Lesson Plan

Day: M T W
Year:
Yr 3

Date:

Lesson number
3
of
Learning
Area: Mathematics

Time:
3

Topic: Symmetry
Australian Curriculum Content Description: Measurement and Geometry:
Location and Transformation: Identify symmetry in the environment (ACMMG066)
Cross-curriculum
priorities:
General
capabilities:

Literacy

Aboriginal and Torres Strait Islander

histories and cultures
Numerac
y

ICT

Critical and
creative
thinking

Asia and Australias

engagement with Asia
Ethical
behaviour

Personal and
social
capability

Sustainability

Intercultural
understanding

Students prior knowledge and experience:

Students have worked with shapes; they can identify both two and three-dimensional shapes/objects.
Students have also used technology within the classroom previously; ipads, online resources/games,
interactive whiteboard etc.
Students have worked with basic symmetry before in art lessons, and so they understand what
symmetry is.
Students can identify symmetry in some/most shapes. As well as whether objects are symmetrical or
asymmetrical in most cases.

Teaching purpose: Students can identify different symmetrical objects in the environment.

Learning objectives: Students will be

able to identify symmetrical objects in the
natural environment.
On completion of this lesson,
students will be able to:

Identify symmetrical objects that are

both man made and natural in the
environment.

Assessment:
The collage or video students have created, of all
the symmetry in the environment that they have
found, will be used as the product assessment
piece to determine their comprehension of
symmetrical objects.

Preparation and Resources:

Interactive whiteboard.
Ipad for each student.
Google Drive/dropbox/email/icloud

Catering for diversity

There are very minimal literacy requirements. Teaching strategies should be used to pass on information
to EAL/D students or those with learning difficulties.
This task is a visual one, and so as long as the students can use an ipad they can succeed. Students of
all abilities will be able to produce work, whether that be basic or complex.

Timin
g
(1hr)
5-7
minut
es

Learning experiences Turn this lesson into 2 parts if you feel your students are
unable to complete the task within the allocated time below.

Introduction:
Gather students on the mat for a quick introduction to the lesson:
Students will be taking their ipads out into the school environment and trying to fins different
man-made and natural symmetrical objects. Have the students take pictures of any object
within the school that they find to be symmetrical.

30
minut
es

Sequence of learning experiences:

Student will go out into the school environment (supervised of course) and will look for
different man-made and natural objects that are symmetrical. They must take a photo, using
their ipads, of all the different symmetrical objects they find.
(For students with learning difficulties or those who need extra support, look at pairing them
up with a student who is willing to participate in a pair).
Students must remain within the school vicinity, and within eye range of you. There are no
limits placed on what they can take a picture of, as long as they do not trespass into classroom
(this is also a good rule to help you keep an eye on all of the students.)

15
minut
es

After the allocated time, have students come back into the classroom to turn their images into
either a collage or a slide-show video.
-For extension, have students add text to the images stating how many LOS that object has.
Students can either use simple photo collage apps or imovie to create their photo displays.
Once students have completed their collage or video, students transfer their product to you

through your preferred means:

Email, google drive, icloud, dropbox etc.

5
minut
es

Lesson conclusion:
Spend a few minutes recapping the lesson and having students discuss the different types of
symmetrical object they found in the school environment.
Create further discussion by relating what they did today, to different environments they
have/can visit.

Lesson Evaluation: