1. Symmetry- when one half of an object is a mirror image of the other half
2. Line of Symmetry- divides a symmetrical object in half and can be in any direction
3. Rotational Symmetry- the outline of the turning figure matches its original shape, which is also known as turning symmetry
4. Reflection Symmetry- the object is divided in half so one can see a mirror image, which is also known as line symmetry
5. Polygon- a shape that has three or more straight sides

The students will identify and describe two types of symmetry: Reflection and rotational.

The students will be able to create examples of reflection and rotational symmetry.

Students will be able to justify their answers to identification problems.  

Two to three days

• Paper and pencil
• Computer/Internet Access
• Paper hearts, squares, triangles, stars, and smiley faces that are cut out
• Symmetry Graphic Organizer
• Symmetric Shapes Worksheet
• Colored Paper and Computer Paper
• Crayons, Colored Pencils, and Markers
• Foam Shapes and Stickers
• Tape
• Online Websites

              https://www.youtube.com/watch?v=fCKILUeV1xk

              http://www.teachertube.com/video/simple-symmetry-23072

              http://www.mathsisfun.com/geometry/symmetry-reflection.html  

              http://www.mathsisfun.com/geometry/symmetry-rotational.html      

              http://www.mathsisfun.com/geometry/symmetry-line-plane-shapes.html

              http://www.mathsisfun.com/geometry/symmetry-artist.html

              http://www.teachertube.com/video/line-of-symmetry-121984

              https://www.youtube.com/watch?v=fCKILUeV1xk

Experiential Engagement

      First, the teacher will show students a video found on YouTube, with a focus of “What do you notice about each of the pictures?  What do they have in common?”  (https://www.youtube.com/watch?v=fCKILUeV1xk).

     The teacher would ask students for what they saw in the video.  If students do not recognize the line of symmetry, the teacher can go back in the video and show the students where the line of symmetry is.  The teacher could then go through a few of the pictures in the video and ask students where the line of symmetry is and how they know. 

     Then, the students will watch a simple symmetry video from Teacher Tube.  This gives the students an overview of symmetry.  (http://www.teachertube.com/video/simple-symmetry-23072)

     The teacher will then ask if the students have any questions or would like to have anything repeated. The teacher can explain that although we are focusing on the two main types of symmetry (reflection and rotational), that there are other types. 

     Once questions are answered, the teacher will hand out printed shapes like hearts, squares, triangles, smiley faces, and stars.  The teacher would explain and model how the fold test works: If students can fold the object (or picture in half) and find a mirror image (or reflection), the picture has a line of symmetry. 

     Students would be actively engaged to test the shapes they were given.  The teacher could prompt students by asking, “Do all shapes have a line of symmetry? Do some shapes have more than one line of symmetry?”  Students could be asked to justify their answers with some type of proof, by either drawing lines or folding the paper multiple times. 

     The lesson is beneficial for those who are kinesthetic, visual, and auditory learners. 

Conceptual Exploration

      At home, students will view an explanation of three different types of symmetry and examples of each at mathisfun.com.  A graphic organizer will be provided for students to take notes on their readings for only reflection and rotational symmetry. 

     The students will first read the articles titled “Reflection Symmetry” and “Rotational Symmetry.”

(http://www.mathsisfun.com/geometry/symmetry-reflection.html)

(http://www.mathsisfun.com/geometry/symmetry-rotational.html) 

    After reading the “Symmetry” page, they will also check out the “Lines of Symmetry of Plane Shapes” page to get a deeper understanding of how certain shapes have different lines of symmetry. (http://www.mathsisfun.com/geometry/symmetry-line-plane-shapes.html) The main take away from this page is that students understand that there can be multiple lines of symmetry or that for some shapes, there are none. 

     If students wish, they can go on to the symmetry artist page to create their own illustrations of symmetry. (http://www.mathsisfun.com/geometry/symmetry-artist.html) 

      Lastly, students will watch a video on objects found in nature that are symmetric. http://www.teachertube.com/video/line-of-symmetry-121984

Meaning Making

      The teacher will ask the student to apply their new knowledge to find a household object not already shown in the videos or articles that is symmetric to bring in to school the next day.  If the object is something the student cannot bring in to school, they can take a picture or draw a sketch of the object.  Once the student finds the object, they should determine where the line of symmetry is so they can show others during class the next day. 

     Students will complete a worksheet, where they will draw as many lines of symmetry through the shapes and pictures as they can. 

Demonstration and Application

      Students will come in with their graphic organizer and objects/sketches.  The teacher will split the students up into pairs to go over the organizer, with each student talking about one of the types of symmetry (reflection or rotational).  This gives students the opportunity to collaborate and add to each other’s knowledge.  Students will also share their object/sketch with their partner and talk about where they found it and where the line of symmetry is. 

      Students will come back together and the teacher will go over the worksheet of shapes and pictures on the overhead projector.

     The teacher will take time to answer questions.  

     Once any questions the students have are answered, the teacher will explain the art walk activity.  For the art walk activity, students will create two art pieces using crayons, colored pencils, markers, colored pieces of paper, stickers, and foam shapes.  They will create a piece of art for each type of symmetry, which will then be hung up around the classroom for each student to look at.  Those who have a hard time with fine motors skills could use the computer to create their pieces of art.  Students who want more of a challenge can try and incorporate more than one type of symmetry in their art.

     Once students are finished, they will go around and decipher which type of symmetry is being used for each piece of art.

Students will be assessed on the accuracy and completion of the Lines of Symmetry graphic organizer, Symmetric Shapes worksheet, and by the completion of the two pieces of artwork they create.  

http://mathforum.org/sum95/suzanne/symsusan.html 

http://www.ms.uky.edu/~lee/ma111fa11/8KHSEIN1.pdf