New$York$State$Academy$for$Teaching$and$Learning ... · ! 4/27/10! 1! New$York$State$Academy$for$Teaching$and$Learning$ LearningExperience/InformationForm$ Final$! ContactInformation$

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New York State Academy for Teaching and Learning Learning Experience/Information Form

Final

Contact Information Residing Address (including street, city, state, and zip-‐code)

Christine Oehman 188 Ransom Oaks Drive East Amherst, New York 14051

Phone numbers

Home Phone 716-‐907-‐1524

Cell Phone 716-‐907-‐1524

Email Address

[email protected]

School Information

Grade Level Instructed

Grade 3

Content Area addressed within LE

Mathematics

School District in which the LE was implemented

Sweet Home Schools

Specific School within District

Maplemere Elementary

School Address (including street, city, state, and zip-‐code)

236 E. Maplemere Amherst, NY 14228

Phone: (716) 250-‐1550 Title of Learning Experience: Flying High With Symmetry New York State Learning Standard: MST Standard 3: Mathematics Content Strand: Geometry Band: Transformational Geometry Performance Indicator: 3.G.5 Identify and construct lines of symmetry Elementary/Beginning Level Intermediate Commencement

Alternate/Students with Disabilities

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LEARNING CONTEXT Purpose/Rationale for the Learning Experience:

• The purpose of this lesson is to reinforce student’s understanding of symmetry and teach students how to construct lines of symmetry. This lesson is part of a geometry unit where students previously practiced drawing lines, line segments, and rays and identified congruent and symmetrical figures. The purpose of this learning experience is for students to use the knowledge and skills learned throughout the geometry unit and apply it to their understanding of symmetry. The learner will hopefully transfer these skills to other problem solving situations in Mathematics and Art.

Enduring Understanding:

• Students can draw lines that are symmetrical and be able to describe and recognize symmetrical images.

Essential Question: • Can you construct lines of symmetry?

Guiding Questions:

• What do you already know about symmetry? • What are lines of symmetry? • Can you identify a figure that is asymmetrical?

Objectives:

1.0 The learner will be able to identify lines of symmetry with 95 percent accuracy.

2.0 The learner will be able to construct lines of symmetry with 90 percent accuracy. 3.0 The learner will be able to verbally answer comprehension questions with teacher support with 90-‐95 percent accuracy.

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Congruency Table Learning Experience: Flying High With Symmetry Level: Elementary Grade Level: Third New York State Learning Standard: MST Standard Area: Mathematics Content Strand: Geometry: Students will apply transformations and symmetry to

analyze problem-‐solving situations. Band: Transformational Geometry

Performance Indicators/ Core Guide Information

Instructional Task

(What standards mean in your own words)

Learning Objectives

Student Work Assessment Tool

3.G.5 Identify and construct lines of symmetry

With limited assistance from peers and the teacher, students will construct lines of symmetry to create symmetrical designs.

The learner will be able to identify whether images are symmetrical or asymmetrical. The learner will be able to work independently to construct lines of symmetry to make designs and letters symmetrical

A symmetrical kite where students need to recreate a design from the right side onto the left side. Student work includes a worksheet where students have to finish drawing letters and images to make them symmetrical.

A rubric will be used to access the students’ knowledge of lines of symmetry through their kite design activity. A Symmetrical Kites Rubric will be used to access each student’s ability on the following attributes: • Points of

symmetry • Symmetrical

lines • Straight lines • Neatness

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Overview of what the students need to know and be able to do in order to succeed: Prior to Learning Experience: Students should have a clear understanding of most of the key subject-‐specific vocabulary terms. Students should be able to correctly use a straightedge to draw line segments and have a basic understanding of symmetry. During the Learning Experience: Students will be able to relate what they already know about symmetry from past lessons in our Geometry unit. After the Learning Experience: At the conclusion of the lesson, students should have a definite understanding of symmetry. Students should be able to apply the idea of symmetry to future math experiences. Classroom Rules and Procedures:

• There are five rules in the classroom, refer to attachment three to view a copy of the rules poster.

o While the teacher is talking be quiet. o Before you talk raise your hand. o Keep your hands, feet and objects to yourself. o Bring all necessary materials to class. o Follow instructions the first time.

• There is a list of class procedures, see attachment four to view a copy. Key Subject-‐Specific Vocabulary: Students should have the basic knowledge of these key math vocabulary words prior, during, and after this learning experience.

! Asymmetrical – Not identical on both sides of a central line ! Centimeter – A unit of length in the metric system (equal to .01 of a meter) ! Connect – To join or link together ! Construct – (Geometry) To draw a figure fulfilling certain given conditions ! Identify – To recognize or establish as being a particular thing ! Line of Symmetry -‐ A line that divides a figure into two congruent parts,

each of which is the mirror image of the other. ! Line Segment – (Geometry) A finite section of a line ! Mirror Image – An image of something as it would appear if viewed in a

mirror, with right and left reversed ! Measure – The extent, dimensions or quantity of something ascertained by

comparison with a standard ! Straightedge -‐ A bar or strip of wood, plastic, or metal having at least one

long edge of sufficiently reliable straightness for use in

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drawing or testing straight lines, plane surfaces, etc. ! Symmetrical -‐ Noting a set consisting of pairs of points having this relation

with respect to the same axis ! Symmetry – Something is exactly the same on both sides

ASSESSMENT PLAN Students will be assessed through a number of different ways throughout the learning experience. This learning experience includes assessments that are diagnostic, formative and summative.

The diagnostic assessment includes a short pre-‐assessment. For a pre-‐assessment, students are going to complete four letters to make them symmetrical. This short assessment will show the teacher whether or not students have a basic understanding of symmetry. At the end of the lesson, the pre-‐assessment results will be compared with the scores of student’s Symmetrical Kites as a summative assessment. Students will create kites that test their ability to draw symmetrical lines and points, similar to the first pre-‐assessment activity.

As another summative assessment, students will complete a worksheet where they need to complete different shapes to make them symmetrical. This will be scored to check student’s understanding.

One formative assessment will be our discussion about the Brain Pop video. Another formative assessment will be during the guided practice where students need to connect and measure certain points. If student’s points are the same distance from the centerline, their shape is symmetrical. This will not be scored but be used as a tool for extra practice and exposure to symmetry.

The rubric’s criterion aligns well with the NYS standards. The performance indicators for Geometry emphasize that students need to be able to identify and construct lines of symmetry. This rubric assesses a student’s ability to construct points and lines of symmetry. I will review the rubric before students work on their kites so they know what is expected as well as write comments on each rubric so students have a better understanding of their grade. Students are used to seeing rubrics and understand that their score on their Symmetrical Kites will be apart of their symmetry grade for the Geometry unit.

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Rubric

Symmetrical Kites Teacher Name: ______________________________________________ Student Name: _______________________________________________ Category 4 3 2 1 Points of Symmetry Weight 0.5

(Out of 2 points)

All of the points on the left side are the same as the right side.

All except 1 of the points on the left side are the same as the right side.


3 or more of the points on the left side are not the same as the right side.

Line of Symmetry Weight 0.5

(Out of 2 Points)

All of the lines were drawn in the correct order.

All except 1 of the lines were drawn in the correct order.


3 or more of the lines were not drawn in the correct order.

Attractiveness and Neatness

Weight .25 (Out of 1 Point)

The kite is exceptionally attractive in terms of neatness and design.

The kite is attractive in terms of neatness and design.

The kite is acceptably attractive in terms of neatness and design though it may be a bit messy.

The kite is distractingly messy in terms of neatness and design. It is not attractive.

Use of Straight Lines

Weight 0.5 (Out of 2 Points)

All 18 lines were connected using a straight edge.

All except 1 or 2 lines were connected without using a straight edge.


5 or more of the lines were connected without using a straight edge.

Use of Color Weight 0.5

(Out of 2 Points)

The color and/or design added to the kite is the same on the left and the right sides

The color and/or design added to the kite is similar on the left and right sides but not exactly the same.

The color and/or design is not the same on the left and right sides.

There was no use of color.

Total Score: _______/ 9 Comments:

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STUDENT WORK Grade Level/Ability

• This learning experience was taught to 15 third grade students o 7 boys and 8 girls

• All 15 students are at the benchmark level in Mathematics. o In the beginning of the year students were separated into different

math classes depending on ability and their scores on various assessments.

Students will be producing two pieces of work throughout the learning

experience. The first piece of work will serve as the diagnostic assessment, a worksheet called Symmetric Shapes. The students will also be completing their Symmetrical Kites, which will serve as the summative assessment for the learning experience. Student work is included in the attachments of this learning experience, categorized as developing, proficient, and distinguished.

