Geometry and Spatial Sense, Grades 4 to 6 - EduGains

INSTRUCTIONAL
GROUPING:
pairs
120
MATH LANGUAGE
• reflection
• congruent
• symmetry
• predictions
• Mira
• triangle
• square
• rectangle
• rhombus
• hexagon
• circle
• pentagon
• parallelogram
INSTRUCTIONAL SEqUENCING
This learning activity provides an introduction to the term symmetry and the use of a line of
reflection to create symmetrical designs. Before beginning this activity, students should review
the meaning of congruence.
ABOUT THE MATH
Rich and appropriate experiences help children connect mathematics with their everyday world
and develop the spatial reasoning skills necessary to be successful in and out of school. This
activity provides opportunities for students to represent and “see” the mathematical ideas
associated with reflections.
GETTING STARTED
Have students draw a design to the left or the right of the line of reflection on Mov4.BLM1:
Design Reflection. Tell students that the design must touch the line in some way. When they
have finished, they should make a reflection drawing on the opposite side of the line. They
should use a Mira or fold the paper to check their work. Lead a brief class discussion to con-
sider the following questions:
• “What strategies did you use to create the reflection?”
• “How can you tell if your second drawing is a reflection?”
• “What is symmetry?”
• “Would you do anything different the next time?”
Introduce Mov4.BLM2: Hit the Target and explain to the students the rules on it.
WORKING ON IT
Have students play the game in groups of four (two versus two) to allow for discussion and
collaboration. Provide each student pair with a copy of Mov4.BLM2: Hit the Target, a ruler,
and a Mira. As students play the game, observe the various strategies they use. Pose questions
to help students think about their strategies:
Geometry and Spatial Sense, Grades 4 to 6