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This unit plan focuses on teaching symmetry in mathematics for grades 3-5 over 2-3 days. Students will learn to identify and create lines of symmetry in various shapes. They will find and design symmetrical objects and discuss how beauty, proportion, and unity are revealed in mathematics and God's creation. Assessment includes a worksheet identifying symmetrical and asymmetrical objects, as well as answering philosophical questions about symmetry and beauty. Learning activities include introducing symmetry concepts using examples, discussing beauty found in mathematics, and creating symmetrical art projects like mandalas.

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Nor-ayn Palakasi
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58 views6 pages

Math

This unit plan focuses on teaching symmetry in mathematics for grades 3-5 over 2-3 days. Students will learn to identify and create lines of symmetry in various shapes. They will find and design symmetrical objects and discuss how beauty, proportion, and unity are revealed in mathematics and God's creation. Assessment includes a worksheet identifying symmetrical and asymmetrical objects, as well as answering philosophical questions about symmetry and beauty. Learning activities include introducing symmetry concepts using examples, discussing beauty found in mathematics, and creating symmetrical art projects like mandalas.

Uploaded by

Nor-ayn Palakasi
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Unit Plan Sample: Mathematics Topics

Title of Unit Plan: Symmetry


Grade Level: 3-5th Subject Area: Mathematics
School Name: Time Frame to 2-3 days (w/art)
Complete Lessons:

Stage 1: Desired Results


Established Goals: (Standards)
CS.M.K6.GS1 Demonstrate the mental habits of precise, determined, careful, and accurate
questioning, inquiry, and reasoning.
CS.M.K6.DS2 Respond to the beauty, harmony, proportion, radiance, and wholeness present
in mathematics.
CCSS. 4.G.A.3 Recognize a line of symmetry for a two-dimensional figure as a line across the
figure such that the figure can be folded along the line into matching parts. Identify
linesymmetric figures and draw lines of symmetry.
Understandings: Essential Questions:
• Beauty can be found even when • How can we measure Beauty?
working with mathematical • Where can we find beauty in
constructs. mathematics?
• Using sets of questions can help us • Where is unity and wholeness of
more deeply investigate concepts. symmetry found in God’s creation?

Students will know…. Students will be able to…


• That some objects are symmetrical and others are asymmetrical.
• To identify and create lines of symmetry.
• Recognize unity, harmony, proportion, radiance and wholeness in geometrical
creations.

Stage 2: Assessment Evidence


Performance Task(s): Other Evidence:
• Students will be able to find and create • Symmetrical/Asymmetrical Worksheet.
symmetrical objects of beauty, • Philosophical Questioning Worksheet.
proportion and wholeness (ideas:
snowflake, simple mandalas,
butterfly, heart).

Stage 3: Learning Plan


Learning Activities: Selected
Day 1: Use “A Symmetrical World” (See Resources) as a hook to introduce students to
symmetry. Do not show them the title, but ask what can they find similar about each of the
images shown. Select two or three of the images to help focus student answers to the
mathematical concept.
Alternative to the video: Slideshow or cut magazine images depicting symmetrical objects
such as a sunflower, honeycomb, peacock, etc. Ask students what they see similar about the
images.
Using a circle, square, and triangle, (or image from the video) show students how to use a
straight-edge to draw a line of symmetry. Place a mirror on the line of symmetry to divide
the image in half, then ask the students what they see (whole image).
Introduce the mathematical definition of “symmetry” referring back to the images. Select
some non-examples to help define the word “asymmetric”. These non-examples might
include a pair of scissors with two different size finger holes, the United States flag, or a
glove.
Pair students up and have them look throughout the room to identify items that are both
symmetrical and asymmetrical. Identify items in both categories on the worksheet and draw
lines of symmetry. In large group ask: Are there more of one than the other? Why are these
objects in one category and not the other?
Day (or Lesson) 2: Re-play video on symmetry. Ask students if they think these images are
beautiful? Use philosophical questions below in a discussion of Beauty.
Prepare a worksheet (See Resources below) with the outline of a circle, an octagon, a
trapezoid, a square, a rectangle and an oval. Have students draw a line of symmetry through
each shape.
Help students create mandalas or fold paper snowflakes to demonstrate symmetry.
Note: Lessons and activities can be divided as needed and as age appropriate.
Additional Lesson plans and student Resources: Homeschoolmath.net
Line Symmetry Worksheet.
http://www.homeschoolmath.net/teaching/g/symmetry.php
Vocabulary and Definitions:
Symmetry: an object is symmetrical when it can be halved or turned in such a way that it fits
exactly onto itself. There are two types of symmetry: reflection and rotation. 1 Asymmetric:
A plane or solid that is not symmetric.

Teacher Resources:
McDonald, P. (2014). A symmetrical world. Retrieved from
https://www.youtube.com/watch?time_continue=3&v=KMC_1dVtd4c
http://illuminations.nctm.org (resources for teaching math – worksheet for line of symmetry)

Educating to Truth, Beauty, and Goodness. Retrieved from The Cardinal Newman Society
https://cardinalnewmansociety.org/catholic-curriculum-standards/appendix-a/
Spitzer, R. (2011). Ten universal principles: A brief philosophy of the life issues. San Francisco, CA:
Ignatius Press. pp. 135 – 137 on Beauty.
Pauley, C. & Spitzer, R. (2012). Principles and Choices: Identity and Values. Book One. pp.20-17.
High school textbook that introduces the five transcendentals of Truth, Beauty, Goodness/Justice, Love,
and Unity. See www.healingtheculture.com.

Cross - Curricular Connection


Art: Creating mandalas, snowflakes, masks.
Design a paper quilt with squares divided into equal parts.

Thank you to Mary Ann Draudt and the Diocese of Lansing, as well as Dr. Vicki Parks from St.
John Catholic School (Diocese of Pensacola/Tallahassee) for their assistance with this exemplar.

1 Large, T. (2006). The Usborne Illustrated Dictionary of Math. London, England: Usborne Publishing Ltd. See page 42.
Permission for use granted by author October 13, 2017

Symmetrical Asymmetrical
Draw a picture of the object and its line of Draw a picture of the object
symmetry.

1. 1.

2. 2.

3. 3.

4. 4.

Explain why an object is symmetrical and not symmetrical.

Transcendental Taxonomy
Inquiry Questions on Beauty
Are these images beautiful? Why or why not?

Are the non-examples as beautiful? Why or why not?

Are some things more beautiful than others? How so?

How does this beauty affect us?

Beauty is something that has unity, harmony, proportion, wholeness and radiance of form.

Where is there wholeness and proportion in these images?

How does this reveal God’s graciousness, presence, and transcendence? What images
specifically show this to us?

How do we imitate this creation of beauty?

How do we feel when we make something beautiful?

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