MTSU TEACHER CANDIDATE

LESSON PLAN FORMAT

TEACHER CANDIDATE Hope Pryor

DATE November 15, 2017
GRADE / CLASS Fourth Grade – Math
UNIT Symmetry
LESSON TITLE Sorting Shapes by Lines of Symmetry
DURATION 30-35 Minutes
CO-TEACHING MODEL One Teach – One Observe

State Content Standards, Common Core, Competency Standards

STANDARDS
(Include Number and Text of the Appropriate Standard)

State Content Standards:

4.G.A.3 Recognize and draw lines of symmetry for two-dimensional figures.

Clear, Specific, Aligned with Lesson Objective

Measurable, Aligned to and Standard, Formative /
Content Standards, Summative, Performance
Student-Friendly Based, Formal / Informal, Used
Language, I Can to Monitor Student Learning,
LEARNING ASSESSMENT
Statements (Not Evaluation Criteria, Periodic
TARGETS / /
Activities) Check for Understanding, How
OBJECTIVES EVALUATION
will Data be Collected and
Recorded, Plans for Re-
teaching (Include Type of
Assessment and What is being
Assessed)

Learning Targets:

 I can define line of symmetry in my own words.

 I can manipulate a shape to show its lines of symmetry.
 I can sort shapes by the number of lines of symmetry they have.

Assessment:

To assess the students’ knowledge and understanding of symmetry, TTW monitor their
sorting activity as well as take up their formative assessment exit ticket. On this ticket, TSW
be required to sort shapes by their lines of symmetry and define a line of symmetry. This
assessment will allow the teacher to determine whether the students met the learning
targets of the lesson or not.
 Set / Hook/Advance Organizer, Multiple Ways to Engage
ACTIVATING
Students, Motivator, Essential Question, Connection to Prior
STRATEGY
Knowledge, Promotes Curiosity

Activating Strategy (5 minutes):

TTW display an image of a butterfly on the interactive board.

TTW ask the students to take a moment and think about what they notice about the
butterfly. Allow about 30 seconds for this.

TTW then ask the students to turn to a shoulder partner to discuss what they noticed about
the image.

TTW allow about 1 minute for discussion.

TTW sound the chimes and ask 2-3 students to share their thoughts and ideas by using the
equity sticks.

TTW be looking for the students to say how it is symmetrical or the same on both sides.

This will lead into discussion of how the butterfly is symmetrical to introduce symmetry as
today’s topic.

TTW then introduce the learning targets for the lesson.

Strategies, Learning Tasks, Big Ideas, Procedures, Sequence,

Higher-Order Questioning, Differentiation, Active Student
Participation, Guided and Independent Practice, Descriptive
INSTRUCTION
Academic Feedback, Academic Language, Modeling, Problem
Solving, Based on Data and Teacher Knowledge of Students

Instruction (20 minutes):

TTW transition from the activating strategy into the instruction of the lesson and state the
learning targets for the lesson.

TTW tell the students that they will be completing an activity to help deepen their
understanding of symmetry.

Activity (5 minutes):

TTW explain to the students how to complete the activity:

  TTW say, “Each table has a bag with four cards that say no lines of symmetry, one
life of symmetry, two lines of symmetry, and more than two lines of symmetry as
well as various shapes.”
 TTW then say, “It is your job as a table to put each shape into the correct category.”
 TTW tell the students to have one person at the table write down some the
reasoning for their categorization.
 TTW now model using one shape from the activity to help the students understand
how to complete the activity.

After modeling, TTW pass out all materials that are ready in bags.

TTW tell the students they will have about 5 minutes to complete the activity.

TTW be walking around the room while the students are working on the activity at their
tables.

TTW be doing so to ensure all students are actively engaged and on task.

TTW be asking questions such as these below to each table group while walking around.

 How many lines of symmetry does the shape have?

 How do you know that you have found all of the lines of symmetry?

Once the students complete the activity, the class will have a whole group discussion.

Discussion (5 minutes):

TTW begin the discussion by asking the students to reflect on the activity.

TTW ask the students to think about how this activity helped them understand symmetry
better.

