![]() What was special about the pictures that had rotational symmetry?Ĥ. Did all the pictures have rotational symmetry?ģ. (Teacher visits with each group to ensure they are on task and understanding the activity)Ģ. How many times will the triangle match the outline as you spin it completely around once? If a shape “matches” itself only once in a full rotation, it does not have rotational symmetry.”ġ. Rotational symmetry preserves distances between the points in the new image. “An object has rotational symmetry if there is a center point around which the object is turned a certain number of degrees (this would be its angle of rotation) and still looks the same (matches itself) a number of times while being rotated. Teacher shows pictures from nature (with and without rotational symmetry) and asks students to identify whether they have rotational symmetry. Students discuss their observations from the activity. They are to figure out whether each picture has rotational symmetry. Students will remain in their groups from the line symmetry activity. Then rotate the shape until it matches the traced outline again. Trace the outline of the triangle onto the white paper. Tack a cut out triangle in its center (the point where all of the lines of symmetry meet) to a piece of white paper on a bulletin board or other surface. Students will start thinking about rotational symmetry. Teacher will interrupt with anymisconceptions. The completion of the computer exerciseand participation in the discussion of the results from the activity. Draw a perpendicular line between the point and the line of reflection then extend that line past the reflection line. You would see the top and bottom of your face.ħ. ![]() Both sides have the same shapes and features.ģ. Which of these pictures from nature have line symmetry?Įxpected Student Responses/MisconceptionsĢ. Do you think nature has reflectional symmetry?ġ0. ![]() Do you think it’s possible to have more than one line of reflectional symmetry?ĩ. Does reflection preserve distances between the points of an image?Ĩ. How many reflections does it take to go back to the original image?Ħ. (Teacher will go around to make sure that students understand the exercise and are writing down their observations)ĥ. Would it make a difference if I turned the paper horizontally? What similarities do you notice on the right and left hand side of my face?ģ. If I put this blank piece of paper across my nose vertically, what would you see?Ģ. Sometimes reflectional symmetry is referred to as a FLIP ”ġ. Reflectional symmetry is also called line symmetry or mirror symmetry because there is a line in the figure where a mirror could be placed, and the figure would look the same. ” An image has Reflectional Symmetry if there is at least one line which splits the image in half so that one side is the mirror image of the other. Teacher gives definition of reflectional symmetry: Teacher shows pictures from nature (with and without line symmetry) and asks students to identify whether they have line symmetry. This provides them with the properties of this kind of symmetry. Students discuss their observations from the reflectional symmetry exercise. This will allow them to make observations on reflectional symmetry. Students go through the geometer’s sketchpad exercise which will be loaded on each computer. Teacher holds up a blank piece of paper vertically along her nose. ![]() Students will begin thinking about reflectional symmetry (aka line/mirror symmetry). TeacherDoes ProbingQuestions Student DoesĮngage/Explore/Explain Learning Experience(s) Resources,materials and supplies neededĬomputers with the Geometer’sSketchpad file loaded (A copy of which is found on the website provided)Ĭut out pictures for rotationalsymmetry exploration Realize that symmetry is seen in manyreal world objects. Identify if an object has reflectional or rotational symmetry.Ĥ. Define reflectional symmetry in terms of its properties.ģ. This is an important concept to learn because symmetryis seen in nature, the main theme of this unit. The class should have some prior knowledge of whatthese terms are. Line symmetry isinvestigated using Geometer’s Sketchpad and rotational symmetry is exploredthrough a hands-on activity. Overview Students will learn about two kinds of symmetry: line androtational. (G.5) (C) use properties of transformations andtheir compositions to make connections between mathematics and the real world,such as tessellations I. (G.3) (B) constructand justify statements about geometric figures and their properties. (G.2) (A) use constructions toexplore attributes of geometric figures and to make conjectures about geometricrelationships PBI Spring 2005: Math in Architecture – Lesson 2 “Symmetry Fun” by Sara Waldrip.Title of lesson: Symmetry and its Application to Nature
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