Immersion Plan 1 Symmetry Teacher Candidate: Jennifer Haynie Subject and grade: Math/5th Date and Time: February

y 13, 2013, 9:00am Learning Objective: Students explore figures to determine if they have line symmetry, rotational symmetry, or no symmetry. Alignment with Standards: CCSS.Math.Content.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. (This is not a 4th grade standard, but in the SC standards, it is a 5th grade standard.) Developmental Appropriateness: Fifth grade students have already been introduced to symmetry in previous grades. Also, the class just learned about translations, reflections, and rotations which all tie in with symmetry. When they learned about reflections, they learned about line of symmetry. Students should be able to work with hands-on manipulatives and with partners while still following all classroom expectations. Assessment of the Objective: (Pre) I will begin the lesson allowing students to use 2-D figures to find lines of symmetry. I will walk around the classroom observing and then I will call the class back together and call on students to tell me what figures had symmetry, rotational symmetry, or no symmetry. This will allow me to determine where we are in the beginning. (During) There are other pictures and examples of figures in the book that I will assign to students to do individually. (Post) A formal assessment will be given by the cooperating teacher on Friday. Accommodations: While students are working with their hands-on figures, I will try to identify the students who I see having trouble. Those students will be sent to the back table to work with Mrs. Gilliam, who gives extra help during math time. Materials: Each student will need a pencil, 6 2-D figures (I will provide these), their math notebook, and their math notebook. I (teacher) will bring a shirt to use as an example of real life symmetry. Use of Technology: I will use the smartboard some to draw figures that I will use in explaining symmetry. We will also use the problems in the book, which will be displayed on the smartboard.

Reference: (2010). enVisionmath: Teachers Edition-Grade 5, Topic 19: Transformations, Congruence, and Symmetry (pp.474b-478a). Glenview, Illinois : Pearson Education, Inc Procedures: Introduction: o When you sit down you will find an envelope on your desk. Do not touch or open the envelope until I am finished explaining what we are doing. This week you have learned about translations, reflections, and rotations. When you learned about rotations, we also learned about the line of symmetry o (Draw a picture on the board of a triangle being reflected over a line of symmetry) This is what we know how to do so far. o (Draw a picture of the same triangle with a line of symmetry through it) Today, we are going to learn about symmetry within a shape, symmetrical figures, line of symmetry, and rotational symmetry. Engage: o Who can name some real life symmetrical examples? o (Get shirt out)Well, when I was folding my clothes this weekend, I realized that folding clothes is the same as using symmetry. When I fold clothes, my goal is for them to be nice and even on both sides. This is using real life symmetry. Using Shapes: o Now, I would like for you the quietly get your envelope and open it and take out your shapes. You should each have 6 shapes. o Pick out your square and we are going to do this one together (Call on a student and ask them what my directions were) o (I will draw a picture of a square on the board as well as use a manipulative square.) o Does this square have a line of symmetry? (Call on a student to answer) o (Draw the line on the board) Are there anymore lines on symmetry or was this the only one? o (Call on a student) You are correct. There are several lines of symmetry in a square. Some shapes may have more than 1 line of symmetry. o I want you to work with these objects to find out if they are symmetrical or if they arent AND how many lines of symmetry they have if they are symmetrical. You may fold them or move then in whatever way you need to but please do not write on them or cut or tear them. (Walk around for a few minutes to see how they are getting it.) o (Call attention back to front of class) Now we are going to see how you all did. If you noticed, your shapes are labeled A, B, C, D, E, and F. Raise your name if you can tell me about shape A. o (Call on a student) Shape A is symmetrical with only 1 lines of symmetry. o (Go through the remaining 5 shapes calling on a student to answer.) o Great job. Now we are going to put all of our shapes back into the envelope and we may use them later. o (Now I will call a few students to go to the back table with Mrs. Gilliam (discussed in assessment.) Using the Book:

Please get your math textbook out and open to page __. There are 3 very important vocabulary words at the top of the page that I want you to write in your math notebook. o (Write these on board as I talk) The first word is line symmetry and it means that a figure can be folded into 2 congruent parts that fit on top of each other exactly. o What does congruent mean? (Call on student) o Congruent means that something is the same shape and size. o The second vocab. word I want you to write down is line of symmetry. We learned about this with rotation, but it is a little different within one specific figure. Line of symmetry within a figure is the line that you fold the shape across. Remember that a figure can have MORE than 1 line of symmetry. o The last vocab word I want you to know is rotational symmetry. This is a new one. It means that a figure can rotate onto itself in less than a full rotation. o (Hold snowflake in hand) What I mean by this is I can turn a shape less than 360 degrees and it will still look the same. I am turned this snowflake in my hand just a little and it does not change the appearance of the snowflake. More Shapes: o Now that we know what rotational symmetry is, I want you to take out the shapes in your envelope one last time. See if you can find any objects that have rotational symmetry. o (Give them 2 minutes) What shapes did you find with rotational symmetry? o (Call on student to answer) Good job, figures D and E have rotational symmetry. o Put all of your shapes back into your envelope and I want _____ to collect them please. Back to book: o On pg.475 numbers 1 and 2, how many lines of symmetry do the figures have? o (Call on student) How many lines does #1 have? (3) o How many lines does number 2 have? (2) o For number 3 and 4, what is the smallest rotation in degrees that will rotate the figure onto itself? o (Call on student) o Number 3 is 180 degrees. Number 4 is 180 degrees. o Look at number 5 and figure out which figure has more lines of symmetry. o (Call on student) The hexagon on the left has more lines of symmetry. Independent Practice: o Now we are going to do numbers 8-12 independently. That means by yourself with no talking. Tell if the figure has line symmetry, and how many lines of symmetry. Also find if there is rotational symmetry and what is the smallest rotation in degrees that will rotate the figure onto itself. o (Students have 4 minutes to complete this. I will then call on students to answer.) o What did you get for 8? (Both, 2 lines of symmetry and 180degrees for rotational) o 9? (No line symmetry, but 90degrees for rotational) o 10? (No line symmetry, but 180degrees for rotational) o 11? (Line symmetry only, 1 line)

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o 12? (Both, 4 lines of symmetry, and 90degrees for rotational) Conclusion: o Who can tell me the 3 vocabulary terms we wrote in our notebooks today? o (Review these terms) o Now that we understand symmetry, I want you to do some problem solving on your own. Turn to page 476 and do numbers 13, 15, 17, 21, 24, and 25 in your math notebook. o (Depending on time, we will go over after 5-10 minutes of wait until the next day. Since these problems are more complex, I will go over the answers instead of calling on students.) o 13. o 15. o 17. Yes, 5 o 21. Sweater: $59, jacket: $87 o 24. A(0) o 25. C o Good job boys and girls. Thank you were participating and cooperating today. Tomorrow we will review for the test that will be on Friday.