Symmetry with Manipulatives

Designed by: Emily Hammett, Meadowfield Elementary

1) Core Curriculum Objective(s): Identify and create examples of symmetrical and non-symmetrical figures using a variety of manipulatives (e.g., pattern blocks, attribute blocks, multi-link cubes, geoboards, D-stix, polydrons, geometric solids).   (1GS3-1)    PACT:  IV.E.1

Grade Level:  1     Subject:   Math

2) Overview:   Literature and the Internet will be used to introduce the concept of symmetrical and non-symmetrical figures.  The students will make original designs of symmetrical and non-symmetrical "quilt" pieces using either geoboards, pattern blocks, unifix cubes, or attribute blocks.  Once the students have created their pieces, they will correctly identify their designs as symmetrical or non-symmetrical 

3) Purpose/Essential Question(s):  How do you know if an object or design can be split so that when you flip one side over you get the same image?  How do you make an object or design that can be split so that when you flip one side over you get the same image?  How do you make an object or design that can be split so that when you flip one side over you do not get the same image?

4) TIME FRAME: Two 45-min. lessons.

5) RESOURCES:

Fair, Sylvia.  1982.  The bedspread.  New York: MacMillan Children's Books.

Construction paper

AverKey

Television

Computer

Attribute (A) -Block set (from CSMP kit) for each group

Geoboards with a set of rubber bands for each group

Set of unifix cubes for each group

Crayons for each student

Construction paper square pieces (1 square for each student)

6) ASSESSMENTS:  The students will be graded based on the following rubric (This rubric is to be used to assess creation and identification of symmetrical and non-symmetrical figures using manipulatives).

1. The group creates a symmetrical figure using the group's choice of manipulatives = 1 point

2. The group creates a non-symmetrical figure using the group's choice of manipulatives = 1 point

3. The group correctly identifies the group-created symmetrical figure = 1 point

4. The group correctly identifies the group-created non-symmetrical figure = 1 point

TOTAL = 4 points so that  4/4 points =  + ,  3/4  points =  ?,
2/4 points =?  ,1/4 points =  -      , and 0/4 points =   -   .

7) INSTRUCTIONAL ACTIVITIES:

Day 1 - 45 min.

1. To introduce the concept of symmetry, the teacher will read aloud to the students the story  * The Bedspread by Sylvia Fair. 

2. After reading the story, the teacher will ask the students the following question:  What is symmetry?

3. If the children have a difficult time providing an accurate definition, the teacher will explain that symmetry occurs when you can flip a design or image over a line and you are able to get the exact same design or shape.

4. To provide further examples of symmetrical designs, the teacher will use the AverKey technology and go to  www.ubcbotanicalgarden.org to show examples of symmetry in living and non-living things.  As the teacher goes to the site, she/he will provide the students with an enlarged picture of the image from the websites and instruct the students to try folding the pictures to see if the images are truly symmetrical.

5. After this activity, the teacher will use the magnetic Attribute blocks to create a symmetrical "quilt" piece on the board.  The teacher can create any symmetrical design of his/her choosing and tell the children that it is a "quilt" piece. 

6. The teacher will ask a student to come up to the board and use a yard stick to show where the quilt should be divided so that the characters from the story, Maud and Amelia, would be happy with a symmetrical quilt.

7. Then, the teacher will draw a line down the middle of the board and place 1 A-block on each side of the line to create an image.  He/she will then ask the students if the design is symmetrical or non-symmetrical.  The teacher should create several symmetrical and non-symmetrical images to help children distinguish between these two types of figures. 

Day 2 - 45 min.

8. The teacher and students will review symmetry and non-symmetry by repeating a couple of examples from Day 1 - Step 7 activity.

9. After a couple of examples with the A-blocks, the teacher will divide the students into groups of 2-4 and each group will be given unifix cubes, geoboards and rubberbands, an attribute-block set, and pattern blocks.

10. The teacher will tell each group that they will be working together to design original "quilt" pieces just like the two sisters in the story.  Each group will create one design that is non-symmetrical.  Then, each group must design a symmetrical "quilt" piece in order to help the two sisters, Maud and Amelia, be happy with their quilt.  As the teacher explains the assignment, he/she will explain the rubric (see Assessment).

11.   Each group can decide which of the manipulatives to use for each quilt piece design.  The children will be reminded that they can check for symmetry by using their hand or pencil as the dividing line or the line of symmetry, thus helping them to see that if they flipped one side of the image over the line, they would get the same image.

12.   As the children work in their groups to create their two designs, the teacher should circulate around the classroom and provide guidance if children are having any difficulty with the concept.  Once each group has completed each design, they should decide as a group which design is symmetrical and which design is non-symmetrical and then choose a "representative" who will report their decision to the class at a later time.

13.   If any groups finish early, the teacher will pass out small squares of construction paper and ask each student to transpose their designs onto the paper using a pencil and/or crayons or they can choose to draw other symmetrical images.

14.   Once all groups have completed the assignment, the class will engage in a "tour of the classroom" at which time one representative from each group will report which design is symmetrical and which design is non-symmetrical.  As each group gives its report, the teacher will use the rubric to assess the group's understanding of the concept. 

15.  Once all groups have shared their designs, the teacher will take a picture of each of the symmetrical designs, and the pictures will be used to create a large classroom quilt entitled "Quilt of Symmetry".  This quilt can be posted in the classroom, in the halls of the school, and/or a picture of the quilt can be scanned onto the school's website to show what the children have learned.

16.   To review the concept of symmetry/non-symmetry, the teacher will ask the children what they learned about symmetry through their group projects.

*  Summary of The Bedspread by Sylvia Fair - Two old sisters, Maud and Amelia want to brighten up their boring life by changing a boring bedspread into a bedspread which depicts scenes of their childhood home.  When the bedspread is finished, the two sisters are upset that their bedspread is not symmetrical.