Lesson Plan

Day: M
Year:

Date:

Lesson number
4
of
Learning
Area: Mathematics

Time:

Topic: Symmetry
Australian Curriculum Content Description: Measurement and Geometry:
Location and Transformation: Identify symmetry in the environment (ACMMG066)
Cross-curriculum
priorities:
General
capabilities:

Literacy

Aboriginal and Torres Strait Islander

histories and cultures
Numerac
y

ICT

Asia and Australias

engagement with Asia

Critical and
creative
thinking

Ethical
behaviour

Personal and
social
capability

Sustainability

Intercultural
understanding

Students prior knowledge and experience:

Students can identify different levels of symmetry and symmetrical objects.
Students can identify symmetrical shapes in their environment.
Students understand how to use their ipads safely and responsibly.

Teaching purpose: Students recognise symmetry is not just in individual objects, it is also in art.

Learning objectives: Students recognise

symmetry in art.

On completion of this lesson,

students will be able to:

Identify whether Indigenous art

has symmetrical elements.
Recognise symmetry is used for
aesthetics.
Name other used for symmetry
(buildings, gardens etc).

Assessment:
Mainly discussion and observation of students
developing understanding of symmetry in art.

Preparation and Resources:

Indigenous art pieces around 4
Ipad per student.
Interactive whiteboard.
Symmetry Artist program:
https://www.mathsisfun.com/geometry/symmetry-artist.html OR
https://www.mathsisfun.com/geometry/symmetry-artist-flash.html

Catering for diversity

This task allows students to work individually yet also allows opportunity for students to collaborate with
others demonstrating, sharing and learning from their peers, therefore students have the choice to
interact and how they participate.

Timin
g
15
minut
es

Learning experiences
Gather students on the mat area. Brainstorm with students the
previous lessons - what they did and what they learnt. Discuss with them the
evidence of symmetry in the environment and the different symmetrical objects they
discovered. Allow students to tell the class of the symmetrical object they found over
their weekend.
Explain the tasks for today and the learning that will take place.
Then, bring up one of the Indigenous artworks of your choice on the interactive
whiteboard. Discuss with students any symmetrical objects they can identify. Also
discuss whether the entire artwork is symmetrical or only simple elements. Try and
identify with students a pattern in the symmetry.
Repeat this discussion and discovery with the other Indigenous artworks you have
chosen for this lesson.
Speak of the difference in art between the Indigenous culture and other artworks the
students have seen. Then relate the aesthetics of symmetry in all artworks, no matter
the cultural difference.
Introduction:

Next, bring up the Symmetry Artist program on the interactive whiteboard and
demonstrate how the program works and all the different tools students can use.

15
minut
es

15
minut
es

Sequence of learning experiences:

Have students return to their desk and open up the Symmetry Artist program. Allow
students time to experience the program and play around with it, exploring the fun
and amazing patterns they can create with symmetry. Also allow freedom for the
students to discuss and share with others, as long as they follow the guidelines for
your classroom.
After your students have been given time to explore the program and create fun and
interesting pieces of art, challenge them to re-create one of the Indigenous artworks
you had shown them earlier in the lesson. It may be beneficial to demonstrate to
students how they can do this: Choose an Indigenous artwork; show the students the
selections and how they can go about re-creating the artwork. Once you have

5-7
minut
es

demonstrated how to re-create the art, allow students time to try and re-create their
chosen piece. Students may benefit from you detailing certain strategies they can
follow in order to create the art.
(The point of this exercise is to have students learn and explore the patters to which
symmetry is created or it creates.)

Lesson conclusion:

Once students have had time to complete the task, gather them on the mat once
again. Discuss with them the task, and be explicit with the learning. Discuss with
students the symmetry they made, whether or not they enjoyed it and why try to
circle back to the aesthetics of symmetry.
Discuss with students the artworks once again, and the related symmetry that
different cultures all use in their art. Prompt students to think about other forms of
art that man has used symmetry to create e.g buildings, gardens, country flags etc.

Use the discussion at the end of the lesson to link to other natural and man made
forms of symmetry, as this will allow you to discuss different local buildings that as a
class, you could discuss. This leaves the opportunity open to take your students on an
excursion to an important, possibly historical, building local to your area. This allows
students to connect the symmetry they have learnt to a physical landmark in their
own lives. This in turn can be connected to other subject areas, such as history or
English, relating to the landmark/building.

Lesson Evaluation: