Lesson Plan 3

Subject/Grade level: Math Fourth Grade

Unit topic (if applicable): Symmetry

Lesson goals:

● The students will be able to work in a small group setting with moderate or maximum
cues and teacher guidance if required.
● The students will be able to construct models that show symmetry.
Lesson title or topic: Symmetry

Estimated length of lesson: 50 minutes

TEKS Standards:

(6) Geometry and measurement. The student applies mathematical process standards to analyze
geometric attributes in order to develop generalizations about their properties. The student is
expected to:

(B) identify and draw one or more lines of symmetry, if they exist, for a two-dimensional figure

Learning Objective(s): The students will find symmetry in different setting

Academic Language:

-Symmetry -Asymmetry -Imaginated line

Grouping: In the learning stations the students will be paired in heterogeneous groups and
sometimes individually.

Materials:

● Shapes made of paper

● Tape
● Fadeless paper
● Pencils
● Rulers
● https://quizizz.com/admin/quiz/5aa2018ff4199a001921f747/symmetry
● Paint
● Paper
● Tablets/ computers
Resources:

https://www.pinterest.com/pin/187180928237269258/
It is a vital support for learning because it offers interactive hands-on-activities where the students will be
engaged with fractions.

https://quizizz.com/admin/quiz/5aa2018ff4199a001921f747/symmetry
It is a vital support since it offers interactive games where children can practice in a fun way.
Connections to Other Subjects: Reading will be incorporated into the lesson by having the
students read the handouts that will be provided. Art will be incorporated as they paint.

Gradual Release of Responsibility: The lesson will start off with the teacher modeling. Next, it
will move on to a whole group class; then, it will be transitioned into learning stations where
students will be paired in heterogeneous groups.

Instructional Procedures

● Introduction: I will start off the lesson by announcing the topic that will be covered,
symmetry. I will activate their background knowledge by asking them if they have seen
themselves in a mirror. This will show them how symmetry consists of seeing the same
thing in both sides. Real-world connection will help to establish a purpose for the lesson
since it is something they will be using in their lives. Then, I will create an anchor chart
with them of the vocabulary words and show them symmetrical and asymmetrical
figures.
● Teacher Modeling: I will model the lesson objectives by using two dimensional figures
made of paper to show them how symmetry and asymmetry look in a shape. Then, I will
pass out two dimensional shapes made of paper for them to look for the symmetry lines
with me.
Engaging Questions:
Do you see the same thing in both sides?
Do each side touch each other?
● Body of the Lesson:
1st activity: The first activity consists of having the students work as a team to classify
given two dimensional shapes made of paper as asymmetrical or symmetrical and
determine how many lines of symmetry there are and write the number inside the shape.
They will glue each shape into the category they belong (a paper will be provided to them
with both categories).
 2nd activity: The students will work as a team and create their own model of symmetry in
a paper grid. They will have the same pattern on both sides including colors. They will be
provided with paint to fill in the squares.
● Guided Practice: Guided practice will be provided in a small group setting where we
will practice a word problem together as a whole class. I will include visuals such as the
two dimensional shapes made of paper to help the students see the concept in a more
concrete manner. As I mentioned before, I will grasp in their prior knowledge by
connecting it to their "real world experiences". I will be asking them questions to check
for their understanding.
● Independent Practice: The students will be working in active centers where they will be
applying what they learned during the introduction and the guided practice. If they finish
their work independently, I will have additional work in each station.
● Conclusion (closure): The lesson will be concluded with an exit ticket,
Assessment: The assessment will be provided with a Quizizz game where students will
demonstrate their knowledge on symmetry.
● Formative assessment will be included during the lesson through questioning.
● Summative assessment at the end and informal assessment.I will orally provide feedback and
positive reinforcement throughout the lesson.
Accommodations/Modifications/Enrichment:

- Special Needs Learners

Manipulatives (two dimensional shapes made of paper)

Visuals