Pre-‐Assessment – Part 1 of Symmetric Shapes

5 Students X X

X X X

7 Students X X X X X X X

3 Students X X X

0-‐1 2-‐3 4 Developing Proficient Distinguished

Before going over the definition of symmetry, students were asked to

complete four letters to make them symmetrical. Five students were developing and got either zero or one letter correct on the pre-‐test. Seven students were proficient and got either two or three letters correct and three students were distinguished and got all four of the letters correct. Next, students saw five pictures and had to decide whether the pictures were symmetrical or asymmetrical. Students quickly jotted down their answers and a majority of the class was able to recognize when something is symmetrical.

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Summative Assessment – Symmetrical Kites

3 Students

X X X

4 Students X X X X

8 Students X X X X X X X X

0-‐4.75 5-‐7.75 8-‐9 Developing Proficient Distinguished

Three students were developing and received between 0 and 4.75 on their Symmetrical Kite. Four students were proficient and scored between 5 and 7.75. Eight students were distinguished and received between 8 and 9 on the Symmetrical Kites rubric. Refer to attachments 24-‐29 to see student work samples. After the lesson on Symmetry, most of the students were either proficient or distinguished in their understanding of drawing and recognizing symmetrical lines. Twelve students were proficient or distinguished at the end of the lesson, compared with ten students at the beginning of the lesson. Also, by the end of the lesson only three students were developing compared with five students in the beginning of the lesson. Many students also moved from being proficient in their understanding of symmetry to being distinguished.

PROCEDURE Anticipatory Set: (8 minutes)

! Students will be asked to complete questions 1-‐4 on page 146 of their Math Journals called Symmetric Shapes. I will call on one student to read the directions and then students will have 3 minutes to complete the letters. This will be used as a pre-‐assessment to see what students remember about symmetry from last year.

! I will put a definition of Symmetry on the overhead projector. Once students are seated quietly in their seats, I will call on someone to read the definition.

! Next I will hold up five pictures of things that are symmetrical and asymmetrical. The class will discuss if the pictures are symmetrical and why.

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Input, Modeling, Checking for Understanding: (25 minutes)

! Students will watch a short Brain Pop video clip about symmetry. After watching the video, students will share with a partner and then with the class one thing they learned from the video.

! I will tell students that symmetry helps birds to fly and humans to walk to bring in a real world connection. I will also fly two paper airplanes, one that is symmetrical and one that is not. Students will have a few minutes to think of other examples.

! Next, one student will pass out Math Masters page 185 to each student (attachment 6). I will have a copy of the workbook page on the overhead and tell students that they need to use a straightedge to draw line segments to connect the dots in order. I will demonstrate by drawing the first line from A to B, stressing that students need to connect the dots in order using a straightedge. I will ask students where the next line should be drawn and use my finger to show how the rest of the dots connect.

! Next I will hold up page 185 and show students how to fold along the dotted line, keeping the picture on the outside. While keeping it folded, I will tell students to cut along the solid line. I will demonstrate at the front of the room so that students have a visual example.

! Students will have about five minutes to connect the dots and cut out the kite. I will be walking around to monitor student progress and answer any questions. While students are working, the directions will be on the overhead for students to reference.

! I will show students how to hold the kite up to a light source and mark the points on the unmarked half with a pencil. So that students can see the demonstration better and have more room at the window, only eight students are going to do this part of the lesson at a time. I will show students my finished product so they have a visual representation. Then I will go over the rubric so students know what is expected of them.

! I will call eight students to come to the windows with their kites and a pencil. The remaining eight students will be asked to read through pages 122 and 123 with a partner in their Student Reference books until it is their turn to come to the windows. Once the first group of students is finished at the windows, the two groups will switch activities.

! Once everyone has had a chance to go to the window, students will have time to connect the new set of points like they did in the beginning of the lesson. As a class students will talk about the similarities and differences of the printed pattern and its mirror image.

Guided Practice: (10 minutes)

! Next students are going to connect 3 pairs of matching points (a point on the right side to its corresponding point on the left side). For each pair of matching points students are going to measure the distance in centimeters from each point to the fold line and share their observations. I will model this on the overhead.

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Independent Practice: (15 minutes)

! Students will work on page 146 in their Math Journals. Students need to draw the missing halves of symmetric figures. I will be walking around to check if students understand the worksheet they are completing. It is part of the classroom routine to start the day’s homework if students finish, which reinforces the concepts and skills learned today.

Closing: (5 minutes)

! Students will be asked to discuss with a partner the definition of symmetry and give an example of something symmetrical.

