Subject: Symmetry and Tesselation

Grade Level: Grade 3

Objective:

- Identifies and visualizes symmetry and tesselation in the environment and in design

- Illustrate symmetrical and tessellation figures

- Appreciate the value of shapes

Learning across the curriculum:

- Mathematics: Identifying shapes and patterns

- Science: Observing symmetry and patterns in nature

- Art: Creating symmetrical and tessellation designs

Elicit:

- Ask the students if they have ever noticed patterns or symmetry in their
surroundings. Translate to English: "Have you ever seen patterns or symmetry in
your environment?"

Engage:

1. Show the students pictures of symmetrical objects and ask them to identify the
lines of symmetry. Translate to English: "Look at these pictures. Can you identify the
lines of symmetry?"

2. Display tessellation patterns and ask the students to describe what they see.
Translate to English: "What do you notice about these tessellation patterns?"

3. Play a game of "Guess the Symmetry" where the students take turns describing
symmetrical objects and the class guesses what they are. Translate to English:
"Describe an object with symmetry without revealing its name. Let's guess what it is!"

Explore:

Activity 1 - Symmetry Art

Materials: Paper, pencils, colored pencils or markers

Instructions:

1. Instruct the students to fold a piece of paper in half and draw half of a symmetrical
design on one side.

2. Have them unfold the paper and complete the other half of the design, making
sure it is symmetrical.

3. Allow the students to color their designs.

Rubric:

- Symmetry: 5 points

- Creativity: 5 points

Assessment questions:

1. What is symmetry?

2. How many lines of symmetry does a square?

Activity 2 - Tessellation Exploration

Materials: Pattern blocks, construction paper, glue

Instructions:

1. Provide the students with pattern blocks and have them explore creating
tessellation patterns on construction paper.

2. Instruct them to trace the pattern blocks onto the paper and then move and rotate
them to fill the space without gaps or overlaps.

3. Once they have created their tessellation, have them glue the pattern blocks
down.

Rubric:

- Tessellation: 5 points
- Neatness: 5 points

Assessment questions:

1. What is a tessellation?

2. How do you create a tessellation?

Activity 3 - Shape Hunt

Materials: None

Instructions:

1. Take the students on a shape hunt around the school or classroom.

2. Instruct them to find and identify different shapes, focusing on symmetrical and
tessellating shapes.

3. Have them take pictures or draw the shapes they find.

Rubric:

- Shape identification: 5 points

- Observation skills: 5 points

Assessment questions:

1. What is the difference between a symmetrical shape and a tessellating shape?

2. Can you give an example of a shape that is both symmetrical and tessellating?

Explain:

1. Teach the concept of symmetry by showing examples and explaining that

symmetry is when a shape can be divided into two equal halves.

2. Teach the concept of tessellation by demonstrating how shapes can be arranged

and repeated to fill a space without gaps or overlaps.
Elaborate:

1. Have the students work in pairs to create a symmetrical and tessellating design
using pattern blocks or other materials.

2. Ask the students explain the value and importance of symmetry and tessellation in
art, architecture, and nature.

Evaluate:

- Observe the students' participation and engagement during the activities.

- Assess their understanding through oral questioning.

- Review their symmetrical and tessellation art creations and provide feedback based
on the rubrics.

Extend:

- Have the students research famous buildings artworks that showcase symmetry or
tessellation.

- Organize a symmetrical and tessellation art exhibition in the school.

Assignment:

Create a poster showcasing different symmetrical and tessellating shapes found in

the environment. Label each shape and explain why it is symmetrical or tessellating.