Lesson Plan: Symmetry

Teacher__Mrs. Robinson/Ms. Sullivan___ Grade__2nd__

Date_1/29__ Subject_Math__ Time Frame__9:45-10:45__

Title of Lesson or Activity:

Symmetry

Objective: (What is the purpose of the lesson?)

 Draw a line of symmetry in a figure.

 Identify figures with at least one line of symmetry, using various concrete materials (e.g.,
mirrors, paper folding, pattern blocks).
 Determine a line of symmetry that results in two figures that have the same size and shape
and explain reasoning.
 Create figures with at least one line of symmetry using various concrete materials.

Standards of Learning:

2.12 The student will

a) draw a line of symmetry in a figure; and
b) identify and create figures with at least one line of symmetry.

Materials:

 Seeing Symmetry By: Loreen Leedy

 Di-cuts (cut in half- some in symmetrical pieces and some not)
o Enough for each person in class to have a half
 Finish the snowman worksheet

Procedure: (detailed description of each step-in lesson)

1. Classroom discussion about symmetry

a. What is symmetry?
b. What does it mean when something is symmetrical?
2. Read Seeing Symmetry by Loreen Leedy.
a. Stop reading periodically and have a discussion about some of the pictures that
you see. What makes them symmetrical?
b. Pg 10- Have students hold their hands out and see how both of their hands are
symmetrical with one another.
3. Next, we are going to do a symmetry activity using images that I have cut in half.
 4. Each person will get one piece. Once they have gotten their piece, have them stand at
their desk.
5. After everyone has a piece, have them walk around to find their partner who has the
missing piece.
6. Discuss with partner whether the pieces that make up the image are symmetrical to one
another.
7. Next, they will put their image on the whiteboard. The whiteboard will be divided into
two columns (symmetrical and not symmetrical). Tape will be provided for students to
put their image on the board.
8. Once students have put their image up, they will sit on the carpet with their partner.
9. Once everyone has put up their image, review with them.
10. Go through each image and have the students put their thumbs up for if they agree it is in
the right place or thumbs down if they disagree.
11. After going through all of them, have students work on the finish the snowman
worksheet.
a. Model how to draw a symmetrical image on the board.
12. End discussion.
a. So what does it mean when something is symmetrical?
b. How can we tell if something is symmetrical?

Differentiation strategies:

The di-cut activity gets the students out of their seats and moving around. This is great for
kinesthetic learners.

Assessment:

 Observe students during the di-cut activity (where are they placing the di-cut images?)
 Observe how students complete the snowman worksheet. Collect if they are done.
Reflection:

I was extremely pleased with how smoothly this lesson went! I was a little nervous at first

because I was getting observed but once I got started with the lesson, I felt better. I started by

reading Seeing Symmetry by Loreen Leedy. The students really enjoyed the book and I stopped

reading periodically to look at the pictures and see how they were symmetrical. Next, we did an

activity with the di-cuts where each person got one and they had to find their partner and

determine whether it was symmetrical or not. They did a great job of walking calmly and quietly

to find their partner. I made sure to engage them while we sorted through the di-cuts on the

poster that had symmetrical or not symmetrical written on it. I had them give a thumbs up,

thumbs down, or in the middle (if they didn’t know). I thought it would be a good way to assess

whether individual students had an understanding of the topic or if they still needed guidance.

After we finished our symmetry poster, I had them work on a Complete the Snowman

worksheet. Half of the snowman was drawn, and they had to complete the other half. They

turned out so well that I hung a few on the bulletin board out in the hallway. Overall, I think that

the lesson went really well and I don’t think that I would change much.