New York State Academy for Teaching and Learning

Learning Experience/Information Form

Final

Contact Information
Residing Address (including street, city, state, and zip-code) / Christine Oehman
188 Ransom Oaks Drive
East Amherst, New York 14051
Phone numbers / Home Phone
716-907-1524 / Cell Phone
716-907-1524
Email Address /
School Information
Grade Level Instructed / Grade 3
Content Area addressed within LE / Mathematics
School District in which the LE was implemented / Sweet Home Schools
Specific School within District / Maplemere Elementary
School Address (including street, city, state, and zip-code) / 236 E. Maplemere
Amherst, NY 14228
Phone: (716) 250-1550

Title of Learning Experience: Flying High With Symmetry

New York State Learning Standard: MST

Standard 3: Mathematics

Content Strand: Geometry

Band: Transformational Geometry

Performance Indicator: 3.G.5 Identify and construct lines of symmetry

Elementary/Beginning Level IntermediateCommencement

Alternate/Students withDisabilities

LEARNING CONTEXT

Purpose/Rationale for the Learning Experience:

  • The purpose of this lesson is to reinforce student’s understanding of symmetry and teach students how to construct lines of symmetry. This lesson is part of a geometry unit where students previously practiced drawing lines, line segments, and rays and identified congruent and symmetrical figures. The purpose of this learning experience is for students to use the knowledge and skills learned throughout the geometry unit and apply it to their understanding of symmetry. The learner will hopefully transfer these skills to other problem solving situations in Mathematics and Art.

Enduring Understanding:

  • Students can draw lines that are symmetrical and be able to describe and recognize symmetrical images.

Essential Question:

  • Can you construct lines of symmetry?

Guiding Questions:

  • What do you already know about symmetry?
  • What are lines of symmetry?
  • Can you identify a figure that is asymmetrical?

Objectives:

1.0The learner will be able to identify lines of symmetry with 95 percent

accuracy.

2.0 The learner will be able to construct lines of symmetry with 90 percent

accuracy.

3.0 The learner will be able to verbally answer comprehension questions

with teacher support with 90-95 percent accuracy.

Congruency Table

Learning Experience: Flying High With Symmetry

Level: Elementary

Grade Level: Third

New York State Learning Standard: MST

Standard Area: Mathematics

Content Strand: Geometry: Students will apply transformations and symmetry to

analyze problem-solving situations.

Band: Transformational Geometry

Performance Indicators/
Core Guide Information / Instructional Task
(What standards mean in your own words) / Learning
Objectives / Student Work / Assessment Tool
3.G.5
Identify and constructlines of symmetry / With limited assistance from peers and the teacher, students will construct lines of symmetry to create symmetrical designs. / The learner will be able to identify whether images are symmetrical or asymmetrical.
The learner will be able to work independently to construct lines of symmetry to make designs and letters symmetrical / A symmetrical kite where students need to recreate a design from the right side onto the left side.
Student work includes a worksheet where students have to finish drawing letters and images to make them symmetrical. / A rubric will be used to access the students’ knowledge of lines of symmetry through their kite design activity.
A Symmetrical KitesRubric will be used to access each student’s ability on the following attributes:
  • Points of symmetry
  • Symmetrical lines
  • Straight lines
  • Neatness

Overview of what the students need to know and be able to do in order to succeed:

Prior to Learning Experience:

Students should have a clear understanding of most of the key subject-specific vocabulary terms. Students should be able to correctly use a straightedge to draw line segments and have a basic understanding of symmetry.

During the Learning Experience:

Students will be able to relate what they already know about symmetry from past lessons in our Geometry unit.

After the Learning Experience:

At the conclusion of the lesson, students should have a definite understanding of symmetry. Students should be able to apply the idea of symmetry to future math experiences.

Classroom Rules and Procedures:

  • There are five rules in the classroom, refer to attachment three to view a copy of the rules poster.
  • While the teacher is talking be quiet.
  • Before you talk raise your hand.
  • Keep your hands, feet and objects to yourself.
  • Bring all necessary materials to class.
  • Follow instructions the first time.
  • There is a list of class procedures, see attachment four to view a copy.

