Lesson Plan

Day: M T W
Year:
Yr 3

Date:

Lesson number
1
of
Learning
Area: Mathematics

Time:
4

Topic: Symmetry
Australian Curriculum Content Description: Measurement and Geometry:
Location and Transformation: Identify symmetry in the environment (ACMMG066)
Cross-curriculum
priorities:
General
capabilities:

Literacy

Aboriginal and Torres Strait

Islander histories and cultures
Numerac
y

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia
Ethical
behaviour

Personal and
social
capability

Sustainability

Intercultural
understanding

Students prior knowledge and experience:

Students have worked with shapes; they can identify both two and three-dimensional shapes/objects.
Students have also used technology within the classroom previously; ipads, online resources/games,
interactive whiteboard etc.
Students have worked with basic symmetry before in art lessons, and so they understand what
symmetry is.

Teaching purpose: Students can identify symmetry with and in shapes.

Learning objectives: Students will be

able to identify what symmetry is.
On completion of this lesson,
students will be able to:

Create symmetry
Identify which shapes are
symmetrical
Identify which shapes are not
symmetrical

Assessment:
The assessment of the Learning Objectives can be
determined through simple observation and
communication with the students. Discussion with
students at the end of the lesson will also help to
determine their understanding so far.
A checklist can be beneficial, to tick off the
students you believe have grasped the concept of
symmetry, and symmetry with shapes.
Students should also paste the shapes they cut
out and drew LOS on, into their learning journals.
The same can be done with their artwork, so as to
provide evidence of learning later in the unit.

Preparation and Resources:

Interactive whiteboard.
Cards with different shapes on them.
Small, square, safe mirrors.
Plastic, coloured shapes.
Worksheets with different shapes on them.
Art Easeal, or flat boards.
Paints or coloured pencils/textas.
Scissors and glue.

Catering for diversity

This lesson is filled with tasks that are very hands on, so there is a minimal literacy or language
requirement at this stage.
For those who struggle with English as a second language, there will be images placed around the
room that they can communicate through, and collaborative/social working groups that they can
learn through.
Because the tasks are very subjective, students can go as complex or as basic as they require.
Students with higher learning abilities will be able to create more complex patterns and determine
the lines of symmetry of many more shapes. Where as students with lower learning abilities can
gather the same learning with simpler patters and less line of symmetry learning.

Timi
ng
(1hr)
10
minut
es

5
minut
es

Learning experiences

Introduction:
Students will congregate on the mat. Play the Symmetry video provided by Skwirk:
http://skwirk.com.au/esa/Symmetry.html
After the video, as a class we will brainstorm different shapes we know, and we will draw
these up on the interactive white board. (For those who have speaking difficulties, EAL/D or
have anxiety speaking in front of the class, there should be a pile of cards with different
shapes on them that students can use to communicate what shape they are trying to
contribute; provide opportunities for these students to attempt to name the shape).
Once there is a wide range of shapes up on the interactive whiteboard, then start asking
students what they remember about symmetry. Use question prompts such as:
Does anyone remember our previous lesson on symmetry?
What did we do in that previous lesson?
What is symmetry?
What do you know about symmetry?
What is the name of the centre point where the object is symmetrical?
Is every object symmetrical?
What is the name of an object that isnt symmetrical?
Once, as a class, you have brainstormed your ideas on symmetry, have students try and
show you the line of symmetry on the shapes brainstormed onto the IWB. Have students try
to find the shapes with more that 1 line of symmetry, and have them identify which (if any)
shapes are asymmetrical. Try to encourage all students to participate in finding the line of
symmetry.
After this introduction, then introduce the different tasks set up around the room to have
student learn more about and explore symmetry with shapes. There will be three stations:
1. An art station outside, or in a separate yet close area. Paints would be preferable but

if you do not have access to them, then just pencils and textas etc.
2. A station on the tables, where students have pieces of paper with different shapes
all over them; preferably large.
3. A station on the floor, where students have plastic coloured shapes, and small and
square (safe) mirrors.

10-15
minut
es
(each
statio
n)

Sequence of learning experiences:

Students will swap between each of the three stations over the lesson:
1. An art station outside, or in a separate yet close area. Paints would be preferable but
if you do not have access to them, then just pencils and textas etc. Students will
draw a black line down the centre of the page with a pencil/texta and a ruler. Then
they will paint (or draw) on one side of the line. When done with the painting, they
will fold the paper in half (at the black line) and press down, printing the paint onto
the other half of the paper. If drawing, then they must try and make the image on
the one side exactly the same on the blank side.
2. A station on the tables, where students have pieces of paper with different shapes
all over them; preferably large. Students at this station will cut out the shapes and
fold them to find their lines of symmetry. When students are folding the shape, if the
two halves they have folded are exactly the same, then they have found the line of
symmetry (the line at which the shape is folded) and they must draw on the shape,
where the line of symmetry is. Some of the shapes should be asymmetrical and
some with more than one line of symmetry.
3. A station on the floor, where students have plastic coloured shapes, and small and
square (safe) mirrors. The students at this station can make patterns and designs
with the shape blocks. With their designs, they then place the mirror at one side of it
and see its reflection. You can talk to the students about how the mirror is acting as
a line of symmetry, as it is the half point line with the same design on both sides of
it. An extension could be, having students recreate the same design on the other
side of the mirror, with the mirror being the LOS.
For students having difficulty with the above tasks, create a fourth group if necessary:
Have students sitting with the shape cards at the front of the room. Provide time to work
with them to demonstrate how they could find the LOS. Though it may be just as beneficial
to use the shape worksheets so they can fold them.

5
minut
es

*Ensure time is spent before and after the stations to determine these students have
grasped the understanding.

Lesson conclusion:
Draw students back to the mat. Brainstorm with students what they learnt from this lesson:

What have you learnt from this lesson?

What is symmetry?
How can you find symmetry in an object?
Which shapes are symmetrical?
Which shapes arent symmetrical?

Lesson Evaluation: