![]() 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
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