Key Subject-Specific Vocabulary:

Students should have the basic knowledge of these key math vocabulary words prior, during, and after this learning experience.

  • Asymmetrical – Not identical on both sides of a central line
  • Centimeter – A unit of length in the metric system (equal to .01 of a meter)
  • Connect – To join or link together
  • Construct – (Geometry) To draw a figure fulfilling certain given conditions
  • Identify – To recognize or establish asbeing a particular thing
  • Line of Symmetry - A line that divides a figure into two congruent parts,

each of which is the mirror image of the other.

  • Line Segment– (Geometry) A finite section of a line
  • Mirror Image – An image of something as it would appear if viewed in a

mirror, with right and left reversed

  • Measure – The extent, dimensions or quantity of something ascertained by

comparison with a standard

  • Straightedge - A bar or strip of wood, plastic, or metal having at least one

long edge of sufficiently reliable straightness for use in

drawing or testing straight lines, plane surfaces, etc.

  • Symmetrical - Noting a set consisting of pairs of points having this relation

with respect to the same axis

  • Symmetry – Something is exactly the same on both sides

ASSESSMENT PLAN

Students will be assessed through a number of different ways throughout the learning experience. This learning experience includes assessments that are diagnostic, formative and summative.

The diagnostic assessment includes a short pre-assessment. For a pre-assessment, students are going to complete four letters to make them symmetrical. This short assessment will show the teacher whether or not students have a basic understanding of symmetry. At the end of the lesson, the pre-assessment results will be compared with the scores of student’s Symmetrical Kitesas a summative assessment. Students will create kites that test their ability to draw symmetrical lines and points, similar to the first pre-assessment activity.

As another summative assessment, students will complete a worksheet where they need to complete different shapes to make them symmetrical. This will be scored to check student’s understanding.

One formative assessment will be our discussion about the Brain Pop video. Another formative assessment will be during the guided practice where students need to connect and measure certain points. If student’s points are the same distance from the centerline, their shape is symmetrical. This will not be scored but be used as a tool for extra practice and exposure to symmetry.

The rubric’s criterion aligns well with the NYS standards. The performance indicators for Geometry emphasize that students need to be able to identify and construct lines of symmetry. This rubric assesses a student’s ability to construct points and lines of symmetry. I will review the rubric before students work on their kites so they know what is expected as well as write comments on each rubric so students have a better understanding of their grade. Students are used to seeing rubrics and understand that their score on their Symmetrical Kites will be apart of their symmetry grade for the Geometry unit.

Rubric

Symmetrical Kites

Teacher Name: ______

Student Name: ______

Category / 4 / 3 / 2 / 1
Points of Symmetry
Weight 0.5
(Out of 2 points) / All of the points on the left side are the same as the right side. / All except 1 of the points on the left side are the same as the right side. / All except 2 of the points on the left side are the same as the right side. / 3 or more of the points on the left side are not the same as the right side.
Line of Symmetry
Weight 0.5
(Out of 2 Points) / All of the lines were drawn in the correct order. / All except 1 of the lines were drawn in the correct order. / All except 2 of the lines were drawn in the correct order. / 3 or more of the lines were not drawn in the correct order.
Attractiveness and Neatness
Weight .25
(Out of 1 Point) / The kite is exceptionally attractive in terms of neatness and design. / The kite is attractive in terms of neatness and design. / The kite is acceptably attractive in terms of neatness and design though it may be a bit messy. / The kite is distractingly messy in terms of neatness and design. It is not attractive.
Use of Straight Lines
Weight 0.5
(Out of 2 Points) / All 18 lines were connected using a straight edge. / All except 1 or 2 lines were connected without using a straight edge. / All except 3 or 4 lines were connected without using a straight edge. / 5 or more of the lines were connected without using a straight edge.
Use of Color
Weight 0.5
(Out of 2 Points) / The color and/or design added to the kite is the same on the left and the right sides / The color and/or design added to the kite is similar on the left and right sides but not exactly the same. / The color and/or design is not the same on the left and right sides. / There was no use of color.

