Plan of work for week beginning March 21-25, 2021

Subject: Mathematics

Grade: 4

Unit: One

Term: 2

Duration: 1 hr x 5days

Focus Question: What are the similarities and difference among geometric shapes?
Strand: Geometry

Attainment Targets:
 Identify, describe, compare and classify geometric figures and their properties.

Prior Learning: Check that students can:

 Simple closed path

 Polygons (having up to four sides)

Objectives: At the end of the lesson students should be able to:

 Identify the possible lines of symmetry in geometric shapes and objects.

Content Summary:
The line of symmetry can be defined as the axis or imaginary line that passes through the centre

of the shape or object and divides it into identical halves. Lines of symmetry can be vertical,

horizontal or diagonal. The line of symmetry is also called the mirror line or axis of symmetry. 

A circle has infinite lines of symmetry. The shapes and objects that do not resemble each other

when divided into two parts are called asymmetric.

Materials: pictures, youtube, computer, maths text

Engage

 Teacher will display the image of the butterfly. Ask the students to share some things

they notice about the image. Some guiding questions you could ask are: What are the

colors of the butterfly's wings? How are the wings shaped?

 Once students touch on the idea that the wings match in some way, introduce the word

"symmetry." Explain that something has symmetry if it can be split into two mirror-

image halves. For example, a butterfly is symmetrical because you can fold a picture of it

in half and see that both sides match.

 Students will be shown some drawings that represent half of some known objects.

Students will be asked to tell what they think the complete pictures represent.

Explore

 Students will manipulate shapes to show line of symmetry. Teacher will guide students.
Students will create shapes then show line of symmetry.
 Check for symmetry in other directions by holding the mirror across different parts of the
heart and repeating the process of thinking aloud.

Explain

 Teacher will explain that something has symmetry if it can be split into two mirror-
image halves. For example, a butterfly is symmetrical because you can fold a picture of it
in half and see that both sides match.
Elaborate

 Students will investigate the letters of the alphabet to determine those which have 0,1 or 2

lines of symmetry. Students will present information on a table.

 Students will watch youtube video. Discussion will ensue.

Evaluate

 Students will complete activity from maths text book.

Evaluation

______________________________________________________________________________

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Day Two

Objectives: At the end of the lesson students should be able to:

 Identify the possible lines of symmetry in geometric shapes and objects.
 Identify the mirror line of a reflection

Content Summary:
The line of symmetry can be defined as the axis or imaginary line that passes through the centre

of the shape or object and divides it into identical halves. Lines of symmetry can be vertical,

horizontal or diagonal. The line of symmetry is also called the mirror line or axis of symmetry. 

A circle has infinite lines of symmetry. The shapes and objects that do not resemble each other

when divided into two parts are called asymmetric.

A line of reflection is a line that lies in a position between two identical mirror images so that

any point on one image is the same distance from the line as the same point on the other flipped

image.

Lines of reflection are used in geometry and art classes, as well as in fields such as painting,

landscaping and engineering.

Materials: pictures, youtube, computer, maths text

Engage

 Students will recall content taught in previous lesson, along with shared examples.

 Students will identify shapes in their environment/ home which are symmetrical and

share with the class.

 Teacher will explain to students that many manmade and natural objects are symmetrical.
Pictures will be use as symmetrical objects as an example for students.
 Students work in pair fold a sheet of centimetre paper in half on a grid line to create a line
of reflection.
 Have one student create a design using the centimetre cubes on one side of the fold. Have
the other student create the reflection of the design on the other side of the fold.
 Have students participate in a whole group discussion.

Explore

 Students will practice in identifying symmetrical shapes using teacher-created

worksheets. Students will discuss and critique. Teacher will clear any misconceptions.

Explain

 Students will explain in their own words when a shape is consider to be symmetrical.

Elaborate

 Have students research and give examples of reflection is applied in the real world

 Students will complete the following scenario

Caitlin and Gerry had to draw symmetrical figures.  Gerry drew the figure shown to the right and
drew the dotted line through the figure.  Garry said, “The dotted line is a line of symmetry.” 
Caitlin said, “The dotted line is not a line of symmetry.” 
  

Who is correct? Caitlin or Gerry.  Explain how you know that person’s statement is correct.

Evaluate

 Students will complete activity from maths text book

Evaluation

______________________________________________________________________________

______________________________________________________________________________

_____________________________________________________________________________

Day Three

Objectives: At the end of the lesson students should be able to:

 Describe locations on a grid using columns and rows.

Content Summary: A grid is a group of lines that cross each other, a grid has many squares.

We describe the locations in a grid using rows and columns. A row is a section that goes

across from left to right. A column is a section that goes from top to bottom.

Materials: worksheet, pictures, maths text book

Engage

 Students will be Introduce to the grid, highlighting the number of squares there are in
each column and row.
  They will identify and describe the locations and movements of shapes and objects on the
grid.

 Students will view grid on screen, teacher will model how to describe location using the
grid. Students will then describe location of given objects.

Explore

 Students will be engage in a ‘where am I’ game. They will locate the object by stating the
column followed by the row based on clues given
Explain
 Students will share the difference between a row and column.
Elaborate
 Students will orally complete worksheet displayed on screen/ projector. Teacher will
provide guidance to students
Evaluate
 Students will complete activity from maths text book.
Evaluation

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

Day Four
Objectives: At the end of the lesson students should be able to:
 Make inferences about congruency when a shape or design is flipped, turned or slide.
Content Summary: moving shapes through slides, turns, and flips. A slide is when a shape or
object moves in one direction from one place to another. A turn is when a shape moves around a
point so that it points is in a different direction. A flip is when a shape is turned over, so it faces
the opposite direction. It Gives a reflection or a mirror image of the object.
Materials: computer, maths text book, pictures, youtube
Engage
Students will be shown object which will be flip a number of times right ward and left ward

 Students will be engaged in a question and answer discussion;

o When the original is given 2 flips leftwards what is the orientation of figure in relation to
1 flip leftward?
o How would you compare the orientation of 2 flips right wards with 1 flip left-ward?
o How many leftward flips will reproduce the original orientation?

How would you describe the orientation of a 9 right ward flip? etc
Explore
 Students will play online translation game, where they will observe shapes in different

orientation. Https://www.sheppardsoftware.com/math/geometry/translate-shapes-game/

Explain
 Teacher will explain to students that any transformations (turn, flip or slide) the shape
still has the same size, area, angles and line lengths. Teacher will also explain to students
that when a shape can become another using only flips, turns or slides then the two
shapes are congruent.

Elaborate
 Students will view several example of shapes, which they state the orientation of the
shape. Teacher will guide discussion.
Evaluate
 Students will complete activity from their maths text
Evaluation

______________________________________________________________________________

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 Day Five
Objectives: At the end of the lesson students should be able to:
 Make inferences about congruency when a shape or design is flipped, turned or slide.

Engage:
 Use a mix of congruent and similar pairs of shapes to play the matching game. Teacher
will give each group three shapes, each from a pair while, keeping the others in a box.

 Teacher will randomly take shapes from the box in any orientation of choice. Shapes will
be shown for 5 seconds and whichever group thinks they have the “same” shape will
raise their hand.

Explore:
 Continuing the previous activity, tell the students: I’m going to give you the shapes you
identified as the same from my box. I want you to look at them more closely and tell me
if they are exactly the same. If not, what is the difference?

Evaluate:
 Students will complete teacher prepared worksheet.
Evaluation

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