatness – .75
• Use of Straight Lines – 1.5
• Use of Color – 2
Total – 8.25/9
You used a straightedge to connect your points and all of
your points were in the correct order. Excellent work!
Student Work: Proficient
Proficient Rubric
•Points of Symmetry – .5
• Line of Symmetry – 1
• Attractiveness and Neatness – .5
• Use of Straight Lines – 1.5
• Use of Color – 1.5
Total – 5/9
Make sure to use a straightedge when connecting your
points, it is very important in making your kite
symmetrical.
Student Work - Developing
Developing Rubric
•Points of Symmetry – 1.5
• Line of Symmetry – 1
• Attractiveness and Neatness - .25
• Use of Straight Lines – 1
• Use of Color – .5
Total – 4.25/9
You did a good job matching the points from the right side
to the left side. Next time make sure to use a straightedge
when connecting your points.
Modification Table
Environmental/Ma Teacher assigned
nagement
cooperative
learning groups
Content/Material Students will see
the kite at different
stages, many visual
examples
Instructional
Directions were
repeated as
necessary
Improvements
1. I would include more real life
examples to my introduction of
symmetry.
1. I would give students an
opportunity to be creative and
make their own kite design.
Reflection
I was excited that many students
were either proficient or
distinguished by the end of the
lesson and seemed to understand
the concepts of symmetry. On the
unit test that my students took the
following week, a majority of the
class made adequate progress on the
symmetry section.
Thank You!
Thank you to my peer review group:
Jamie, Jennie and Robin for all of the
warm and cool comments that
helped me make the positive changes
to my learning experience.