Elementary Education Lesson Plan Template

Caroline Steward
2nd Grade
Central Elementary; Becky Bossong
September 8, 2016
Topic: Math Small Group (Symmetry)

Enduring Understandings: (What big idea(s) will students understand as a result of this
lesson?)
-

There are various strategies to predict the outcome of a math problem

What I know about a concept can assist me in creating or solving a problem

Essential Questions: (What question(s) will students grapple with as they learn through this
lesson?)
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What strategies can one use to determine whether or not an object, picture, or design is
symmetrical?
What does a design look like when it is reflected across a line of symmetry? How does
this assist me in creating a symmetrical design.

Primary Content Objectives:

Students will know: (facts/information)
-

Mirror symmetry is when half of the design is a reflection of the other

To find the total number of blocks used in a symmetrical design, the number of blocks on
one side is doubled

Students will be able to do: (skills and behaviors)

Create a mirror reflection of a design using pattern blocks

Predict the total number of blocks used when given half of the blocks

Related state or national standards: (Examples include State Standards of Learning, Common
Core State Standards, Next Generation Science Standards or National Curriculum Standards for
Social Studies)
Virginia SOL Math 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
Assessment: (How (and when) will students be assessed? What evidence will you collect to
determine whether students have met the lesson objectives? Will the assessment(s) be a preassessment (diagnostic), formative (ongoing feedback) or summative?)
-

Formative Assessment: As students are working, I observe them and ask questions to
check their understanding and thinking. These questions will be: How did you figure out
the total number of blocks? and How did you decide which pattern blocks should go
where?. I will be looking to see whether or not the students are able to complete the
symmetrical design as well as understand the total number of blocks is double the number
of blocks on one side because the shape is symmetrical.
Summative Assessment: I will give the students an exit ticket to complete. This exit ticket
will have a few letters and shapes where they need to determine if its symmetrical and if
so, draw the line(s) of symmetry. There will also be a couple questions where they will
have half of a design and will have to draw the other half to make it symmetrical,
applying what they did with the pattern blocks to paper. This exit ticket will give me a
sense of who is still struggling with symmetry and who is showing mastery and I can
challenge in the next week.

Materials and Resources: (List here all materials that you will need in order to successfully
teach this lesson. Include technology and website links, texts, graphic organizers, student
handouts, physical manipulatives, etc.)
-

Pattern Blocks
Half and Half sheets from Investigations
Paper and pencil
Exit Ticket

Key Vocabulary and Definitions:

-

Symmetry: a shape can be folded on a line so that the two halves are the same
Mirror Symmetry: when half of the design is a reflection of the other half

Lesson Procedures:
1. Introduction and goal orientation:
-

When students are seated, we will go over the expectations for math small group. I will
ask, Who can remind me of what the expectations for math small group are?
o Student Responses: Stay in our seats; Thumb up if we have a question or want to
respond to a question; Stay focused on what is happening at our small group table
I will introduce the goal of the lesson. I will say, For the last couple weeks, we have
been finding lines of symmetry using paper cutouts, shapes, and letters of the alphabet.
Today, we are going to be creating our own symmetrical designs.

2. Connecting to prior knowledge and experiences: (Questions or activities that help

students make links)
- I will ask the students, Who can tell me what symmetry is?
o Student Response: When a line divides an object, the object is the same on both
sides of that line
- I will ask, What are some of the ways we have learn to determine if an object or design
as symmetry?
o Student Responses: Look to see whether its the same on both sides; We use the
mirror and put it on the line of symmetry and what we see is the full image
- If a student responds with using the mirrors, I will respond to that student. If not, I will
bring the mirror up myself and ask students how weve been using the mirrors to
determine symmetry.
- I will put a few pattern blocks together to create half of a design. I will say, I want to
create a mirror image of this design. What will I need to do?
o Student Responses: Make it the same on the other side
- If students say make it the same on the other side, I will make it the same, but not a
reflected image. I will say, I made it the same, but is this symmetrical? What do I need
to do?
o Student Responses: No; students may point out where the blocks need to go
o If students need further help understanding, I will take my mirror out and hold it
against the shapes. I will say, I can look in the mirror to see how my design will
look with both halves. Remember, what we see in the mirror is a reflection, so I
need to create a reflection with my shapes.