Total Score: ______/ 9

Comments:

STUDENT WORK

Grade Level/Ability

  • This learning experience was taught to 15 third grade students
  • 7 boys and 8 girls
  • All 15 students are at the benchmark level in Mathematics.
  • In the beginning of the year students were separated into different math classes depending on ability and their scores on various assessments.

Students will be producing two pieces of work throughout the learning experience. The first piece of work will serve as the diagnostic assessment, a worksheet calledSymmetric Shapes. The students will also be completing their Symmetrical Kites, which will serve as the summative assessment for the learning experience. Student work is included in the attachments of this learning experience, categorized as developing, proficient, and distinguished.

Pre-Assessment – Part 1 of Symmetric Shapes

5 Students
X
X
X
X
X / 7 Students
X
X
X
X
X
X
X / 3 Students
X
X
X
0-1 / 2-3 / 4
Developing / Proficient / Distinguished

Before going over the definition of symmetry, students were asked to complete four letters to make them symmetrical. Five students were developing and got either zero or one letter correct on the pre-test. Seven students were proficient and got either two or three letters correct and three students were distinguished and got all four of the letters correct. Next, students saw five pictures and had to decide whether the pictures were symmetrical or asymmetrical. Students quickly jotted down their answers and a majority of the class was able to recognize when something is symmetrical.

Summative Assessment – Symmetrical Kites

3 Students
X
X
X / 4 Students
X
X
X
X / 8 Students
X
X
X
X
X
X
X
X
0-4.75 / 5-7.75 / 8-9
Developing / Proficient / Distinguished

Three students were developing and received between 0 and 4.75 on their Symmetrical Kite. Four students were proficient and scored between 5 and 7.75. Eight students were distinguished and received between 8 and 9 on the Symmetrical Kites rubric. Refer to attachments 24-29 to see student work samples.

After the lesson on Symmetry, most of the students were either proficient or distinguished in their understanding of drawing and recognizing symmetrical lines. Twelve students were proficient or distinguished at the end of the lesson, compared with ten students at the beginning of the lesson. Also, by the end of the lesson only three students were developing compared with five students in the beginning of the lesson. Many students also moved from being proficient in their understanding of symmetry to being distinguished.

PROCEDURE

Anticipatory Set: (8 minutes)

  • Students will be asked to complete questions 1-4 on page 146 of their Math Journals called Symmetric Shapes. I will call on one student to read the directions and then students will have 3 minutes to complete the letters. This will be used as a pre-assessment to see what students remember about symmetry from last year.
  • I will put a definition of Symmetry on the overhead projector. Once students are seated quietly in their seats, I will call on someone to read the definition.
  • Next I will hold up five pictures of things that are symmetrical and asymmetrical. The class will discuss if the pictures are symmetrical and why.

Input, Modeling, Checking for Understanding: (25 minutes)

  • Students will watch a short Brain Pop video clip about symmetry. After watching the video, students will share with a partner and then with the class one thing they learned from the video.
  • I will tell students that symmetry helps birds to fly and humans to walk to bring in a real world connection. I will also fly two paper airplanes, one that is symmetrical and one that is not. Students will have a few minutes to think of other examples.
  • Next, one student will pass out Math Masters page 185 to each student (attachment 6). I will have a copy of the workbook page on the overhead and tell students that they need to use a straightedge to draw line segments to connect the dots in order. I will demonstrate by drawing the first line from A to B, stressing that students need to connect the dots in order using a straightedge. I will ask students where the next line should be drawn and use my finger to show how the rest of the dots connect.
  • Next I will hold up page 185 and show students how to fold along the dotted line, keeping the picture on the outside. While keeping it folded, I will tell students to cut along the solid line. I will demonstrate at the front of the room so that students have a visual example.
  • Students will have about five minutes to connect the dots and cutout the kite. I will be walking around to monitor student progress and answer any questions. While students are working, the directions will be on the overhead for students to reference.
  • I will show students how to hold the kite up to a light source and mark the points on the unmarked half with a pencil. So that students can see the demonstration better and have more room at the window, only eight students are going to do this part of the lesson at a time. I will show students my finished product so they have a visual representation. Then I will go over the rubric so students know what is expected of them.
  • I will call eight students to come to the windows with their kites and a pencil. The remaining eight students will be asked to read through pages 122 and 123 with a partner in their Student Reference books until it is their turn to come to the windows. Once the first group of students is finished at the windows, the two groups will switch activities.
  • Once everyone has had a chance to go to the window, students will have time to connect the new set of points like they did in the beginning of the lesson. As a class students will talk about the similarities and differences of the printed pattern and its mirror image.

