LESSON/ACTIVITY INFORMATION

Title: Line of Symmetry

Your name: Belen Muro

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)

Student will do:

Review and participate while reviewing
vocab words being introduced.
Participate and provide feedback on the
examples used for line of symmetry.
Work with their assigned partners and
find the line of symmetry to the shapes
the group was given.
Make sure their groups have the correct
lines of symmetry drawn with a crayon.
Meet in the middle of the classroom, and
share how many lines of symmetry they

3) Pair students with a partner.

Students are to find the line of
symmetry for the shapes were
given to students.
4) Go around the classroom and make
sure that the number of symmetry
lines are correct. For those that are
not correct, teacher will allow more
time to find the correct number of
symmetry lines.
5) Ask students to meet in the middle
of the classroom, discuss how they
found the line of symmetry, and
place their shapes according to the
number of symmetry lines.
6) Have students complete a line of
symmetry worksheet as a form of
assessment.
7) Have students do an Exit Ticket
defining line of symmetry with an
example.

found for each of their shapes.

6) Complete a worksheet as a form of
assessment.
7) Complete an Exit Ticket defining line of
symmetry with an example.

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.