I will ask the students, How many blocks do I have on my Side A? If I have 4 blocks
on Side A, how many will I have in the whole design after I make the other half? How do
you know? How would we write this equation?
o Student Response: You have 4 on the first side so you will have 4 on the other
side. 4 + 4 = 8
I will complete my design to make it symmetrical and ask the students to confirm that it
is symmetrical and that we have 8 blocks in total.

3. Tasks and activities: (What challenging tasks and activities will students engage in as
they construct knowledge, learn new skills or behaviors and develop understandings?)
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The students will complete the doubling with pattern block designs activity from
investigations. Before handing out pattern blocks, I will remind the students of the
expectations of using materials. I will say, The pattern blocks are to be used to build
designs for our activities. If I see anyone using them in other ways, I will take them and
you will have to draw the designs by hand.
I will show the students a copy of the Half and Half sheet. I will say, This line down the
middle is a mirror line, or line of symmetry. To start off, I am going to make a design on
Side A. On your paper you will copy my Side A. Before you create Side B, predict the
total number of blocks you will have. Write this as an equation and then create the
reflection on Side B and count the total number of blocks to confirm your answer.
After students finish the design I created, they will be able to create their own design and
then can switch with a partner.
I will remind the students, When you are done, put your thumb up so I know to come
and check your work.
As students are working, I observe them and ask questions to check their understanding
and thinking. These questions will be: How did you figure out the total number of
blocks? and How did you decide which pattern blocks should go where?. I will be
looking to see whether or not the students are able to complete the symmetrical design.
For students who are struggling, I will suggest they hold the mirror up against the pattern
blocks and look at how the reflection looks in the mirror.

4. Closure: (How will you wrap up the lesson and reinforce key ideas? Closure may include
some form of assessment or exit slip)
-

Five minutes before the end of the small group time, I will collect the pattern blocks from
the students. I will reinforce the key idea that they created mirror images of the designs
by asking, Who can explain to me how we created mirror images of the designs?
o Student Response: we flipped the design; we created the reflection on side B
I will give the students an exit ticket to complete. This exit ticket will have a few letters
and shapes where they need to determine if its symmetrical and if so, draw the line(s) of
symmetry. There will also be a couple questions where they will have half of a design and
will have to draw the other half to make it symmetrical, applying what they did with the

pattern blocks to paper. This exit ticket will give me a sense of who is still struggling with
symmetry and who is showing mastery and I can challenge in the next week.

Accommodations for individual differences: (How will the lesson be differentiated to support
diverse learners? Describe additional supports that can be used for re-teaching if needed, and a
challenging extension for students for demonstrate mastery quickly or show evidence of a lot of
prior knowledge.)
For students who are struggling, I will suggest they start with a small number of blocks and work
with a mirror to help them visualize how Side B will look when completed. If needed, I will
show them using one block and the mirror so they better understand the concept of mirror
symmetry.
For students who show mastery, I will challenge them to use a large amount of blocks and
intricate designs.

Behavioral and organizational strategies: (What behaviors will you model or discuss with
students? What do you want to remember about organizing the lesson and materials? Use this
section for reminders to yourself about behavioral and organizational strategies. For example, do
you want to explicitly model how to work with partners in this lesson? Or demonstrate how to
use mathematical tools?)
At the beginning of small group, we will go over the expectations during math small group. This
is something we have been doing this past week and want to continue so students are being
reminded of the expectations. These expectations will include raising your thumb when students
have a comment or question, stay focused on our small group, and be listeners.
We will also be using pattern blocks during this lesson. Before handing out the pattern blocks to
students, I will remind them that they are to be used for the purposes of the lesson and if anyone
is seen playing with them, I will take their pattern blocks and they will have to draw the designs
by hand.