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# TCNJ Lesson Plan

Symmetry

Student Name: Keri Anacker School Name: Hopewell Elementary
Grade Level: 3rd Host Teachers Name: Ms. Hamilton

Guiding Questions:

What is symmetry and the line of symmery?
How can we tell if a shape is symmetrical?
What are the types of symmetry?
How can we draw symmetric shapes?

Pre-lesson Assignments and/or Student Prior Knowledge (ex. background knowledge,
possible misconceptions, prior lesson content)

The students have previously learned about symmetry in 2
nd
grade. They might struggle with the
line of symmetry, mirror image, or more complex shapes.

Standards:

CCSS.MATH.CONTENT.3.G.A.1
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may
share attributes (e.g., having four sides), and that the shared attributes can define a larger
CCSS.MATH.CONTENT.3.G.A.2
Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the
whole. For example, partition a shape into 4 parts with equal area, and describe the area of each
part as 1/4 of the area of the shape.

Learning Objectives and Assessments:
Learning Objectives

Assessment
Students will be able to define symmetry, line
of symmetry, vertical and horizontal symmetry.
Students will copy the vocabulary definitions
into their math journals and teacher will assess
for correctness.

Students will be able to draw objects and
identify objects with lines of symmetry.
Students will be completing a symmetry
packet and mini symmetry art project and
teacher will assess for correctness.

Materials: (List all, include any online or book references)

Book reference: math teaching manual lesson 6-9
Student supplies- math journal, vocab chart, piece of paper, marker, symmetry packet.

Plan for distribution/cleanup of materials:
(Prior to lesson clean off the shelf below the windows in the classroom and remove poster thats
blocking the window- as students will need to access the window for later portion of lesson)
Elias will hand out symmetry packets, students will take a marker on their way out of the
classroom. Ms. S. will help give out pieces of paper and markers.

Lesson Beginning:

Teacher will start by explaining that todays lesson will be on symmetry. Ask students to take
out their math journals and a pencil. Show powerpoint presentation on symmetry. (During
powerpoint ask key questions 1-4) After powerpoint, have students copy the vocabulary
definitions into their math journals by reading the chart.

Step by Step plan (numbered):
1. Lesson beginning
2. Teacher will ask students to put away math journals and Elias will hand out symmetry
packets to each students. Teacher will explain that as students are working, she will be
calling students to the rug to work on a symmetry art project so students should listen for
their table number and when they are called, leave packets on table and come to the rug.
Students will begin working on packet.
3. As students are working, teacher will call one table to the rug and explain that they will
be making symmetrical art using their names. She will fold a piece of paper hot dog
style and write her name in marker on the top half. She will then go to the window to
trace the name on the other folded bottom portion of the paper. When she unfolds the
paper she will show how it makes a symmetrical mirror image design. Teacher will hand
out pieces of paper and markers and assist students as they create their own name art.
When students are done, they will return back to their seats and continue the packet.
4. Repeat step 3 until all tables have been called.
5. Have students complete packet as homework
6. Closure

Closure:

Students will be asked to hold up their name art to show their classmates their symmetrical
names. As a closing discussion, teacher will prompt students to look around room to find objects
and shapes that are symmetrical. Students will share their ideas.

Key Questions (that you will ask):
1. Do you think an object or shape can have both vertical and horizontal symmetry? (after slide
11)
2. Can you see the symmetry in this object? (Slide 13)
3. Which one of these objects is symmetrical? (Slide 14 & 15)
4. Does this object have vertical or horizontal symmetry? (Slide 16)
5. What are some objects in this room that have symmetry? Does it have a vertical or horizontal
line of symmetry? (closing discussion)

Logistics:

Timing: 1 hour
- powerpoint 15 minutes
- copying definitions 5 minutes
- symmetry packet & name art project 35 minutes
- closing discussion 5 minutes

Transitions: Teacher will students to the rug by table number and allow them to go back
to their seats when they finish the project. The chime will be used to signal a 1 minute warning
after students copy their definitions into their math journals and when they need to stop working
on their packets.
Classroom Management: Students will be reminded to walk to the rug quietly to not
disturb the other students who are working on their packets. Teacher will use the phrase 1 2 3
eyes on me to gain attention.

Differentiation: For those students who dont finish the packet, they will take it home to finish
for homework. If anyone needs extra help, they can work in pairs. Elias will hand out the
packets and teachers will walk around to help.