LESSON PLAN

Name: Bekah Bell Date: 10/26/22 Lesson Start and End Time: 90
minutes

Academic Area: Mathematics Grade Level: 4th Co-op initials with date:

Pre-Instruction Planning
Topic: Motion Geometry – Turns and Symmetry
PA Anchor/Standard or CC.2.3.4.A.3 - Recognize symmetric shapes and draw lines of
Eligible Content symmetry.

M04.C-G.1.1.3 - 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 mirroring parts. Identify line-
symmetric figures and draw lines of symmetry (up to two lines
of symmetry).
Lesson Objectives 1. Following guided instruction, students will be able to
relate angle measures to fractions (such as ¼, ½, and ¾),
complete turns, identify line and rotational symmetry in
geometric shapes, and show their understanding of the
materials through participating in during in-class
discussion and through the given worksheet. Students
should be able to correctly complete 15/19 of the
problems on the worksheet.
Materials Teacher:
- Supplies prepared for the students to use
- Example set of supplies
- Curriculum Book
Students:
- Geoboard
- Rubber bands
- 2 strips of paper
- Paper fastener
- Paper with a circle
- Math books
Planning for Learners Differentiation:
- For a student that needs the materials differentiated to
meet their specific needs, the teacher may provide
different manipulatives to allow the student to grasp the
content further in a tactile manner. Further, the teacher
could pair up the student with another student to
 encourage a feedback method where the students bounce
of each other’s ideas.
Modifications/Accommodations:
- Modifications and accommodations may include cutting
out some of the problems on the worksheet. Further, the
teacher could include parts of the answers to allow
students to still complete the work on the topic and get
that additional practice while not overwhelming the
student.
Lesson Presentation
Introduction Did you know that you can translate reflect, or rotate a
plane figure to make interesting patterns?
- If you look on pg. 396 of your textbook, you will see an
iron grillwork that is an example of this. These
movements are known as transformations.
- What types of transformations were used to make the
pattern in the grillwork? (Translations and reflections).

What are translations and reflections?

- Translation: a geometric transformation that moves
every point of a figure, shape, or space by the same
distance in a given direction.
- Reflection: A mirror image of the shape.

- Students will then preview the following words: line

symmetry and rotational symmetry
- Line symmetry: the line that divides a shape or an
object into two equal and symmetrical parts.
- Rotational symmetry: when a figure is rotated around a
center point, and it still appears exactly as it did before
the rotation.

- Using this data, have students draw a grillwork design

that has no lines of symmetry, then a design that has line
symmetry. Then they will draw its line(s) of symmetry.
Finally have students draw a grillwork design that has
both line and rotational symmetry. Then draw its line(s)
of symmetry. This allows students to become familiar
with symmetry before proceeding to the rest of the
lesson.

- Then, using pg. 397 in the textbook, students will review

and remember important skills needed for the chapter.
This page first requires students to look at four items or
shapes that have a blue line drawn through them. The
 student is to decide if the line is a line of symmetry or
not. The following activity has students compare two
figures/shapes to decide if they are the same shape and
size. Finally, the page asks students to decide what kind
of motion is being used between the two shapes, whether
slide, flip, or turn.

- Then students will review the word and definition of

slide, which means to “move smoothly along a surface.”
An example may be a base runner in baseball who may
slide into home base to score a run.
- What are some other activities in which a person
must slide? (Possible answers: sledding, ice-skating,
roller skating, skiing, etc.)

- Symmetry can be seen all around us!

- Can any of you think of various places in your
personal lives where you may see symmetry? This
could be anything such as a mirror reflections, turning a
pinwheel, and more!
Sequence of activities 1. Introduction (30 minutes)
including assessments As stated above:
Did you know that you can translate reflect, or rotate
a plane figure to make interesting patterns?
- If you look on pg. 396 of your textbook, you will see an
iron grillwork that is an example of this. These
movements are known as transformations.
- What types of transformations were used to make the
pattern in the grillwork? (Translations and reflections).

