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Core Curriculum Objective(s):
Geometry: Identify and create examples of symmetrical and non-symmetrical figures using various concrete objects (e.g. pattern blocks, attribute blocks, multi-link cubes, geoboards, D-stix, polygons, geometric solids. (KGS3-2)
Vocabulary: Use vocabulary for predicting, describing, classifying, comparing, and sequencing.(KVW-16)
Vocabulary: Identify likenesses and differences in concrete objects, pictures, letters, and words.(KVW-1)
Vocabulary: Recognize upper and lower case letters of the alphabet.
(KVW-3)
Explore and use a scale to compare weight/mass of objects.
(KME6-1)
State Standard:
Identify and describe shapes in the world that show symmetry across a line (nature, art, the human body).
Overview: Kindergarten is primarily concerned with the teaching of bilateral/reflection symmetry. This type of symmetry is also known as mirror imagery. In this unit, children will explore the concept of reflection symmetry. The teacher will introduce the concept of symmetry by reading the story, Let's Fly a Kite by Stuart J. Murphy. A week of direct instruction lessons on symmetry with coordinating small group/center activities is provided.
Purpose/Essential Question(s):
What is symmetry?
Is this object/picture/shape symmetrical?
How do you know that the object/picture/shape is symmetrical?
Can you find the line of symmetry for the object/picture/shape?
Can you ask others questions about what you have learned?
Time Frame:
Approximately one week. Each daily lesson is approximately 30 minutes in duration. Time alloted for small group/center activities is up
to the individual teacher.
Resources:
Let's Fly a Kite by Stuart J. Murphy (Mathstart: Symmetry Level 2)
See daily material list and extensions.
Assessment: The assessment should be done at the conclusion of the unit of study.
Students will correctly create complete a one-dimensional symmetrical figure/picture.
Student will correctly formulate and answer questions about their creation.
Teacher will use attached rubric.
Give the student a sheet of paper on which a straight line has been drawn.
Ask the student to use the line as a line of symmetry and draw a simple symmetrical picture.
If the student has difficulty drawing a symmetrical picture when given only the line of symmetry, draw one half of the picture and then see if the student can mirror it on the other side of the line.
| Given a line of symmetry, the student is able to draw a simple symmetrical picture. |
Proficient |
| Given a line of symmetry and one-half of a simple picture, the student is able to mirror the half that is already drawn on the other side of the line. |
Emerging |
| The student is unable to draw a symmetrical picture. |
Not Yet |
Ask the student to tell you about the imaginary line that runs through the picture, show you where it is located, and name it. If the student is unable to do this, then ask the student to put his/her finger on the line of symmetry.
| The student is able to identify by name the "line of symmetry" and point to it. |
Proficient |
| The student is able to point to the line of symmetry when the teacher identifies it by name and asks the child to point to it. |
Emerging |
| The student is unable to identify by name the line of symmetry or point to the line of symmetry when asked to by the teacher. |
Not Yet |
Daily Lessons:
Day One:
Objective: Students will begin to identify symmetrical and non-symmetrical
objects / pictures.
Teacher will tell students that they are going to learn a new word - "symmetrical." Teacher will have students repeat the word several times and show them the written word.
Teacher will read and discuss with students the book, Let's Fly a Kite.
Teacher will show and discuss with students a set of black and white symmetrical and non-symmetrical pictures.
Materials:
- The word, "symmetrical," written on sentence strip
- Let's Fly a Kite by Stuart J. Murphy
- A set of symmetrical and non-symmetrical black and white pictures
Day Two:
Objective: Children will identify symmetrical and non-symmetrical objects/pictures. Children will identify the line of symmetry.
Using a large mirror, the teacher will show the children various objects/pictures in the mirror. The children will see the "mirror image" and identify the object/picture seen as symmetrical. The teacher will show the students the line of symmetry and have them point to it and identify it.
Materials:
- Large unbreakable mirror
- Objects and pictures
Day Three:
Objective: Students will create symmetrical objects/pictures and identify the line of symmetry.
Using a magnetic board with a line of symmetry drawn down the middle and a set of magnetic parquetry blocks. The teacher creates half of a figure on one side of the line and has students take turns adding pieces to the right side of the line of symmetry to make the creation symmetrical.
Materials:
- Magnetic board with line of symmetry
- Magnetic
parquetry blocks
Day Four:
Objective: Students will classify pairs of objects in the real world as being either symmetrical or non-symmetrical.
The teacher will designate two areas on the floor as being symmetrical and non-symmetrical. This can be done with hoola hoops, string in a circle, etc.
The teacher then has a collection of everyday objects in a box that she produces "a pair at a time." The students are asked to decide if the objects are symmetrical or non-symmetrical. Objects can be flipped and folded to show the line of symmetry.
Ex.
Symmetrical: pair of shoes, pair of earrings, a tee-shirt that is symmetrical, etc.
Non-symmetrical: two different shoes, a shirt that is not symmetrical, etc.
Materials:
- Hoola hoops or string
- Collection of symmetrical and non-symmetrical objects
Day Five:
Objective: Students will understand the concept of balance as related to symmetry.
