FRANKLIN COLLEGE

Education Department
Field School Lesson Plan

Subject Area: Math Symmetry and Congruency Grade Level: 3rd

Topic/Concept/Skill:

To introduce the concepts of symmetry and congruency to the students

Related Standard:

3.G.2: Understand that shapes (e.g., rhombuses, rectangles, and others) may share
attributes (e.g., having four sides), and that the shared attributes can define a larger
category (e.g., quadrilaterals). Recognize and draw rhombuses, rectangles, and squares as
examples of quadrilaterals. Recognize and draw examples of quadrilaterals that do not
belong to any of these subcategories.

Background:

The students have already learned about the common geometric shapes and the
categories that those shapes fit into (polygons, quadrilaterals). This lesson will build upon
that knowledge by showing how those shapes can create symmetry in other objects and in
order to do that, they must be congruent.

Main Objective of Instruction:

In order to further the students knowledge of symmetry and congruency the students will
be able to demonstrate their ability to identify symmetrical shapes, determine the
difference between similar and congruent shapes, and explain how the two topics are
related in both small groups and individually.

Teacher Materials/Resources:

Box of Objects
Symmetry Worksheets x23
Congruency Worksheets x23
Homework x23
Computers x6

Student Materials:

Pencil
Username and Password for Computers

Anticipatory Set (Introductory Approach):

In order to get the students engaged in the topic and thinking about geometry, I will pull
up various images on the projector that contain the shapes that they have learned. These
images will also contain elements of symmetry and congruency. I will first ask them to
identify the shapes that they know and then ask if they see any patterns in those images.

Instructional Procedures (Whole Group):

 1. After the anticipatory set, I will turn off the projector and move to the whiteboard. I
will ask the students what they think symmetry means. I will take around five
answers. If I have yet to receive a correct answer, I will tell them that symmetry
means that an object, image, or shape is the same on both sides with split in half or
it is mirrored on both sides. I will do the same thing for rotational symmetry
meaning that an object can be rotated and is still symmetricaland congruency
meaning that two shapes are the same size.

2. Once we have reviewed this, I will split the students into four groups of around five
or six students. In these groups, they will complete the following assignments:
a. Congruency worksheet
i. This asks the students to locate pairs of congruent shapes and then to
determine whether a set of shapes is congruent or just similar.
b. Symmetry worksheet
i. The students are asked to determine is a shape has been cut so that it
is symmetrical and then to complete a shape that has only been half
drawn.
c. IXL
i. The students will be asked to complete V.5 and V.6 on IXL. If they finish
these early, they may choose another skill to work on within geometry.
d. Group
i. The students will work with me to determine symmetry, rotational
symmetry, and congruency in various physical objects. I will bring in
common objects from home as well as the 3D shapes that they
students use in class.
3. Each station will take between 7-10 minutes, depending on how long it takes to
get through the anticipatory set and the explanation of the symmetry and
congruency.
4. I will let the students know that if they are to finish a station early, they may search
the room for objects that depict symmetry or congruency. They will need to record
their findings on a scrap piece of paper.

Provisions for Individual and/or Group Differences:

IXL will adjust the students program based on how many questions the student
answers correctly. Those who are struggling with be asked more questions, until
they have satisfied the program and are able to move on.
I will announce that any student who finishes the worksheets early may go around
the room and find objects that are symmetrical. They can use a blank piece of paper
to record their findings.
Any student that is struggling may ask Mrs. Hall for assistance.

Closure:

To close the lesson, I will ask all students to return to their seats. I will ask for volunteers to
summarize what symmetry, rotational symmetry, and congruency mean. If time allows it,
I will ask students to share the objects that they found around the room and show where
symmetry can be found.

Evaluation of Learning:

They worksheets that the students complete will be collected and then graded in order to
assess what students understand the topics and which students need extra help.

Independent Practice:
As homework, the students will be ask to draw an image of an object that they found
which displays symmetry and congruency. They will then fill out the accompanying
worksheet and turn it in the following day.