RESOURCES AND MATERIALS REQUIRED FOR INSTRUCTION References:

! Everyday Mathematics (Third Grade Program) – McGraw Hill School Education Group

! Everyday Mathematics Teacher’s Guide ! Brainpop.com

Materials:

! Student Home Link Packets ! Student Math Journals ! Shape Design Page 185 in Math Masters (One copy for each student) ! Student Reference Books (Pages 122-‐123) ! Definition of Symmetry Overhead Transparency ! Directions Transparency ! Symmetrical and Asymmetrical shapes/pictures ! Overhead Projector ! Dry erase markers ! Pencils ! Scissors

Technology:

! www.brainpop.com o The Brain Pop website was used during the lesson to help introduce

symmetry. During a review day later in the week, students will be able to take the quiz on Brain Pop and explore the site further.

! An overhead projector was used to model and review different aspects of symmetry.

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Modification Table

I made a lot of different modifications to this lesson to meet all of my students needs. Even though all of my students are at the benchmark level in Math, their abilities, strengths and weakness differ from one another. Modification

Type Specific

Modification Rationale Benefits

Environmental and Management

• Teacher-‐assigned cooperative learning groups

• Frequent

checks of assignment progress and completions.

• Demonstration

done in a smaller group

• Students are seated in groups that have higher and lower level students working together.

• Students are

able to get immediate feedback from instructor and make corrections as needed.

• Students will be

up close to the demonstration.

• The benefit of this modification is increased productivity in groups because the higher-‐level students are able to help and model for the lower level students.

• The benefit is

fewer mistakes will be made because the teacher will catch problems and questions sooner.

• Students will

have a better understanding of what they are supposed to do.

Instructional • Directions repeated as necessary

• Students will have directions repeated as needed in order to understand and comprehend the task.

• Allows for students that have difficulty processing information to hear the directions repeated in order to complete the

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• Modeling of

the specific skill

• Instructor will

model the specific skill that is being taught to students that need additional visual prompts.

task. • Allows for the

students who are more visual learners to refer to a model of what they are expected to complete.

Content/Material • Visual models

• Students will see the symmetrical kite at different stages, many visual examples.

• This provides a reference tool to the more visual learners.

Tasks • Increase the amount of time to finish the kite

• Specific students will be given extra time to complete the task during the school day

• It allows students to take their time and not be rushed to complete the task.

Teacher Exemplar

The teacher exemplar served as a model and guide for students to use during both the modeling and independent work portions of the learning experience. The students had a clear understanding of how their kites should look when complete. My teacher exemplar provides the necessary elements that are in the rubric and scored 20 out of 20 points. Refer to attachment 22 and 23 to see teacher exemplar with the scored rubric.

Time Required Planning: 2-‐3 hours

• To plan this lesson I needed to decide on the activities and how they would fit into our Math block of 75 minutes.

• I made symmetrical and asymmetrical pictures/designs to help review symmetry in the beginning of the lesson.

• I created a rubric and teacher exemplar.

Implementation: 1 hour and 15 minute lesson

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Assessment (per student):

• 2 minutes per student for the pre-‐assessment • 15-‐20 minutes to complete the Symmetrical Kite • 3-‐4 minutes for individual assessment using final rubric

Schedule/Unit Plan:

• This was lesson nine in the geometry unit, with five more lessons, including a review day to reinforce the skills and concepts learned throughout the unit. Before learning about symmetry we had a lesson about rays, lines and line segments. After the lesson on symmetry, we had an “explorations” day where students went to four centers that reinforced concepts already learned in the unit, including symmetry.

Reflection

I really enjoyed teaching this lesson and I am happy about the progress that many of my students achieved. I was not surprised by the pre-‐assessment results because I knew that it had been awhile since my students were introduced to symmetry. Once we went over the definition of symmetry, looked at examples and watched the short Brain Pop video, students began to recall more about symmetry. One boy said, “The snowflake I made last week is symmetrical.” Other students started to point to their snowflakes that were hanging up in the classroom and told how and why they were symmetrical. I was happy that students were making a connection with items in the classroom. I was excited that many students were either proficient or distinguished by the end of the lesson and seemed to understand the concepts of symmetry. On the unit test that my students took the following week, a majority of the class made adequate progress on the symmetry section.

