Bridgewater College

Education Department Lesson Plan

Name:

Kelly

Hughes
Date: April 27, 2014

Title of Lesson:

Symmetry

Subject Area(s):

Grade Level(s):

Second Grade

Geometry
VA SOL

2.15

2.15 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

Content Objective(s)

The students will be able to draw a line of symmetry in a variety of different

shapes, identify symmetric figures and non-symmetric figures, and create figures
with at least one line of symmetry by drawing them on the provided worksheet
and Smart Board activity.
IEP Goal/Objective: Gifted students will be able to identify objects with two lines
of symmetry. Struggling kids will receive assistance in completing the
worksheet and smart board activity if needed.
Accommodations/
Differentiation
Summative Assessment (based on objectives)

The students will complete a worksheet from Pearson

Textbooks Lesson 11.7 (attached) to demonstrate that they
understand the material covered in class. The students will
have to receive a scoring of 70% or above.

Materials

Worksheet (attached)
Smart Board
Smart Board Activity
Pencil
Textbook
10 cut circles
10 cut squares

Gifted students will be

able to identify
objects with two lines
of symmetry.
Struggling kids will
receive assistance in
completing the
worksheet and smart
board activity if
needed.

Integration of technology

I have created a Smart Board activity in which the students

will come up individually and answer the questions that are
in the activity. There are enough questions on the activity for
everyone to get a chance to answer. The activity is made up
of symmetric figures v. non-symmetric figures, drawing the
line of symmetry, and more.

If a child is struggling
while answering the
questions, he or she
can resort to me or
their classmates for
assistance.

There is a symmetry game of off Mr. Wolfes Math-a website

on my portaportal. We will play this game at the end of
lesson after everyone has completed his or her worksheet.
http://www.innovationslearning.co.uk/subjects/maths/activitie
s/year3/symmetry/shape_game.asp

Anticipatory Set (Focus)

I will cut out 10 circles and 10 squares. Each student will

either get a circle or square. I will instruct the students to
fold the paper in half. Students, after you fold your shape in
half, can someone tell me what is the same about both sides
of paper? I will tell the students that both sides of the paper
are the exact same size and that they have just made a line
of symmetry.

Access/Review Prior Knowledge

I will say: Students, we have learned about many different

shapes this year during our math lessons. Can someone tell
me some of the shapes we have learned about already?
Today, we will learn that many of the shapes we have already
been working with, like squares, circles, rectangles and many
more shapes have one or more lines of symmetry.

Topic presentation (What will the students be told?)

The students will be told that a line of symmetry divides a

shape into two parts that are exactly the same size and
shape. Some shapes have more than one line of symmetry. I
will express to the class that the line of symmetry is not
always directly a vertical or horizontal line across the shape
and that it can also be diagonal.

Accommodati
ons/
Differentiatio
n
If students are
having trouble
folding their
shape, I will
come around
and
demonstrate
where the fold
should be
placed.

Time
Plann
ed
5
minute
s

2
minute
s

5
minut
es

Modeling, Guided Practice, Independent Practice,

Checking for Understanding (Formative Assessment)

35

I will draw a variety of shapes on the white board and

then model for the class how you would draw a line of
symmetry and also why each line of symmetry is
placed where it is. I will show a vertical, horizontal, and
diagonal line of symmetry.
The students will complete the Smart Board activity
with me. I will stand at the front of the room and ask
for volunteers or call someone to come up and answer
one of the questions on the activity. I can formatively
assess the students through this activity.
The students will then each receive a worksheet and
they will complete it independently. I will be walking
around the room to assist anyone that needs help.
After the worksheet is completed, I will bring up the
symmetry game on the smart board and we will play
that until the closing of the lesson. I will stand at the
smart board and the class will sit on the rug while we
play the game. I will ask the class to tell me the right
answer.

Closure

Can someone tell me what we learned a line of symmetry is?

What are some of the shapes that have one or more lines of
symmetry? What does it mean for a shape to by symmetric?

3 min