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Age or Grade
Level: 3rd Grade
Integrated
Time frame
Disciplines/Subjects for Lesson: 50
:
minutes
Math
STANDARDS, OBJECTIVES, ASSESSMENTS & MATERIALS
Standards:
MA 3.3.1 Characteristics: Students will identify and describe geometric
characteristics and create
two- and three-dimensional shapes.
MA 4.3.1.h Recognize and draw lines of symmetry in two-dimensional shapes.
Objectives:
Students will identify lines of symmetry through the use of different shapes.
Assessment:
Students will complete the independent practice worksheet to determine whether they need
additional help with lesson content.
Materials:
- Math teacher manual
- Shapes
- Pencils
- Crayons
- Worksheets
LESSON PROCEDURES
Anticipatory Set:
Ask students to define line of symmetry and give an example. Have two or three
shapes. Students will discuss with their neighbors the amount of symmetry lines there are
in each shape.
Teacher will do:
1) Review vocabulary that will be
introduced during the lesson and
have students provide their own
examples.
a. Line of Symmetry: When
two halves match each
other.
2) Provide example of line of
symmetry and how to find the line
of symmetry.
1)
2)
3)
4)
5)
Closure:
Students will review over the vocabulary and complete the independent practice. Exit
Ticket: Students will write down their definition of symmetry and draw an example.
Differentiation:
- Assistance will be available for students who have questions
- Teacher will meet with students who are having issues with the assignment in the
afternoon during Math centers.
- Questions will be read to for students who have an IEP, and will also be assisted if
needed by either me or my cooperating teacher.
Reflection:
I believe that this lesson when great. There are however some changes that I would have made
because of the amount of time this lesson took. Instead of doing the activity first, I should have
done it towards the end. With this activity I had each group share the number of symmetry
lines they found in each shape.
I would have review over what lines of symmetry are, and how to find them. Then I would
have assessed the students by having them complete the worksheet. This would have allowed
them to visually see the lines of symmetry. After that I would have had them complete the
activity.