6 Symmetry

6 Symmetry
Reflection Test WS
6 28S 50-51
Objectives
O r al a n d me n t al s t a r t e r
Students will learn Write down the number 3003 using large
1 to appreciate and understand reflection symmetry upright numbers.
2 to identify shapes which have reflection symmetry Now fold the paper. One half of the
3 to draw lines of symmetry on shapes number must lie exactly on top of the
4 to design shapes which have reflection symmetry other half. Draw the fold line.
Write down 5 more 4-digit numbers you
Teaching notes can do this with.
Students will already have met reflection symmetry in everyday life, so the work in this lesson is
essentially building on existing concepts, and formalising them to an extent.
T a s k ( m a i n t e a c h i n g ac t i v i t y )
This Task is designed to stimulate thought and discussion on the properties of reflection symmetry.
?1±2 There is an odd number of 1st floor windows because one of them is at the centre, on the line of
symmetry. (It is therefore itself symmetrical.) There is an even number of ground floor windows
because none of them lie on the Town Hall's line of symmetry. This is the first Discussion Point. The
second is of course that the town hall is symmetrical.
Many students assume that a rectangle always has four lines of symmetry. The final Discussion Point
?3 could be used to correct this misconception. You may wish to demonstrate that the diagonals are not
lines of symmetry by asking students to draw a non-square rectangle and check by folding or using a
mirror. Part of the discussion could bring out the point that a square is a special case of a rectangle.
Exercise
Students could trace the road signs in Question 1 and add the lines of symmetry. These lines should
take into account the shapes and numbers on the signs as well as the shapes of the signs themselves.
Activity
The logos can be coloured and used for a wall display. (See also the Activity on page 55 of the Pupil's
Book.) The colouring must be symmetrical as well as the shape!
P l e n ar y
Question 4 in the Exercise should be used as a discussion to provide the Plenary to the lesson.
The DLK MATHSWORKS suite of programs has a program covering symmetry which lends support
to this lesson.
66 Formula One Maths Book A1 Q 2003, Hodder & Stoughton Educational Symmetry 6
Completing symmetrical shapes SU WS
6 29S 52-53
Objectives O r al a n d me n t al s t a r t e r
Students will learn There are 26 letters in the alphabet.
Think of the capital letters.
1 that corresponding points of a symmetrical shape
Find
are equidistant from the line of symmetry
. 5 with one line of symmetry
2 how to reflect part of a shape in a line of
. 2 with two or more lines of symmetry
symmetry to complete it.
. 3 with no lines of symmetry
Teaching notes
Introduce the lesson with a reminder of the Town Hall and its symmetrical features.
Task (main teaching activity)

