Lesson Ten :

Reflective Symmetry

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Objective:  Students will demonstrate an understanding of reflective symmetry by testing predictions about symmetry lines with various quadrilaterals.

Grade: Three/ Four

Length of Lesson: 45 minute periods

GCO: Students will demonstrate spatial sense and apply geometric concepts, properties, and relationships.

Related SCOs:

·        4E12: make generalisations about the reflective symmetry property of various quadrilaterals

Materials:

·        Dot paper

·        Pencil

·        Paper

Procedure:

·        Students will be asked to draw a square on their dot paper and estimate how many lines of symmetry there would be in it.  

·        The students will then be asked how they could test their predictions and will be asked to carry out their tests to see if they work

·        Students will record the different lines of symmetry they found within the square and how they tested their theories on a separate sheet of paper to be handed in.

·        The teacher will then draw a rectangle on the board and ask students to brainstorm how many different lines of symmetry there would be and how they would test it.

·        They will then be asked to draw the rectangle on their dot paper and perform the tests themselves.

·        Once they are finished the students will return to the class discussion and explain the tests they used and if they were successful.  

·        The students will then be asked to try the same activity with a rhombus, kite and parallelogram and perform the tests recording their actions on a separate piece of paper.

Evaluation: The teacher can determine the level of student understanding by asking students about the tests they did and why they chose them and by paying attention to students’ responses in the class discussion. The teacher will also correct the papers that depict the students’ actions when working individually on their tests to see if they were done correctly.

Inclusion Strategies:

Hearing Impaired: Visual aids will be used for those students who are hearing impaired and handouts will be given with instructions for the lesson. The hearing impaired student will be paired with a non-hearing impaired classmate and class discussion points will be written on the chalkboard for all students to see.

Visually Impaired:  Visually impaired students will be paired with a student who is not visually impaired.  These students will be given the instructions orally.  These students will be able to know what is going on in the class discussions through hearing. The visually impaired student can experiment with symmetry lines by folding shapes made out of construction paper and trying to estimate the distance on each side to see if they are equal. The visually impaired student will also be provided with models of the shapes in question so that they can feel the shape and make judgments about the properties that they feel.

Students of English as a second language:  Students where English is a second language should be provided with lots of visual support, as with students with hearing impairment.