Symmetry

Teacher: Miss Tremblay

Subject: Grade 1 Math (Geometry)
Date: Dec. 15, 2016
Duration: 1 hour
Lesson Topic: Symmetry (symmetrical shapes, line of symmetry)

CURRICULUM EXPECTATIONS:

By the end of Grade 1, students will:

• identify common two-dimensional shapes and three-dimensional figures and sort and
classify them by their attributes;*
• compose and decompose common two-dimensional shapes and three-dimensional
figures;
• describe the relative locations of objects using positional language.

SPECIFIC EXPECTATIONS:

By the end of Grade 1, students will:

Geometric Properties
• locate shapes in the environment that have symmetry, and describe the symmetry.
Location and movement
• create symmetrical designs and pictures, using concrete materials (e.g.,pattern blocks,
connecting cubes, paper for folding),and describe the relative locations of the parts.

LEARNING/TEACHING RESOURCES:

 The book “Equal Shmequal” or projector for read aloud

 Chart paper and markers
 A large symmetrical tree
 Various coloured shapes (mostly symmetrical, some not)
 Tape
 Large construction paper triangles in coloured pairs
LESSON SEQUENCE

Hook:
• Using the projector watch read aloud video of “Equal Shmequal”

Intro:
• Guided Questions: “What was that book about?” “What does equal mean?” “If equal
means ‘the same on both sides’, what is another way we can say that?” Symmetry means
you can draw a line through the middle of something and one half will look exactly like
the other half”

Drawing lines of symmetry:

• Using markers on chart paper, draw a variety of familiar symmetrical shapes.
• Have students who are sitting quietly come up one at a time to draw the line of
symmetry through each shape using a different colour.
• Once they get the hang of it, draw some less common symmetrical shapes as well as
some asymmetrical shapes.
• Once again, have students who are sitting quietly come up one at a time to draw the line
of symmetry through each shape using a different colour, and draw an “X” through
shapes that are not symmetrical using a third colour.

Symme-tree (20-25 min):

• Hang the “Symme-Tree” on the board
• Hand out coloured shapes to everyone
• One at a time ask students if their shape is symmetrical. If it is ask them to show everyone
how by folding it in half and noticing that the halves line up perfectly.
• Using tape, students can stick their symmetrical shapes to the “Symme-Tree”
• Those who discover asymmetrical shapes, show why, and obtain a new shape to fold and
stick on the tree

Symmetry matching:
• Make a line of symmetry on the carpet using tape.
• Hand out paired coloured triangles.
• Have the students stand in a large circle around the line of symmetry.
• The leader of the day goes first and places their triangle along the line of symmetry, the
person with the matching triangle then places their triangle on the other side of the line
of symmetry making sure it is symmetrical with the first triangle.
• Repeat this process until all triangles are laid out.
• Ask the class to look at the pattern they have created: “Is it symmetrical?” “Do you see a
picture in the design we have made?” “What do you see?” (to recall recognition of
geometry in our surroundings)
Next steps:
• Tomorrow play this game again adding more triangles/shapes to make our design huge!
• Tomorrow we will also play symmetry Battleship! Tomorrow we will also play symmetry
Battleship! (using a grid paper and different shapes, taking turns describing where to
place various shapes in relation to other shapes using directional terms, without peeking
over the barrier, to create symmetrical designs!)