Teacher: Amanda Upchurch Date: March 25th

Subject: Geometry Grade Level: Four

Title of Lesson: Is it symmetrical? Lesson Length: 20 minutes
Overview of the Lesson
Lesson Summary:
The main objective of this lesson is for the students to become familiar with the vocabulary
that surrounds symmetry and for them to determine whether or not certain figures have

Lesson Objectives: The students will be able to

Correctly use the vocabulary words that we discussed during the lesson with the
group work activity
Create and label shapes and letters based on the symmetry criteria that was given
Materials/Equipment to be Used in Teaching the Lesson:
Homework handouts (16)
Graph paper (16) plus model
Construction paper (8)
Models of symmetry and asymmetry
Scissors (16)
Rulers (16)
Markers
Massachusetts Framework Standards:
4G. 3 Recognize a line of symmetry for a two-dimensional figure as a line across the figure such
that the figure can be folded along the line into matching parts. Identify line-symmetric figures and
draw lines of symmetry.
Enduring Understandings:
Big Ideas: The students will understand that
There is a correlation between lines of symmetry and the number of sides in a regular
polygon
There is a relationship between reflection lines and lines of symmetry
Concepts: symmetry, line of symmetry, shape, figure, reflection

Essential Questions:
Which figures have symmetry? What is the relationship between symmetry and reflections?
What is the correlation between the number of sides on a regular polygons and the number
of lines of symmetry?

Content
Factual Content:
Symmetry is when either half of a figure is both the same size and shape, or two
matching parts.
A line of symmetry - is the imaginary line where you could fold the image and have both
halves match exactly.
Asymmetrical when a figure is cut in half the parts are unequal
 Regular Polygon a polygon (a closed shape with no curved sides) with equal sides and
angles (examples, pentagon, octagon, hexagon, heptagon, square, equilateral triangle).

Critical Thinking Skills (Reading, Writing, Speech, Listening)

During the lesson the students will practice creating shapes with specific lines of
symmetry. They will evaluate whether or not a polygon is regular or irregular

Assessments (Performance Tasks/Tests/Quizzes Formative/Summative, Informal/Formal)

Informal
Observations during collaborative work
The whole group share of the shapes and letter that they made
Whole class discussion on the vocabulary words
The discussion on reflections, regular polygons, and lines of symmetry in different
shapes.

Action/Instructional Procedures

Anticipatory Set: (hook) 2 Minutes

(Position the desks in a circle around the board)
Ask the students Have you ever had to share something with another person? What are some of
the things you have shared? What if we were going to share a rectangular piece of chocolate?
Have the students come up to the board and draw (differentiation in different colors) the
different ways that the rectangle could be cut in half. Ask if cutting the rectangle in half is the
same as creating a line of symmetry? Turn and Talk. Ask the students for a definition of a line
of symmetry, for something to have symmetry, and for it to be asymmetrical. While the students
are sharing, put the model and definitions on the board.
Differentiation: The turn and talk would be helpful for students to discuss their ideas and gather
their thoughts. Some students could be specifically paired with other students for help. Also the
visual and written representations for each term would be helpful for visual learners. Post
instructional PowerPoint slide on the board.
Step One: Lines of Symmetry 10 minutes
Hand out the materials while giving directions and splitting up the students into groups of two.
Each group needs to draw and cut out 2 shapes one that has 1 line of symmetry (trapezoid, heart,
isosceles triangle, kite, arrow, half moon, crescent moon, etc.) and one that has 2 or more lines of
symmetry (diamond, triangle, circle, square, rhombus, pentagon, hexagon, octagon, star, etc.).
On the back of each shape, have the students label the shape and write the number of lines of
symmetry that it has. Walk around the classroom and check for understanding. The groups will
come up and put their shapes on the board (I will have a table drawn on the board), we will
discuss the shapes and letter that they made. I will ask about the pattern between the number of
sides of a regular polygon and the lines of symmetry it has. I will draw a circle and ask if it is a
regular polygon and how many lines of symmetry it has.
Differentiation: The students could chose to use either construction paper or graph paper to help
them draw and brain storm their shapes. Groups could also be made specifically based on the
students ability level. Some groups could have been given the task of coming up with an
asymmetrical shape or capital letter (students who finish early could also have these tasks). Post
the instruction PowerPoint slide on the board, and show the students a model.
Step Two: Reflection 7 minutes
Have the students pass around graph paper. Have then fold the paper in half (hot dog or
hamburger orientation does not matter) and draw 8 to 15 dots on one half of the paper. Have
them connect the dots and open unfold the paper. Then have them draw the reflection on the
other half of the paper. If the students do not finish remind them that they can continue to work
on them the following morning. Walk around the classroom and check for understanding.
Differentiation: Post the instruction PowerPoint slide on the board, and show the students a
model.
Closure: What is the connection between a reflection and a line of symmetry? Ask for
understanding.
Homework/Extension Activities: Explain the homework 1 minute

Name: Date:
Symmetry Extension Activity
Directions: 1. Use the following website (http://www.symmeter.com/symfacer.htm) to explore
symmetry in facial structures. Upload a picture of your face as well as a family members face
to see how symmetry works in real life.
2. Compile a list of objects that you see around you that are symmetrical. Is the symmetry
functional or asthenic?
3. Explore two uppercase letters and 2 lowercase letters, record them below and identify the
number of lines of symmetry that they have.