- • are common misconceptions students have about symmetry? • are common misconceptions students have about symmetry?
- • students generalize an understanding of symmetry for regular polygons? • students generalize an understanding of symmetry for regular polygons?

Carefully monitor students during the investigations. Be available to probe and clear up misconceptions while students work.

########## Discuss:

3. Discussion of Stations (15-25 minutes) Bring the group back together and discuss what was learned from the two investigations. Possible points to address and questions to ask:

- From Investigation 1:
- • generalizations can you make about lines of symmetry as it relates to regular • generalizations can you make about lines of symmetry as it relates to regular polygons?
- • were you able to determine this? Why do you think this is true? • were you able to determine this? Why do you think this is true?
- From Investigation 2:
- • letters contain no lines of symmetry? • letters contain no lines of symmetry?
- • letters contain more than 2 lines of symmetry? • letters contain more than 2 lines of symmetry?
- • are these letters similar/different? • are these letters similar/different?

At the end of the discussion, record students’ understandings and discoveries about symmetry. Return to some of the statements made at the beginning of the lesson. Do these statements hold true? Are there any statements that students would like to refine or change?

Point out that examples of symmetry can be found everywhere including our environment. Show several examples (using the PowerPoint) in nature and in commercial logos. Close the lesson by having students complete the exit ticket. Each student should draw one object in the classroom or environment that is symmetrical on a post-it note and explain why it is symmetrical.

########## Evaluation of Student Understanding: Informal Evaluation:

- • and monitor students as they complete the investigations. How are they making • and monitor students as they complete the investigations. How are they making sense of symmetry? Are they able to correctly identify and draw lines of symmetry? What concepts about symmetry did they seem to struggle with?

########## Formal Evaluation/Exit Ticket:

- • the end of the lesson, give all students a post-it note. Ask them to identify and draw one • the end of the lesson, give all students a post-it note. Ask them to identify and draw one object in the class or environment that has at least one line of symmetry. Have them label the line of symmetry and explain how they know the shape is symmetrical.

########## Meeting the Needs of the Range of Learners: Interventions:

- • students work in partners to discuss lines of symmetry. • students work in partners to discuss lines of symmetry.
- • the figures that contain lines of symmetry and figures that do not contain lines of • the figures that contain lines of symmetry and figures that do not contain lines of symmetry posted from the beginning of the lesson to give students a reference point.

########## Extensions:

- • can use a computer to find images of animals, logos, and other real world images • can use a computer to find images of animals, logos, and other real world images that contain lines of symmetry.

NC DEPARTMENT OF PUBLIC INSTRUCTION FOURTH GRADE