I created this learning experience on symmetry because it is a concept that is very sequential. Students start to be introduced to symmetry in first grade and also in higher grades. Symmetry is almost always tested on the third grade NYS assessment and I wanted my students to be familiar with this term. I believe that I met my teaching objective because students gained and retained more knowledge about symmetry. I feel that students met the learning objectives as well as the performance indicator because this learning experience helped students understand that symmetry is everywhere. Life application was achieved, as students were able to identify lines of symmetry, construct lines of symmetry and answer comprehension questions with 90-‐95 percent accuracy

Students needed to apply skills that we learned in previous lessons. For example, students needed to understand how to draw a straight line and recognize and draw line segments. I was pleasantly surprised by the way that students used a straightedge to draw straight lines. It was a great way to show my students that using a straight edge makes a big difference because if their lines are not straight and accurate my picture can become asymmetrical.

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Almost all of my students were able to complete their kites and the worksheet in the given time. There were a few students who finished about five to ten minutes early and those students were able to start their Mathboxes and Homelinks for the next day. Their homework was about symmetry so it was a good way to reinforce the concepts learned during the lesson. It is the classroom procedure to give students five to ten minutes at the end of a lesson to begin their homework.

We were able to take fifteen minutes the next class to review what we learned and go over the Symmetric Shapes worksheet. We were also able to review symmetry during Explorations, which is a day designated in each unit to review concepts learned. During Explorations we worked in small groups of four or five students, one center focused on making symmetrical shapes and at another center students created another symmetrical kite with a different design. At the end of the unit we had a review day before the unit test and I created a Jeopardy game to play with my students. The game was a great way to review symmetry and my students had a great time and they were thoroughly engaged. The game was so effective that we played it during other math units throughout my placement. The last thing that we did with symmetry was make symmetrical hearts with different colored construction paper. There is a picture of our bulletin board with all of the student’s hearts on attachment 10.

My peer review was on March 30, 2010 at Daemen College. My focus question was related to my rubric and if it was clear and easy to follow. I received a lot of feedback and with my peer’s comments was able to improve my rubric to make it more reliable. I changed the weight of different sections, putting an emphasis on sections that were directly related to the NYS standard. I also modified my lesson by adding a few more real life examples to help students make a better connection.

During my peer review, one classmate said, “I really like how you brought technology into the lesson, Brain Pop is a great tool in the classroom.” This lesson has helped me to better understand different kinds of assessments, histograms and modification tables. I think I am more prepared to teach students and I feel this was a great learning experience.

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Appendices -‐ Attachments

1. Introduction Letter to Parents 2. Classroom Floor Plan 3. Classroom Rules 4. Classroom Procedures 5. Symmetric Shapes worksheet 6. Kite Template 7. Teacher Exemplar 8. Student Work

a. Developing b. Proficient c. Distinguished

9. Jeopardy Game Pictures 10. Symmetrical Hearts Bulletin Board

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Attachment 1: Introduction Letter to Parents

Dear Parent(s) or Guardian(s): I would like to take this time to introduce myself to you. My name is Mrs. Christine Oehman and I will be participating in Mrs. Kirsten Baetzhold’s classroom as a student teacher for the next eight weeks. I am currently working on my Bachelors of Science degree in Early Childhood, Childhood, and Special Education at Daeman College. My teaching assignment began January 27th of this year and I am actively working with Mrs. Baetzhold to learn classroom procedures, routines, and interacting with students. Throughout my placement at Maplemere Elementary School, Mrs. Baetzhold will be supervising my teaching and will be assisting me as I plan, develop and facilitate activities and lessons that line up with New York State standards. Mrs. Baetzhold has arranged a schedule, which gradually increases my teaching time with each successive week, until I am completely facilitating instruction throughout the entire day. I look forward to working with your child throughout the coming weeks! Sincerely, Christine Oehman I will be taking pictures as evidence of my teaching experience for my portfolio, which may be viewed by potential employers. If you do not want your child to be photographed, please inform me or Mrs. Baetzhold by March 8th. Thank you.

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Attachment 2 – Classroom Floor Plan

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Attachment 3 – Classroom Rules

Classroom Rules

1. While the teacher is talking be quiet.

2. Before you talk raise your hand.

3. Keep your hands, feet and objects to yourself.

4. Bring all necessary materials to class.

5. Follow instructions the first time.

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Attachment 4 – Classroom Procedures

1. Personal Items – Students are each assigned to a clothes hook that is located in the back of the classroom. Students are supposed to hang up their coats and backpacks on the hooks and place extra items including their lunch boxes on the rack that is above their specific coat rack when they come in the morning.