TTW ask questions such as:

 What kind of decisions did you make when sorting your shapes?
 What were some of your reasons as to why you sorted the shapes into the different
categories?

TTW ask the students to turn to a shoulder partner to discuss for each question.

TTW then use the equity sticks to have 2-3 students share their thoughts for each question.

The discussion will then lead into the hands-on activity for the students to manipulate
shapes to show their lines of symmetry.

Before moving on, TTW refer back to the learning targets on the board to ask the students if
they believe they are effectively accomplishing each one thus far.
Hands-On Activity & Discussion (10 minutes):

TSW have five different shapes on their table for this activity.

TTW pass out the shapes before starting.

TTW say, “I want us to use these shapes we have on our tables and find the lines of
symmetry for each one.”

TSW have a circle, oval, plus sign, arrow, and square.

TTW say, “Each of you needs to take one shape from the pile on your table to complete this
activity.”

TTW ask the students the following questions:

 How are you able to find the lines of symmetry?

 Can this figure be folded to create two parts that fit exactly on top of each other?
 How would you explain to a friend how to find a line of symmetry in a figure?

TTW allow time for the students to think on their own and with a partner for each question.

TTW then ask 2-3 students to share their thoughts for each question presented.

Once all questions have been discussed, TTW move on to the next task.

TTW now say, “Now that we have sorted and manipulated shapes, lets come up with a
definition for line of symmetry.”

TTW ask the students to do a think-pair-share about what they know about symmetry
based on the earlier activities.

TTW write down their ideas on the board to help the students in creating a definition.

TTW now ask the students to think of a definition for a line of symmetry.

TSW then share their definition with their shoulder partner.

TTW then allow 2-3 students to share their definition using the equity sticks.

TTW record a definition on the board.

Once the students are done, TTW say, “Now that we have all come up with a definition for a
line of symmetry, I would love it if we could make our way in front of the couch to discuss
what we did in today’s lesson.”

TTW tell the students to make their way to the area in front of the couch.

This will lead into the closure of the lesson.

 Accommodations, Modifications, Support for Diverse Student
MODIFCATIONS /
Learning Needs, Interventions, Extensions, ELL, IEP, 504,
GROUPING
Differentiation, Teacher Knowledge of Students

Accommodations: Preferential seating will be provided for a student with a visual

impairment. This student will be seated in an area of the room that allows him to see the
teacher at all times. Verbal cues will be used to re-direct any students who are not on task,
especially during any time the students are given to work collaboratively.

Differentiation: Students who show need for extension and enrichment on the lesson will
be provided with more complicated figures to examine. For example, the student will be
given half of an image and be required to draw the other half to make it symmetrical.
Students who are not progressing at a high rate will be able to take various shapes and fold
them in half to determine if the shape has a line of symmetry.

MATERIALS / Key Instructional Resources and Materials to Engage Students in

RESOURCES / Learning, Aligned with Lesson Objectives and Standards, How
TECHNOLOGY Materials will Support Differentiation

 Butterfly image.
 Differentiation materials.
 5 shapes for whole group discussion (5).
 Symmetry sort activity (5).
 Student exit ticket (22).
 Equity sticks with student names.
 Seeing Symmetry by Loreen Leedy.

Closure Review, Final Check for Understanding, Renaming Objectives and

learning Targets, Student Reflection, Students Assess their Own
Performance

Closure (10 minutes):

TTW wait for all students to have a seat in front of the couch.

TTW restate the learning targets for the lesson.

TTW now read the first 14 pages of the book Seeing Symmetry by Loreen Leedy to connect
symmetry to the world around us.

TTW ask the students to be thinking about how they see symmetry in their lives while the
teacher is reading.
When done reading, TTW ask the students where and how they see symmetry in their own
lives.

TTW allow time for the students to share their ideas with a partner.

TTW now allow 2-3 volunteers to share.

TTW then ask the students to go back to their table to complete the exit ticket that will be
used for assessment.

TTW tell the students to complete the front and on the back rate themselves on a scale from
1 to 5 on how well they met the learning targets of the lesson.

TTW ask the students to hand in their exit ticket as they line up for recess.