Lesson Plan Guide

Teacher Candidate: Patience Tidwell Date: 4/28/19

Grade and Topic: 4th Grade Math Length of Lesson: 1 hours and 45 minutes

UNIT/CHAPTER OBJECTIVE/GENERALIZATION/BIG IDEA:

● 4th grade, Geometry: A. Draw and identify lines and angles and classify shapes by properties of their
lines and angles.

LESSON OBJECTIVE:
● Given a lesson over drawing lines of symmetry on two-dimensional figures, students will understand the
general concept.
● Given a chance to come up to the SmartBoard, students will practice identifying lines of symmetry on
two-dimensional figures with 100% accuracy.
● Given a handout, students must identify which figure are shown with a line of symmetry with 100%
accuracy.
● Given iPads, students will use the web 2.0 tool, Sketchboard, they must draw 3 figures and the correct
lines of symmetry with a 3 out of 3 in each category, on the given rubric.
STANDARDS ADDRESSED:
● 4.G.A.3 Recognize and draw lines of symmetry for two-dimensional figures.
● ISTE standards:
○ 1. Creativity and innovation: Use models and simulations to explore systems
○ 6. Technology operations and concepts: understand and use technology systems
MATERIALS:
● iPad for each student
● SmartBoard
● Game:
https://www.sheppardsoftware.com/mathgames/geometry/shapeshoot/SymmetryLinesShapesShoot.htm
● Pencils for each student
● Dry erase board
● Dry erase markers
● Handout for each student
BACKGROUND and RATIONALE:

 4.G.A.1 Draw points, lines, line segments, rays, angles (right, acute, obtuse, straight, reflex), and
perpendicular and parallel lines. Identify these in two- dimensional figures.
 4.G.A.2 Classify two-dimensional figures based on the presence or absence of parallel or perpendicular
lines or the presence or absence of angles of a specified size. Recognize right triangles as a category and
identify right triangles.
 Students will have already had lessons over the standards above to prepare them for this lesson.

PROCEDURES AND TIMELINE:

● Introduction: (10 minutes)
○ The teacher will ask students for the definition of symmetry.
 ○ Students will raise their hands and give their definition when called on.
○ Teacher will then give them the text book definition and students will write it down in
their notes.
● Procedures:
○I DO: (10 minutes)
■ The teacher will give a brief PPT over drawing and identifying
lines of symmetry.
■ The teacher will have examples on the smart board to show
students how to identify lines of symmetry and also how to draw lines of symmetry.
○ WE DO: (1 hour)
■ The teacher will display the Sheppard Software game on the Smart
Board and have students come up one by one to participate until all students have gotten
a chance to go only once.
■ The teacher will hand out a worksheet.
■ The students will complete the worksheet alone.
■ The teacher will walk around to observe.
○ YOU DO: (20 minutes)
■ The students will have to display that they mastered the topic by
using Sketchboard (Web 2.0 tool) and submit it into designated location for grading.

● Closure: (5 minutes)
○ Teacher will ask two students to come up to the whiteboard and each draw a shape and its
rightful lines of symmetry.
○ Teacher will then ask if any student has any questions regarding the lesson.

ASSESSMENT EVIDENCE:
● Having students come up to the board to participate and observing them during the instruction portion of
this lesson will be my formative assessments.
● The handout will be a summative assessment, turned in and graded for 100% accuracy, meaning all of
their answers match the ones on the answer key provided below.
● The last summative assessment will be the sketchboard activity on their iPads, students will screenshot
and submit it in the designated online school box, and will be graded using a rubric. Students must score
a 3 out of 3 in each category.
Criteria 1 2 3
Three shapes total Has only one shape. Has only two shapes. Has three shapes.

One image that has multiple
lines of symmetry
All shapes are labelled
correctly.
No shape has multiple lines
of symmetry.
Only 1shape is labelled
correctly
One shape has multiple lines
of symmetry, but they are
not all drawn out.
2 shapes are labeled
correctly.
One shape has multiple lines
of symmetry and has all
lines of symmetry correctly
identified.
All 3 shapes are labeled
correctly.

MODIFICATIONS:
● I am aware modifications will be made for students who did not master the objectives and for those
ready for enrichment. However, modifications are not covered in this course and are not part of this
particular lesson.
I DO

Powerpoint slides
WE DO

Symmetry Game on Smart Board

(link in materials)

Handout and Answer key

 Name _______________________________

Symmetry
Decide whether the dotted line drawn for each figure is a line of symmetry.

Write yes or no inside each shape.

©Common Core Success (TpT)

 [Answer Key]

Symmetry
Decide whether the dotted line drawn for each figure is a line of symmetry.

Write yes or no inside each shape.

NO YES YES NO

YES YES NO YES

NO NO YES YES

YES YES YES NO

©Common Core Success (TpT)

YOU DO

Sketchboard example