2. Lunch Count – After students hang up their backpacks they are supposed to take their magnetic name tag and place it under their lunch choice for the day. This needs to be done first thing because the main office collects the lunch count by 8:20.

3. Homework Check-‐In – When students walk into the classroom in the

morning their teacher is located at the back table. Students are to bring their homework folder and planner to their teacher to check their homework. If there is a line of more than 3 people, students are to work on their morning work until the line goes down.

4. Morning Work – The easel located near the front of the room has the

morning work that students are supposed to complete each morning.

5. Morning Announcements – At 8:15 the teacher turns the television to channel 10 and the morning announcements begin. Students are supposed to stop their morning work and listen to the announcements without talking.

6. Late Arrivals – Students that arrive after 8:20 should come into the class

with a yellow slip from the office. The student then is instructed by the teacher where they are to begin for the morning.

7. Walking in the Halls as a Group – Students are to walk silently in a straight

line behind their teacher.

8. Walking in the Halls Alone – Students are to walk in the halls silently, not disrupting any other classrooms.

9. Bathroom – Only one boy and one girl are allowed to go to the bathroom at a

time. Boys are supposed to place the boys pass on their desk girls and girls are supposed to place the girls pass on their desk while at the bathroom. Once back in the classroom students are to return the pass to the blue bin located by the door of the classroom.

10. Asking a Question – Whether a child is listening to an instructional lesson,

working with a peer or working individually, the student must raise their hand and wait for their teacher to answer their question.

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Attachment 5

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Attachment 6

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Attachment 7 – Teacher Exemplar

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Symmetrical Kites

TEACHER EXEMPLAR Teacher Name: ______________________________________________ Student Name: _______________________________________________ Category 4 3 2 1 Points of Symmetry Weight 0.5

(Out of 2 points)






(Out of 2 Points)


















(Out of 2 Points)

The color and/or design added to the kite is the same on the left and the right sides.




Total Score: 9/9 -‐ Distinguished This kite has all of the necessary components and is perfectly symmetrical, meaning all of the lines were drawn in the correct order. It is very attractive and neat, and all of the lines were connected using a straight edge.

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Student Work – Developing Andrew is in third grade and is very capable of completing all of his assignments. He struggles with paying attention and that often shows in his work. He enjoyed cutting out the kite and drawing the dots, but quickly grew frustrated when connecting his lines on the kite.

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Symmetrical Kites

Teacher Name: Mrs. Oehman Student Name: Andrew Category 4 3 2 1 Points of Symmetry Weight 0.5

(Out of 2 points)






(Out of 2 Points)


















(Out of 2 Points)





Total Score: 4.25/9 -‐ Developing Andrew I think that you did a great job matching the points from the right side to the left side. However, next time make sure to use a straightedge when connecting your points, it is very important in making your kite symmetrical. Make sure that you are drawing your lines in the correct order, your eraser marks made your kite look messy.

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Student Work -‐ Proficient

Renas is in third grade and always tries her best. She struggled drawing the points on the left side of the kite and this made her lines not go in the correct order. Renas is a student who usually needs extra support but always asks questions and is attentive.

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Symmetrical Kites

Teacher Name: Mrs. Oehman Student Name: Renas Category 4 3 2 1 Points of Symmetry Weight 0.5

(Out of 2 points)






(Out of 2 Points)


















(Out of 2 Points)





Total Score: 5/9 -‐ Proficient Renas I liked how you asked questions when you did not understand something during the lesson! Make sure to use a straightedge when connecting your points, it is very important in making your kite symmetrical. On the right side of the kite your lines are very straight but on the left side they got a little messy.

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Student Work -‐ Distinguished

Shomari is in third grade and is at the top of our class. He had a lot of background knowledge of symmetry and did very well with his kite. All of his points were in the correct place and lines in the correct order.

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Symmetrical Kites

Teacher Name: Mrs. Oehman Student Name: Shomari Category 4 3 2 1 Points of Symmetry Weight 0.5

(Out of 2 points)






(Out of 2 Points)

















Use of Color Weight .50

(Out of 2 Points)





Total Score: 8.25/9 -‐ Distinguished Shomari I thought that you did a great job on your Symmetrical Kite! You used a straightedge to connect your points and all of your points were in the correct order. I also liked how you were helping your classmates when they had a question, excellent work!

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Attachment 9 – Jeopardy Game

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Attachment 10 – Symmetrical Hearts

Documents

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