Gwynedd Mercy University-School of Business and Education

Lesson Planning Framework

Subject Area: Mathematics Grade Level: 4

GMercyU Student Name: Kerry McGlinn

Domain I: Planning and Preparation

PA Core/Academic Standard(s):
CC.2.3.4.A.3
Recognize symmetric shapes and draw lines of symmetry.

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Big Idea: Overarching Theme
Make sense of problems and persevere in solving them.
Construct viable arguments and critique the reasoning of others.
Use appropriate tools strategically to solve problems.

Essential Question(s):
Students will consider and reflect on throughout the lesson:

How can I use reflectional symmetry to describe different shapes?

Is there more than one way to solve this problem?
What parts of a figure will be matched to show congruency?

Objective/Performance Expectations
What will students know and be able to do as a result of this lesson?
The students will be able to recognize reflectional symmetry through several different modes
of learning including art, technology, paired learning and leveled questioning.
Assessment Evidence/Level of Learning: Differentiated Instruction:
Modifications in instruction and
Students will show what they know by evidence of assessment for students with learning
Nearpod data collection, small group activity sheet differences.
collection, and quick, informal check-ins such as
During small group instruction,
thumbs up/thumbs down/brain match.
problems are differentiated mild
(approaching), medium (on level), and
spicy (beyond) Will begin with the mild
problems to check for level of
understanding. In addition, there will be
differentiated bump games (converting
units and place value). I added
symmetry problems to the challenge bin
for when students are completed their
work. Khan Academy is differentiated
for each individual student based on
MAP scores.
 Domain II Classroom Environment: Refer to Classroom/Behavior Management Plan

Domain III: Instruction

Motivation/Prior Knowledge:
Preparing students for the lesson: How will you activate prior knowledge, build background,
or review previous lessons?

As a form of motivation, I will tell the students that we are going to be doing math workshop
a bit differently today. The lesson will consist of using Nearpod and an exciting paint activity
to show symmetry.
In order to activate prior knowledge, I will introduce the word “reflectional symmetry”, asking
the students to think deep into their brains about what they already know about symmetry
and whisper share with their partner one thing they already know. I will tell the students to
“keep that thought on the tip of their tongue because we are going to talk about it shortly!”

Materials Needed:

 Nearpod link: https://share.nearpod.com/melaPFA8W3

 Smartboard
 Paint/papers
 Computers- Khan Academy Challenge
 Differentiated small group activity

Vocabulary/ New or Review:

Reflectional symmetry
Axis of symmetry
2-D
Figure

Sequence the Lesson:

What learning activities/strategies will you use to engage the students in the learning? What
will students do to use and apply new concepts or skills (independent practice if relevant)?
How will you monitor and guide their performance? Include relevant vocabulary. (Please use
bullets to sequence your lesson.)

Math Boxes completed/scored ahead of lesson due to alternative lesson activities.

Nearpod lesson
The objectives will be introduced as stated below:
 Recognize reflectional symmetry in 2-D shapes
o “Place your finger on your nose if you think you know the difference between
2-D and 3-D shapes”
 Find the axis of symmetry
 Draw the image of a figure after it is reflected along the axis of symmetry

Warm Up:
Students take turns using words/diagrams to tell what they whisper shared earlier
 Question: What do you know about symmetry? Use words and/or diagrams to explain
 your understanding of symmetry. Formative assessment?

Introduction:
Reflectional symmetry is shown when a figure can be folded along a line so that the two
parts created by the line exist equally on both sides
The line is called the axis of symmetry
For my visual learners, I will create visual models of both images so that the students can
visualize the figures being folded along an axis of symmetry. I will fold the arrow first to show
that there is only one axis of symmetry. The next figure I will fold one way and will ask the
students “Is there another possible line of symmetry?”. I will invite a student up to convince
others/model their thinking.

Guided Practice:
Students will complete a poll to show which of the following figures showed one or more lines
of symmetry followed by solution and brain match to check for understanding.

The next questions increase in complexity with multiple solutions. Followed by solutions with
brain match to check for understanding.

Reflection:
Students will decide as a team how confident they are feeling about the skills they have
learned after completing the Nearpod. Choices include I feel confident, I need more practice,
or I didn’t understand.

