1. Flying High With Symmetry Christie Oehman Maplemere Elementary School Sweet Home School District Mrs. Baetzhold Grade 3 Spring 2010

2. Maplemere Elementary Mrs. Baetzhold’s Classroom

3. Background Information This lesson was prepared for a third grade math class of 15 students. All students were at benchmark level for third grade.

4. Purpose To reinforce student’s understanding of symmetry and teach students how to construct lines of symmetry.

5. Time Frame This lesson will take place during 1 math period and last for 1 hour and 15 minutes. Students who did not finish their kites were able to take them home to finish.

6. Objectives 1.0 The learner will be able to identify lines of symmetry with 95 percent accuracy. 2.0 The learner will be able to construct lines of symmetry with 90 percent accuracy.

7. Essential Question Are you able to construct lines of symmetry?

8. Enduring Understanding Students can draw lines that are symmetrical and be able to describe and recognize symmetrical images.

9. Guiding Questions 1.What do you already know about symmetry? 2.What are lines of symmetry? 3.Can you identify a figure that is asymmetrical?

10. Student Tasks With limited assistance students will construct lines of symmetry to create symmetrical designs on a worksheet and a kite.

11. NYS Learning Standard New York State Learning Standard: MST Standard Area: Mathematics Content Strand: Geometry: Students will apply transformations and symmetry to analyze problem-solving situations. Band: Transformational Geometry

12. Performance Indicator 3.G.5 Identify and construct lines of symmetry

13. Assessment Tools A 5 element, 9 point rubric was used to asses the students’ symmetrical kites.

14. Elements of Symmetrical Kites Rubric Points of symmetry Line of symmetry Attractiveness and Neatness Use of straight lines Use of color

15. Teacher Exemplar

16. Student Work: Distinguished

17. Distinguished Rubric Points of Symmetry – 2 Line of Symmetry – 2 Attractiveness and Neatness –. 75 Use of Straight Lines – 1.5 Use of Color – 2 Total – 8.25/9 You used a straightedge to connect your points and all of your points were in the correct order. Excellent work!

18. Student Work: Proficient

19. Proficient Rubric Points of Symmetry –. 5 Line of Symmetry – 1 Attractiveness and Neatness –.5 Use of Straight Lines – 1.5 Use of Color – 1.5 Total – 5/9 Make sure to use a straightedge when connecting your points, it is very important in making your kite symmetrical.

20. Student Work - Developing

21. Developing Rubric Points of Symmetry – 1.5 Line of Symmetry – 1 Attractiveness and Neatness -.25 Use of Straight Lines – 1 Use of Color –.5 Total – 4.25/9 You did a good job matching the points from the right side to the left side. Next time make sure to use a straightedge when connecting your points.

22. Modification Table Environmental/Ma nagement Teacher assigned cooperative learning groups Content/MaterialStudents will see the kite at different stages, many visual examples InstructionalDirections were repeated as necessary

23. Improvements 1.I would include more real life examples to my introduction of symmetry. 1.I would give students an opportunity to be creative and make their own kite design.

24. Reflection I was excited that many students were either proficient or distinguished by the end of the lesson and seemed to understand the concepts of symmetry. On the unit test that my students took the following week, a majority of the class made adequate progress on the symmetry section.

25. Thank You! Thank you to my peer review group: Jamie, Jennie and Robin for all of the warm and cool comments that helped me make the positive changes to my learning experience.