What are translations and reflections?

- Translation: a geometric transformation that moves
every point of a figure, shape, or space by the same
distance in a given direction.
- Reflection: A mirror image of the shape.

- Students will then preview the following words: line

symmetry and rotational symmetry
- Line symmetry: the line that divides a shape or an
object into two equal and symmetrical parts.
- Rotational symmetry: when a figure is rotated around a
center point, and it still appears exactly as it did before
the rotation.

- Using this data, have students draw a grillwork design

that has no lines of symmetry, then a design that has line
 symmetry. Then they will draw its line(s) of symmetry.
Finally have students draw a grillwork design that has
both line and rotational symmetry. Then draw its line(s)
of symmetry. This allows students to become familiar
with symmetry before proceeding to the rest of the
lesson.
- Then, using pg. 397 in the textbook, students will review
and remember important skills needed for the chapter.
This page first requires students to look at four items or
shapes that have a blue line drawn through them. The
student is to decide if the line is a line of symmetry or
not. The following activity has students compare two
figures/shapes to decide if they are the same shape and
size. Finally, the page asks students to decide what kind
of motion is being used between the two shapes, whether
slide, flip, or turn.

- Then students will review the word and definition of

slide, which means to “move smoothly along a surface.”
An example may be a base runner in baseball who may
slide into home base to score a run.
- What are some other activities in which a person
must slide? (Possible answers: sledding, ice-skating,
roller skating, skiing, etc.)

- Symmetry can be seen all around us!

Can any of you think of various places in your
personal lives where you may see symmetry? This
could be anything such as a mirror reflections, turning a
pinwheel, and more!

2. Teach (20 minutes)

- Direct students to attention to Step 1 of the Activity.
How many right angles do you think are in a circle?
Explain. (4; 360 divided by 90 = 4) If the circle was
twice as large as shown, and the two rays were twice
as long, how many degrees would the distance
between the rays be? Why? (It would be 90 degrees, no
matter how big the circle is, it still contains 360 degrees)
How many 40-degree angles can a circle be divided
into without overlapping? Explain. (9; You can divide
360 by 40 to find the number of 40-degree angles in a
circle).
- Next, all together, the class will look at the math idea at
the bottom of the page, which explains: “An angle
measure can be related to a complete turn (360 degrees),
 a ¾ turn (270 degrees), a ½ turn (180 degrees), or a ¼
turn (90 degrees).
- Then, the teacher will go over symmetric figures.
Students will use geoboards and rubber bands so they
can connect to the lesson in a tactile manner.
3. Assessment #1 (15 minutes)
- Then the students will complete the worksheets on 19.1,
as provided in the book. However, they will be
encouraged to use hands on manipulatives such as the
geoboards to interact physically with the content
material.
4. Assessment #2 (15 minutes)
- Next, students will be asked to pair up into groups and
create a short project together that reflects the lesson on
symmetry. They have freedom to use any math materials
within the classroom to create a representation of the
lesson. This allows them to further explore outside the
horizons of the workbook.
5. Wrap-Up (10 minutes)
- Finally, the teacher will bring the class back together and
students will return to their seats. Students will be
provided a time to present their short group projects, in
which the teacher will ask:
What did your group create and how does it
represent our lesson on turns and symmetry?
- The teacher will then shift the class back to a discussion
on why it is beneficial to know and understand these
concepts, as they apply to much of the world around us.
- With the remainder of our time, will a few of you
share your thoughts on the lesson and something you
may have learned today?
Lesson Wrap-up - Finally, the teacher will bring the class back together and
students will return to their seats. Students will be
provided a time to present their short group projects, in
which the teacher will ask:
What did your group create and how does it
represent our lesson on turns and symmetry?
- The teacher will then shift the class back to a discussion
on why it is beneficial to know and understand these
concepts, as they apply to much of the world around us.
- With the remainder of our time, will a few of you
share your thoughts on the lesson and something you
may have learned today?
Self-Evaluation