The teacher will show the students a balance scale and tell them that it is used to weigh things. If things weigh the same the scale will "balance." The teacher will point to the middle of the scale and tell the students that the middle of the scale can also be like a line of symmetry. The teacher will ask the students what they think will happen if identical objects are placed on both sides of the scale.
The teacher will then put several objects on one side of the scale and have students take turns matching the objects on the other side.
The teacher will explain to students that even if things are symmetrical, they must have the same weight to balanced.
Note: Some children may begin to explore the concept that objects can be interchanged to obtain balance. The teacher needs to point out that while this is true, they will no longer have symmetry. As an experiment, the children could place two identical empty containers on each side of the scale. They could then fill one of the containers with water. While there is still symmetry, there will no longer be balance.
Materials:
- Balance scales
- Pairs of objects to use in demonstration
Small Group Activities:
Mirror Dancing - Divide a small group of students into pairs. Demonstrate how they can face each other, and one student can follow the movements that the other student makes. Play slow tempo music and assist students in taking turns to "Mirror Dance." Identify the line of symmetry that runs between them.
Letter Folding - Have the capital letters of the alphabet cut in large block size. Demonstrate to children how to fold a letter in half either vertically or horizontally to see if the letter is symmetrical. The letters A, B, D, E, H, I, K, M, O, T, U, V, W, X, and Y will show symmetry.
Symmetrical Cookies - Using a piece of rope, establish a line of symmetry along the floor or a table. Have pairs of children sit facing each other along the line. Give each child a "large" pre-cut piece of cookie dough. Have small cups of M&M's, raisins, peanuts, etc. available for each child. Have students take turns placing a decoration on their cookie and having their partner mirror the decoration on their cookie.
Extensions:
Books:
- Look at Annette by Marion Walter
- M is for Mirror by Birmingham
- Shadows and Reflections by Tana Hoban
- Reflections by Ann Jones
Technology: Geometry and Symmetry Sites
http://teacher.scholastic.com/lessonrepro/lessonplans/ect/classact0198.htm
http://teacher.scholastic.com/professional/profbooks/bigbksupfunmath.htm
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/symmetry.htm
http://teacher.scholastic.com/lessonrepro/lessonplans/profbooks/partnersymm.htm
http://nrich/maths.org/primary/dec99/just_penta3.html
http://nrich/mathsorg/primary/dec00/just_letme2.html
http://teacher.scholastic.com/professionalprofbooks/funmathmeasgeo.htm
Symmetry Only Sites (Internet Field Trips)
http://www.schools.ash.org.au/stkierans-manly/Classes/Yr6/6B/Symmetry/page1.html
http://www.bbc.co.uk/education/gcsebitesize/maths/shape_and_
space_f_i_h/symmetry_rev.shtml#reflect
http://www.sci.mus.mn.us/sln/tf/s/symmetry/symmetry.html
General Math Resources
http://illuminations.nctm.org/index2.html
www.mathclub.com
http://www.learningplanet.com/
http://www.edupuppy.com/
Manipulatives
Geoboards $7.99 (Available at www.instructionalfair.com)
Pattern Blocks $7.99 (www.instructionalfair.com)
Field Trips: Using a digital camera, have small groups of children go on a "Symmetrical Picture Walk" with the assistant around the school and playground. The assistant will help the children to identify things that are symmetrical: windows on the building, cars, leaves, etc. The children will capture the symmetrical items on film and the pictures will be placed into a slide show for students to discuss during group time or view during center time on the computer.
Parent Involvement: At the end of the unit, have a "Symmetry Day" or "Symmetry Night" for parents. Send home a letter and invite parents to come to the classroom for demonstrations on symmetry by their children. Let the children take their parents to the various centers and show them how to use the materials. Display artwork that the children have completed.
Math Center: Place balance scales and pairs of objects for the children to explore. Reinforce the prior lesson which used the balance scales by reminding students of the relation of weight to symmetry. Some children may begin to realize that although symmetry is balanced, two or more objects that balance do not always have to be symmetrical.
Place magnetic board with line of symmetry used in prior lesson in the center for children to explore. Show children how to create a pattern with parquetry blocks on one side of the line of symmetry and then mirror it on the other side.
Reading Center: Place upper case letters used in small group activity in the center for children to explore by folding along lines of symmetry.
Provide a variety of books on symmetry, mirror imaging, etc.....see "book list" for ideas.
Science Center: Place books and charts about butterflies and if possible, a butterfly collection in the center for children to explore. Discuss with children the line of symmetry on a butterfly.
Provide a collection of a variety of leaves. Show children the vein that runs through the center of a leaf and discuss how this vein is like a line of symmetry. Provide paper and crayons for children to choose and trace leaves or do leaf rubbings. Remind them to draw in the line of symmetry if they trace them.
Art Center: Provide children with 9x12 paper. Have them fold the paper in half. Children will then place several small spoonfuls of fingerpaint along the crease (line of symmetry) of the paper. Have the children close the paper and rub it. When the paper is opened, they should find a symmetrical picture.
Writing Center: Provide children with mimeographed sheets which have been folded and show one half of a symmetrical figure along the crease (line of symmetry). Have the children draw the other half of the figure.
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