Unit 6

Session 41

Beautiful designs to learn about symmetry

Area: Mathematics My Monday, October 14, 2019
Grado y Sección: 3°C Time 90min.

1. Purpose of Learning and Evidence of Learning.

What will it give us?
Competencies and capabilities Performances evidence of
learning
Competence: Solves problems of Establish relationships between the data of Recognizes figures
shape, movement, and location. location and route of the objects and symmetrical in figures of their
Model objects with shapes people in the environment, and expresses them in environment with one or more
geometric shapes and their transformations: a graph, having the objects fixed axes of symmetry.
Communicate your understanding of the Checklist
as reference points; likewise,
geometric shapes and relationships: consider the axis of symmetry of an object
Use strategies and procedures to or a figure
orient oneself in space
Argue claims about
geometric relationships
Cross-cutting approaches Observable actions
Approach to the Search for Teaching Excellence: Teachers and students discuss the importance of teamwork
respecting their ideas or proposals.

2. Preparation of the session

What do I need to do before the session? What resources or materials will be used in this
session?
Get all the necessary materials. Notebook, scissors, cutouts of grid paper.
Check information about knowledge on Workbook, page 85 and 86.
develop in the current session.
Get an image with a design of a
Incan fabric that presents symmetrical figures.

3. Moments of the Session.

STRATEGIC MOMENTS DIDACTIC
Collect prior knowledge. Collect prior knowledge. Present the images to the students.
Gather them and ask them to observe and comment on how they are similar to each other. Question:
What common characteristic do the designs we are observing have?

Start
10 min.

Listen to their answers and comment on them. This information will allow you to know how much they know about the
students about symmetry and what terms they colloquially use to refer to it.
Talk to them about the origin of these designs, how ancient cultures had in their
cultural elaborations ceramics and textiles in which figures were appreciated that have the
characteristic of being symmetrical.
Communicate the purpose of the session: In this session, we will learn about shapes.
symmetrical.
Remind students of the rules of coexistence that will allow them to work in a climate
favorable.
 RULES OF COEXISTENCE
Share the material we have available
Participate in an orderly manner and respect each other's turn.

Present the following problem on the board or on a flip chart:

Ricardo drew the following design on his loom but his little brother erased part of his drawing.
Ricardo needs to complete his design to create the fabric.

So that Ricardo wouldn't get upset, his brother completed the design. Which of the following
Is the design the one made by Ricardo's brother?

Propón preguntas para asegurar la comprensión del problema: ¿qué tienes que hacer?, ¿cómo es
Ricardo's design? What can help you complete this design to find out what it is?
correct design?, how can you use grids?
Indicate that each person individually thinks of a way to resolve the situation and the
present it in your notebook to then discuss it in pairs.

Development
70 min. Accompany the search process
of strategies that the students
proposals for the resolution of the
situation. Provide boxes
from grids to the students
to represent the design of
Ricardo. Question: what can
do to complete the design
and find out what the design is
correct? Some students
they can suggest folding the box
of grids and cutting out the silhouette
of the design on both sheets.
 Talk to the students and ask: what is the name of the line that divides the figure into two parts?
Are there any lines that will divide the figure into two equal parts?
Indicate that they experiment with the elaborated silhouette and fold it along other lines so that they can see if
there are other lines that divide it into two equal parts.
Ask the students: how can we show that the other figures do not correspond to the
complete design by Ricardo?
Listen to their answers, some students may suggest that the designs be copied in the
grids and that each figure doubles along the red line. This way it would be seen that there is no a
correspondence between the overlapping silhouettes.
Share the proposed solutions, ask them to explain how they built the side.
symmetric of the figure.
It concludes that to resolve the proposed situation, each one carried out different procedures.
to arrive at the answer and this allows it to be verified with one procedure or another
answer marked as correct by the students.
It points out that some used concrete materials like the geoboard, while others made use of drawings.
or of the grids.
To formalize the constructed knowledge, gather with questions what the students...
they understand what a symmetrical figure is and how they have constructed it. Ask them to practice the answer to the
Question: How would you explain to your classmate what a symmetrical figure is? How can it be...
recognize?
Build the following with them:

Symmetrical figures

A symmetrical figure is one that has one or more axes of

symmetry. When divided by the axis of symmetry, a piece is like the
reflection of the other. Thus:

Encourages reflection with the following questions: Is it useful to consider the axis of symmetry for
complete the figure?, did you find other axes of symmetry in the given figure?, are all figures
symmetrical?, etc. Ask them to observe the objects in the classroom and locate objects that are symmetrical.
Development Formulate some questions: what operation will we carry out?, why?; how can we do the
70 min. stay? Listen to their ideas and then propose to some groups the use of Base Ten material and to others,
the use of the abacus.
Remind the students of the agreed-upon rules of coexistence. In order to reinforce the importance
of these, suggest to them to establish shifts for the use of materials, so that everyone
have the opportunity to use them.
Accompany the students in the problem-solving process: observe how they represent subtraction
and the strategies they implement to solve it, since they must make exchanges, both of
tens like units.
It raises other problems
Propose the resolution of the situation presented on page 85 of the workbook:

The teacher handed out cards with drawings to the third grade students.
incomplete. He indicated to them that each card has only half of the figure and
he proposed that they carry out the following actions:

Cut out the pieces from the cutout, glue them in the appropriate places, and complete.
the figures of each card.
They draw a red line that divides the figures where they joined them.
 Development
70 min.

Accompany the resolution of the questions and comment on the students' answers when resolving the
proposed situation.
It also presents the problem from page 86, showing the students silhouettes of different
objects and ask one of them to show how to find out if the figure is symmetrical or not.
Ask them to carry out the activity later. Ask some students to show or explain their...
response.

Promote a dialogue with the children about what was learned in the current session. Question: what
Did you learn? What material do you feel most comfortable working with in these situations? What
Closure Could symmetrical figures be found in other environments of the IE? How is the idea of symmetry used in
10 min. the construction of buildings or in drawing?
Review the compliance with the agreed coexistence rules and how they can improve.
respect for them.

Reflections on learning
What progress did my students make?

What difficulties did my students have?

What learnings should I reinforce in the next session?

What activities, strategies, and materials worked and which did not?

__________________________________ __________________________________
Olga Jesús Ramos Arista Ana María Arrunátegui Vega.
Teacher of 3rd 'C' Deputy Head of Primary
 Checklist 14 de octubre del 2019

Competence: Solves problems of shape, movement, and location.

First and last name Recognize symmetrical figures in E
of the students Explain the procedure used to figures from their environment with one or u
N. build the symmetrical side of a more axes of symmetry. l
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__________________________________ __________________________________
Olga Jesús Ramos Arista Ana María Arrunátegui Vega.
Teacher of 3rd 'C' Primary Deputy Director