Transition to Math Workshop- Shortened stations (10 minutes)

Station 1: Using Bloom’s taxonomy differentiated lesson…

Verbs: Identify, model, prove

Students will complete four problems out of EDM model that I have planned head of time.
Once completed…

Approaching level group- will move onto guided practice of determining lines of symmetry in
the 2-D figures. I will support their learning by doing consistent check ins to make sure they
are on track to make progress.
On level group- will move onto challenge problem which consists of a 4 quadrant problem.
After completion of challenge problem, the students will move into guided practice of
determining lines of symmetry in the 2-D figures.
Beyond level group- will move onto the challenge problem which consists of a 4 quadrant
problem. Guided release of responsibility will be given to this group to allow them to
investigate their thinking and defend their decisions.

Students will predict which figures had lines of symmetry “Can you predict the lines of
symmetry on the 2-D shapes?”
 Students had visual models that they could use to evaluate their thought process.
“Did folding the figures challenge, change, or confirm your thinking?’”

Station 2: Khan Academy

Independent work on computers

Khan Academy- Students work on meeting 4 tasks each week, one per category.
Khan Victory- Students have been working on a problem they use to struggle with but now
feel confident in completing. They explain to their peers on OneNote about how to solve the
problem.
Khan Chat- Collaborative conversations though Khan chat to work through solving them with
peers or teachers.

Station 3: Art Station

Rorschach Inkblot- Fold the paper in half to represent the line of symmetry. Drop paint drops
on one side of the paper. Fold paper in half and rub together. Once the paper is opened, the
students will see how their paint drops created a symmetrical
Coordinate grids – came up during map testing that this is an area we want to work on
Graph the coordinates on one line of symmetry and then figure out what the coordinates will
be on the other side. Heart on one side and create their own that would reflect across the
line of symmetry horizontally or vertically.

Closure: What will you do to bring closure to the lesson? How will you summarize this
lesson and preview the lesson that will follow?

In order to bring closure to the lesson, the students will reflect on a glow and a grow from
the lesson. Glow meaning something they excelled at during this lesson and feel confident in.
Grow meaning something they would like more practice in.

Reflection

When I initially began to plan this lesson, I looked at what EDM recommended we do
and modified it in a way that would engage all of our students, yet still cover all content
areas needed. I truly believe that students learn best when having visuals and manipulatives
to support their learning, so that was something I tried to incorporate in this lesson. I was
overall very pleased with the level of engagement from the students. Something I have been
working hard at during my time here is to get Kevin to be actively learning as much as
possible, while increasing his academic stamina. I noticed today he was not only actively
learning, but also having fun while completing this lesson. He had a great comment today
about how there can sometimes be more than one line of symmetry. He also did not lose
stamina. I was really proud of him during this lesson and made it a point to make sure he
knew this.
The students enjoyed the challenge problems so much that they wanted to continue the
process into PIE time. This provided me an opportunity to follow up with the students and
check for level of understanding. Mr. Mandel’s girls came in after their 2nd grade tutors which
allowed for me to include them in the art activity of this lesson. They felt so proud of their
work and I was delighted to make them feel included. Noah does not usually participate
during math because he has other enrichment work to be doing, however, we allow him to
participate in anything that he will find beneficial to his learning. I glad to see him ask to
participate in this lesson so that he had the opportunity to work with his peers.

During this lesson I did need to correct two specific behaviors that were not typical of this
particular time of day. I believe the unusual behavior may have stemmed from the
excitement of the lesson, as well as the fact that their typical routine was a bit different
today. One student apologized for the unwanted behavior during the lesson and we had a
really great conversation after ending on a positive note.

Overall, I think that using Nearpod is an amazing aspect to add to any content area in the
classroom. It not only has many different features to include, but it also increases
engagement and allows for teachers to go back and collect data. I also found that using
manipulatives and hands-on activities allow for students to really develop a strong
understanding of the content being taught. Allowing the students to reflect on the lesson is
also something I find important. A goal in our classroom is to try to get to the reflection piece
as much as possible.

The next step for this lesson is going to be to look at all of the letters in the alphabet and
create a sorting game for the students to try and determine the lines of symmetry in each
letter.

Below are some questions I try to use throughout the lesson:

What is alike/different about your method of solution?
Why do you think that?
Is that true in all cases?
Can you make a model to show your thinking?
How did you reach that conclusion?

Bloom’s Taxonomy words:

Test, support, identify, evaluate, conclude