Am I Seeing Double?

Designed by: Priscilla McPheeters, Caughman Road Elementary

Grade Level: Fourth      Subject: Mathematics

Core Curriculum Objective: Create designs which have one or more lines of symmetry. (4GS3-2)

Overview: Students will create their own symmetrical designs through paper cutting and coloring. The students will collaborate with a partner on a symmetrical design. The students will identify and label their lines of symmetry on a display poster. The students will use one design to create a card to their parents. The students will write a friendly letter explaining what makes a design symmetrical.

Focus Question: How can we create a symmetrical design?

Time Frame: Two class periods

Resources/Materials:

Paper cut into smaller manageable sizes 

Scissors for each child 

Large pieces of construction paper 

Lined paper

 Crayons 

Rulers 

Fine point permanent markers 

www.harcourtschool.com/glossary/math/glossary3.htm h.org.au/stkierans-manly/classes/Yr6/6B/symmetry/page1.html 

Averkey 

Timer

Culminating Assessment: The students will create three symmetrical designs. The students will label and identify the lines of symmetry on all three designs. The students will create a neat display of their designs. The three designs must meet the following criteria; one has at least one line of symmetry, one has at least two lines of symmetry, one was created in collaboration with a partner. All designs should be colored maintaining the lines of symmetry. The students will use one of their designs to create a card for their parents. They will explain to their parents what makes a design symmetrical. The students should be asked what would an exemplary project look like. Their suggestions should be added to this rubric in the blank rows so they have ownership of the assessment process. The students display boards that were exemplary may be posted in the hallway.

  Score _____________/8 __________ Challenge 

0- No evidence 
1/2- Attempted the learning goal but had some mistakes 
1 - Completed learning goal correctly

Instructional Activities: (The students should have previous experience with symmetry.)

Activity One

The teacher should have models of the three required designs displayed on construction paper. The teacher should have the web-site pulled up and the Averkey connected. The teacher should ask, "What is symmetry?" The students and teacher should negotiate a working definition of symmetry. The teacher should have the students seated where they can see the TV screen so they can view the web-site clearly. The teacher should begin with the glossary definition of symmetry. The class can compare it to their definition. The teacher should proceed through the other website sticking to the information on line symmetry. The teacher should be connecting the information to previous learning and allowing the children to ask and answer questions from the teacher and their peers. The teacher should spend some time talking with the students about the section on polygons with multiple lines of symmetry. The teacher can ask, " How many shapes have one line of symmetry?" "How many have two?" "Three?" etc. "How can we create a design that has one line of symmetry?" , "Two?" "Three?" The teacher should have examples of drawn designs and paper cutting. The teacher can refer back to the examples from the Internet.

The children should be allowed 5 min. to create a simple design with one line of symmetry. Students should be given a chance to share their design so the class can learn and get ideas from each other. The teacher should be looking for a design that one of the children made with more than one line of symmetry. The teacher asks "How about a design with two lines of symmetry?" " Look at your design you just made. Does it have another line of symmetry?" Ask the student who had a design with more than one line of symmetry to come up and share their design again with the class. Show the students the two lines of symmetry. Show the students how the design is the same on both sides of the line of symmetry, but is it the same on the second line of symmetry. Be sure to explain that this was not expected in the first set of instructions. Ask the students "What can we do to make it symmetrical on both lines of symmetry?"

Allow the students to try a design with two lines of symmetry. The students may work with a partner. Students should bring their finished products to the teacher and show how the design is symmetrical on both lines of symmetry. The student can use a magnet and place their design on the board so the others working will have a model. Those that finish early may then help their peers. The teacher should walk around the room helping the partners that are working. When the majority is finished the teacher should call for those children who are finished to have a seat in a circle and begin the discussion. The ones who are finishing can join the circle when they are done

To close class for the day have students take part in a question and answer session using fist and fingers. If you have not asked or answered a question hold up a fist, if you have hold up a finger. The speaker chooses the next speaker with a fist or the lowest number of fingers. The students can share ask or answer each other's questions without one person monopolizing the conversation.

Activity Two

The teacher should have models of the three required designs, two displayed on construction paper and the third should be demonstrated both as a card itself and as a decoration on a card.

The teacher should bring out the rubric and instructions for the culminating assessment. The teacher should share the model he/she made explaining each requirement and demonstrating it. The teacher should ask the children "What would an exemplary (excellent) project look like?" The student's contributions should be added to the rubric.

Instructions 

1) A design with at least one line of symmetry, colored maintaining the single line of symmetry. The line of symmetry should be drawn using a ruler. The students can use a fine point permanent pen for accuracy.

2) A design with at least two lines of symmetry, colored maintaining the two lines of symmetry. The two lines of symmetry should be drawn and labeled. (Example line 1, line 2)

3) The collaborative design; Each student decides on a shape that has one line of symmetry. The student then creates a design on one half of the shape. The student then gives their design to a partner chosen from the random cup. The partner then completes the first student's design on the blank half to create a symmetrical design.

4) The student will chose one design to create a card for their parents. In the friendly letter they will explain what makes a design symmetrical.

5) Challenge opportunity! The student should create a design with more than two lines of symmetry.

The students are given the class period to complete the culminating assessment. Children should be allowed to work on their projects independently. The teacher should move around the classroom answering questions and clarifying the instructions where needed. The teacher should tell the students when half of the time is up and give a ten minute warning.

The teacher should assess the activity by the rubric given.

* To add authenticity this activity can be connected with a card making activity for just about any holiday. The students can chose to create a pop-up card, or have one of the designs be the actual card. Ideas- leaves and trees for fall, snowflakes for winter, hearts for Valentines Day, Mother's day, and flowers for spring.