Pre service Teachers Name: Bonnie Lilford

Mentor Teachers Name: Kirsty Johnson

School: Ballam Park P.S

Year level: Grade 3/4

Lesson Focus: Understanding symmetry and asymmetry.
Tessellation: Noah, First, Chloe, Kiara, Chase, Jordon and Mia. Check with teacher
about Christopher.
Learning Outcomes (What do you want the students to learn in this lesson? i.e. what new
Knowledge/understandings, Skills, Values and attitudes will they be able to demonstrate?)
I want the students to gain an understanding of both symmetry and asymmetry,
understanding the differences between the two, by looking at various objects and shapes.
Students should be able to tell me why they are symmetrical or asymmetrical.
Links to curriculum (use appropriate curriculum framework e.g. AusVELS,
Victorian/Australian curriculum)
Identify symmetry in the environment. (VCMMG144)
Create symmetrical patterns, pictures and shapes with and without digital technologies
(VCMMG173)

Students Prior Learning (What has already been taught/learned about this content/skill?)
Students have touched on symmetry and tessellation, however some need further practice
with this.

Teaching and Learning Preparation (What resources will you need to prepare?)
-Whiteboard
-Worksheets-two different sorts

Teaching and Learning plan

Lesson Phase
Orientation /Introduction
How will you motivate and
explain the learning intention
of this lesson?
What kinds of questions
might you ask?
This should link to prior
learning experiences.

Introduction to the lesson will be a brief discussion on symmetry.

We will look at the differences between asymmetrical and
symmetrical shapes. I will ask students questions such as:
- What is the difference between symmetry and asymmetry?
- Why is that object symmetry? Why is it asymmetry?
Well look at different shapes and Ill ask them to show me where
the line of symmetry is.

Teaching strategies/
Learning Activities
What strategies will the
students be engaged in to
achieve the learning
outcomes?
How will you cater for a
diversity of learning needs?
How will you manage
transitions between various
lesson phases/activities?
What kinds of questions might
you ask?

After our discussion, I will then get some students to do the

worksheets on symmetry. They will have the choice of this. If they
finish early they will have to draw shapes/objects that are
symmetrical or asymmetrical.
-

Alphabet symmetry worksheet

Symmetry worksheet- determine whether the shape is
symmetrical or not

Tessellation worksheet will be for the higher ability students, to

challenge them.

What formative and/or

summative assessment
strategies will be used in this
lesson?

Conclusion /Closure
How will you capture the
main ideas of the lesson?
What kinds of questions will
you ask?

Get the students to share what they have done and learnt about
symmetrical and asymmetrical shapes.