The Task should achieve the first Objective above. The accurate addition of further features will
require careful measurement and drawing. Students should ensure that their design remains
symmetrical!
Answers to the Task:
1 41 mm 2 9 mm
3 30 mm, 42 mm
4 7.5 mm, 30 mm, 42 mm
5 42 mm
You may wish to work through the examples on page 52 with the students.
Exercise
There is quite a gradient of difficulty between Questions 1 and 3.
If some of your students finish early you can ask them this question:
Make accurate drawings of shapes with
(a) 4 (b) 3 (c) 6 (d) 8 lines of symmetry.
Activity
It is suggested that students of similar ability are paired with each other. Some students are likely to
produce complex designs as a challenge for their partner!
Pl ena r y
Return to the work following the Task for the Plenary. It covers both Objectives. Encourage pupils to
describe how they have completed the symmetrical shapes.
Use of the SMILE software ALICE and MIRROR can be used here and are supported by ICT sheet 3.
ICT
3
6 Symmetry Formula One Maths Book A1 Q 2003, Hodder & Stoughton Educational 67
Rotation symmetry SU WS
7 30S 54-55
Objectives O r al a n d me n t al s t a r t e r
Students will learn . 12 of 360 . 101
of 360
. 14 of 360 . What are the factors of 360?
1 to appreciate and understand
. How many 60s in 360? . 15 of 360
rotation symmetry
. How many 90s in 360? . Does 7 divide exactly into 360?
2 to identify the order of 1
. 12 of 360 . How many 120s in 360?
rotation symmetry of a shape
3 to find the centre of rotation
symmetry of a shape
4 to design shapes which have
rotation symmetry.
Teaching notes
Begin the lesson with a reminder of reflection symmetry from the last session. You may wish to ask
them if Avonford Town Council's flag is symmetrical. Some students might say `no', considering
reflection symmetry only. Some may recognize its rotational symmetry. Some may incorrectly think it
has reflection symmetry, from which a useful discussion could ensue.
T a s k s (m a i n t e a c h i n g a c t i v i t y )
Ta sk 1
This task is designed to show students how rotation symmetry works and to cause them to think about
the centre of rotation symmetry.
?1 The first Discussion Point should lead to students trying to define the word `centre' and suggesting
that it can be found at the intersection of diagonals of a rectangle or at the intersection of lines of
symmetry (considering the outline shape only, not the pattern within it).
Ta sk 2
When students have completed this task they can each show their flag to the class to explain what it
represents (if anything) and to declare its order of rotation symmetry. This can be checked and
commented on by other students and yourself. The colouring must exhibit rotation symmetry.
?2 For the final Discussion Point the shape at the bottom of the page has the same number of lines
of symmetry as its order of rotation symmetry.
Exercise
The dominoes in Question 1 can also be used to ask about reflection symmetry. Doing so may help
students who are confusing the two kinds of symmetry.
Activity
Students may need to be reminded about angles at a point for this activity, hence the mental
strategies suggested above. The logos from the activity on p51 and the wheel designs from this can
be collected together for sorting by the class into three groups: those with reflection symmetry only;
those with rotation symmetry only; those with both. They could then be displayed by group in the
classroom.
P l e n ar y
The Tasks cover all the Objectives. Use the Plenary to look at students' designs and discuss their
symmetrical properties.
Name:
Test
Symmetry test Test
6
● You may answer the questions on this sheet in the
space provided.
l
1 (a) How many lines of symmetry has a square? (1)
(b) On the square below show the lines of symmetry.
(4)
l
2 Reflect each shape in the lines of symmetry given (use tracing paper if needed).
(a) (b) (c)
(1, 3, 2)
l
3 What is the order of rotation symmetry of these snow flakes?
(a) (b)
Answer Answer
(2, 2)
A1
Page continued...
Name:
Test
Symmetry test continued Test
6
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4 Do these shapes have any symmetry? List any you find
and also draw any lines of symmetry.
(a) (b)
c o n t i n u e d
Answer Answer
(2, 5)
l
5 For the shapes below, draw in the lines of symmetry or write none.
(a) (b) (c)
(1, 2, 1)
(d) (e) (f)
(1, 1, 2)
Total 30 marks
A1
Symmetry
SU sheet SU
6
Completing symmetrical shapes
Exercise, page 53
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A1
Symmetry SU
7
Test
Rotation symmetry
Exercise, page 55
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c o n t i n u e d
Finishing off
Review exercise, page 56±7

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A1
Symmetry
SU sheet WS
28S
Lines of Symmetry
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A1
Worksheet Symmetry WS
29S
Completing symmetrical shapes
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8
A1
Symmetry
Worksheet WS
30S
Rotation symmetry
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A1
Worksheet Symmetry ICT
Reflection symmetry using SMILE 3
program
Draw in the reflection for each of the following shapes.

A1

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6 Symmetry

Task (main teaching activity)

Answers to the Task:

4 7.5 mm, 30 mm, 42 mm

(b) On the square below show the lines of symmetry.

(a) (b) (c)

(d) (e) (f)

Review exercise, page 56±7

Draw in the reflection for each of the following shapes.

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