LESSON PLAN #2

Name: Sara Waldrip

Title of lesson: Symmetry Fun

Length of lesson: 50 minutes

Description of the class:

Name of course: Geometry

Grade level: 9th

Honors or regular: Regular

Source of the lesson:

This lesson was created on the web to be used by other teachers.

http://www.geom.uiuc.edu/~demo5337/s97a/reflect.html

TEKS addressed:

Geometry:

(4) The relationship between geometry, other mathematics, and other disciplines. Geometry can be used to model and represent many mathematical and real-world situations.

(c.2) The student uses properties of transformations and their compositions to make connections between mathematics and the real world in applications such as tessellations or fractals.

(f.1) The student uses similarity properties and transformations to explore and justify conjectures about geometric figures.

I. Overview

Students will learn about symmetry and tessellations by researching different examples through a pre made web exercise. (website above.) The class should have some prior knowledge of what these terms are. This is an important concept to learn because symmetry is seen in nature, art, many real life applications, and us.

II. Performance or learner outcomes

Students will be able to:

1. Understand the vocabulary about symmetry.

2. Realize that symmetry is seen in many real world objects.

3. Create symmetric shapes and see why this topic is important in geometry.

4. Utilize proper technology to search for math topics on the web.

III. Resources, materials and supplies needed

1. website links

2. computers

IV. Supplementary materials, handouts.

See Worksheet S.

Five-E Organization

Teacher Does Student Does

Engage:

Learning Experience(s)

Critical questions that will establish prior knowledge and create a need to know

Expected Student

Responses/Misconceptions

Class will begin with teacher holding a black piece of paper vertically along their nose.

Web site will be shown to emphasize symmetry. See website 1 below

1. If I put this black piece of paper across my nose vertically, what would you see?

2. What similarities do you notice on the right and left hand side of my face?

3. Would it make a difference if I turned the paper horizontally?

distances?

1. 2 different sides of your face.

2. It looks like your face is the same shape on both sides.

3. yes, then you would only see the top half of your face and it would not be similar

Certain misconceptions will be drawn out in the questioning.

1. http://www.geom.uiuc.edu/~demo5337/s97a/reflect.html

Evaluate

The engagement is used to check for prior knowledge. The purpose is to get students interested in the topic and check for misconceptions.

Teacher Does Student Does

Explore:

Learning Experience(s)

Critical questions that will establish prior knowledge and create a need to know

Expected Student

Responses/Misconceptions

A web site will be given as students are broken up into groups of 4. (see 2 below.)

This lesson will have them investigate the terms dealing with symmetry( See link below.)

About 20 minutes will be allowed and a full report expected.

1. Where can we find symmetry online?

More student questions are expected here because they are exploring.

1. Students should come up with different search engines like google or yahoo..

Misconceptions will be drawn out as the teacher goes to each group and asks questions.

file://localhost/2. http/::www.geocities.com:xwordchamp:wq:index.htm

Evaluate

Students have a limited time to finish their project to keep them from browsing other areas. Only one computer per group is allowed and teacher will constantly monitor the students to make sure they are on task. The purpose of this section is to show that math is not just about algorithms, there are investigations.

Teacher Does Student Does

Explain:

Learning Experience(s)

Critical questions that will establish prior knowledge and creXC ate a need to know

Expected Student

Responses/Misconceptions

Teachers will have students discuss what answers they came up with while exploring symmetry.

The students and expected to have a question ready for the other groups to answer.

An exact definition of different types of

Symmetry will be given. • “Symmetry is a characteristic of geometrical shapes, equations and other objects; we say that such an object is symmetric with respect to a given operation if this operation, when applied to the object, does not appear to change it. The three main symmetrical operations are reflection, rotation and translation. A reflection "flips" an object over a line, inverting it to its mirror image, as if in a mirror. “

en.wikipedia.org/wiki/Symmetry

1. What types of symmetry are there?

2. Can you name 4 things in nature that are symmetrical?

3. Can you name geometric shapes that are symmetrical?

4. What is a tessellation?

1. Point, line symmetry for example

2. leaves, my face, square, snowflake, etc.

3. Yes, circle, equilateral triangle, etc.

4. “A tessellation is a repeated geometric design that covers a plane without gaps or overlaps” (www.shodor.org)

Misconceptions will be seen here when volunteers work and as questions are answered.

Evaluate

The purpose is to check for any misconceptions from the exploration and have students explain/discuss the data collected together. Teacher will interrupt with any misconceptions.

Teacher Does Student Does

Extend / Elaborate:

Learning Experience(s)

Critical questions that will establish prior knowledge and create a need to know

Expected Student

Responses/Misconceptions

Teacher will discuss with students how this relates to building design.

The teacher will show the website 3 below to elaborate on tessellations.

Worksheet S will be given as homework.

1. How might we use this in our designs?

2. Where have you seen tessellations?

1. The building may need to be symmetric or floor plans. Architects must use it in their blueprints.

2. In a lot of art.

Students will be able to ask several questions about the homework and any other confusion they may have.

3.http://www.tessellations.org/tess-symmetry1.htm

Evaluate

Students will be allowed to answer questions when called on. The purpose of the extension is to build on their ideas and show how this topic works in art or building design. They will create a tessellation of their own to extend their knowledge in worksheet S.