BridgewaterCollegeTeacherEducationProgramLessonPlan

Name:BrookeWean
Subject/Gradelevel:

LessonTitle:

Unit:

DateorLesson#:

3rdMath

Symmetry

Geometry

# 7; 2/29

VirginiaSOL
/NationalStandard:

3.16 The student will identify and describe congruent and noncongruent plane figures.

MeasurableLessonObjective(s):

Students will be able to differentiate between symmetrical and asymmetrical objects. Students will identify lines of symmetry on
objects.
Materials/Technologies/ResourcesNeeded:
smartnotebook file: symmetry
symmetry worksheet
Folding for symmetry worksheet- 1 for each student
independent practice worksheet- 1 for each student
Assessment(Formativeand/orSummative):
1.

A formative assessment will be completed based on students performance on independent practice worksheet.

AnticipatorySet(Hook&Agenda)
Teacherwill:

Studentswill:

Today we are going to continue with our

geometry unit and learn about symmetry.

Students will begin thinking about the

word symmetry and what they already
know about the term.

Accommodations/
Differentiation:

Anticipated
Time:

1min

Access/ReviewPriorKnowledge
Teacherwill:
Talk a little bit about what symmetry
means and what it means for an object to
be symmetrical.
Let the students know that a figure is
symmetrical when you can divide it in half
and the figure looks the exact same on
both halves (a mirror image)
Have students turn to a neighbor and tell
them what it means for a figure to be

Studentswill:

Accommodations/
Differentiation:

Anticipated
Time:

Students will recall what they already know

about symmetry.

Students will connect this with figures they

already know about.

5 min

symmetrical. After 30-60 seconds ask

students to share either what they said or
what their partner shared about symmetry.
Have students think of figures which are
symmetrical. Draw figures they list and
talk about where the line of symmetry
falls.
Possible examples
: square, heart,
circle, A, M, T, pentagon, etc.

Students share their answers with a friend,

then share an answer with the group.

Students determine symmetrical figures before

we see some in the next activity.

Studentswhodo
nothavean
answercanhear
onefromother
students.

Ifstudentsdonow
know,theywill
learnaboutsome
inthenext
activity.

TeachingProcess&Modeling(Contentispresented,accessedorbuilt)
GuidedPractice&CheckingforUnderstanding
IndependentPractice
Thereisnoprescribedordertothissection;youmusttailortheordertothestudentsandthecontent.Thisshouldbethelongestportionofyourlesson
plan.

Teacherwill:

Studentswill:

Open SmartNotebook file: symmetry.

Accommodations/
Differentiation:

Anticipated
Time:

Move through each slide of file with the

students.
Slide 1:
title slide
S
lide 2:
definition slide
Slide 3:
slide contains column of
5 symmetrical shapes & column
of 5 asymmetrical shapes. Shapes
do not have lines of symmetry
drawn in. We will talk about these
figures & compare/contrast.
Slide 4:
Same as slide 3 but has
lines of symmetry drawn in. Talk
about how some figures have
multiple lines of symmetry.
Slide 5
: 8 symmetrical figures
without lines of symmetry. Feature
that includes dragging figures over
to purple box then figure shows all
lines of symmetry. On this slide
we can talk about how many lines
a figure will have then check our
answer.
Slide 6:
Link to symmetry game:
http://www.topmarks.co.uk/symmetr
y/symmetry-matching

Students see figures which are symmetrical

and which are not symmetrical. Students can
view the figures and compare/contrast.
Students will notice what symmetrical figures
look like (mirror image).
Students will see that some figures have
multiple lines of symmetry.
Students can figure out lines of symmetry
then the answers will be revealed.

20 min

 For this game on the

menu click: shapes. Game
involves questions which
show half a figure and
the player is responsible
for choosing the answer
which would be the other
symmetrical half of the
figure. We will go through
some questions as a group.
Students will see each
question, think about it,
share their answer with a
neighbor, then someone
can share an answer out
loud. To save time I will
click and check answers
for the whole group. There
are many questions
available, but we will
complete about 10
(depends on the time
allowed at this point).

Next students will be divided into two

groups to complete 2 stations. Each group
will spend 15 minutes completing the first
station, then switch for 15 more minutes.
Station 1: complete independent
practice worksheet at desks. Read
or unfinished work when finished
Station 2: gather on the rug and
work with Folding for symmetry
worksheet. Students will have
their shapes cut out and we will
talk as a group about how we can
fold our figures to make them
symmetrical, count lines of
symmetry

Students have more practice looking at figures

and determining whether it is symmetrical or
not.

Students will have more practice with teacher

during one station. They are able to actually
fold figures themselves to determine lines of
symmetry. Then, they may draw in the lines
on their paper figures.
Students also have the opportunity to work
independently and show me what they
know/dont know.

Visual/hands on
folding may help
some students with
this concept.

30 minutes

Closure:
Teacherwill:

Studentswill:

Check student work as they complete. Use

marker to circle incorrect answers. Students
can go back and fix their mistakes before
moving on.

Accommodations
/Differentiation:

Anticipated
Time:

DeclarativeSummaryStatement:
Today we learned about symmetry. We talked about what it means for a figure to be symmetrical and how to identify lines of
symmetry on an object. Then you were able to identify symmetrical figures and lines of symmetry on your own. Tomorrow we will
continue talking about geometry.
ActivityIfExtraTimeRemainsorTechnologyFails
Teacherwill:

Studentswill:

Accommodations
/Differentiation:

Anticipated
Time:

Note:Attachorprovidehyperlinktoallhandouts,externaldocuments,resources,etc.