Guided Practice: (10 minutes)

  • Next students are going to connect 3 pairs of matching points (a point on the right side to its corresponding point on the left side). For each pair of matching points students are going to measure the distance in centimeters from each point to the fold line and share their observations. I will model this on the overhead.

Independent Practice: (15 minutes)

  • Students will work on page 146 in their Math Journals. Students need to draw the missing halves of symmetric figures. I will be walking around to check if students understand the worksheet they are completing. It is part of the classroom routine to start the day’s homework if students finish, which reinforces the concepts and skills learned today.

Closing: (5 minutes)

  • Students will be asked to discuss with a partner the definition of symmetry and give an example of something symmetrical.

RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION

References:

  • Everyday Mathematics (Third Grade Program) – McGraw Hill School Education Group
  • Everyday Mathematics Teacher’s Guide
  • Brainpop.com

Materials:

  • Student Home Link Packets
  • Student Math Journals
  • Shape Design Page 185 in Math Masters (One copy for each student)
  • Student Reference Books (Pages 122-123)
  • Definition of Symmetry Overhead Transparency
  • Directions Transparency
  • Symmetrical and Asymmetrical shapes/pictures
  • Overhead Projector
  • Dry erase markers
  • Pencils
  • Scissors

Technology:

  • The Brain Pop website was used during the lesson to help introduce symmetry. During a review day later in the week, students will be able to take the quiz on Brain Pop and explore the site further.
  • An overhead projector was used to model and review different aspects of symmetry.

Modification Table

I made a lot of different modifications to this lesson to meet all of my students needs. Even though all of my students are at the benchmark level in Math, their abilities, strengths and weakness differ from oneanother.

Modification Type / Specific Modification / Rationale / Benefits
Environmental and Management /
  • Teacher-assigned cooperative learning groups
  • Frequent checks of assignment progress and completions.
  • Demonstration done in a smaller group
/
  • Students are seated in groups that have higher and lower level students working together.
  • Students are able to get immediate feedback from instructor and make corrections as needed.
  • Students will be up close to the demonstration.
/
  • The benefit of this modification is increased productivity in groups because the higher-level students are able to help and model for the lower level students.
  • The benefit is fewer mistakes will be made because the teacher will catch problems and questions sooner.
  • Students will have a better understanding of what they are supposed to do.

Instructional /
  • Directions repeated as necessary
  • Modeling of the specific skill
/
  • Students will have directions repeated as needed in order to understand and comprehend the task.
  • Instructor will model the specific skill that is being taught to students that need additional visual prompts.
/
  • Allows for students that have difficulty processing information to hear the directions repeated in order to complete the task.
  • Allows for the students who are more visual learners to refer to a model of what they are expected to complete.

Content/Material /
  • Visual models
/
  • Students will see the symmetrical kite at different stages, many visual examples.
/
  • This provides a reference tool to the more visual learners.

Tasks /
  • Increase the amount of time to finish the kite
/
  • Specific students will be given extra time to complete the task during the school day
/
  • It allows students to take their time and not be rushed to complete the task.

Teacher Exemplar

The teacher exemplar served as a model and guide for students to use during both the modeling and independent work portions of the learning experience. The students had a clear understanding of how their kites should look when complete. My teacher exemplar provides the necessary elements that are in the rubric and scored 20 out of 20 points. Refer to attachment 22 and 23 to see teacher exemplar with the scored rubric.