7/29/2019 Math Lesson Symmetry

1/2

Background:1st grade inclusion classroom. 24 students; 14 boys, 10 girls. 3 students have an IEP. Ages

range from 6-8.

Content Objective(s):Teacher will follow Everyday Math lesson 7.7 to teach students how to explore and makesymmetrical shapes.

Language Objective(s):Students will be able to practice making symmetrical shapes by listening closely to di-rections on how to cut out their shapes. Students will also participate as we work on the

work book page in their math journal together as a class. Students will read each problemaloud and then write the correct answer in the appropriate spot.

Nevada Standards:

SMP #6 Attend to precision.

1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided)versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes

to possess defining attributes.

Key Vocabulary:Symmetrical, symmetry

Best Practices: (put an X next to those that you address in your les-son)

Preparation Scaffolding Grouping Options

X Adaptation of content X Modeling X Whole Class

X Links to background X Guided practice Small groups

X Links to past learning Independent practice X Partners

X Strategies incorporated X Verbal scaffolds Independent

X Procedural scaffolds

Integration of Processes Application Assessment

X Listening X Hands-on IndividualX Speaking X Authentic (Meaningful) X Group

X Reading X Linked to objectives Written

X Writing X Promotes engagement X OralO

Nevada State CollegeTEACHER PREPARATION PROGRAMLESSON PLAN FORMATMATH LESSON (symmetry)February 12, 2013BRITTANY BASILEB

7/29/2019 Math Lesson Symmetry

2/2

Teaching Strategies:Modeling, guided practice, hands-on activity, whole group instruction.

Warm Up Activity:Students will each be handed a cut-out of a paper heart and instructed to fold theirpaperheart in half so that the two halves match. Students will then be asked what are some oth-er examples of pictures or things that can be folded in half so that the two halves match?

(possible answers could be butterfly, bell, square, triangle etc...) I will tell students that

these kinds of shapes or things are said to be symmetrical, or to have symmetry.

Lesson Sequence:Students will each be given a half-sheet of paper. They will put their eyes up on me as I

model with my half-sheet of paper what they are going to be doing. I will take my paperand fold it in half. I will cut out a shape that contains part of the fold and then unfold the

cut-out piece. I will ask students to take their papers, fold in half and do the same thing. Iwill circulate around the room and watch for students who accidentally cut the fold and

end up with two shapes rather than one symmetrical shape. When I see that students havesuccessfully cut out their shape, I will direct students attention back to the front of the

room where I will ask the following questions: Is the shape you cut out, symmetrical?

How do you know? How many ways can you fold the shape so the two halves match?We will continue this activity by making more symmetrical shapes using strategy. We will

wrap up the lesson by students sharing their symmetrical shapes with their table groups

and begin working on the math journal practice page 69 together as a class.

Accommodations:I will walk around the room and assist students who are having trouble with cutting outtheir shapes. We will also be doing the workbook page in the math journal together as a

class so students who are struggling have the chance to participate and get the extra help

they need.

Supplementary Materials:Math journal page 69, construction paper to cut, scissors and crayons (for students to color

their symmetrical picture if time permits).

Review/Assessment:Students will be assessed by teacher observation, student participation, and students com-

pleted math worksheet p. 69