ALEX Resources

   View Standards     Standard(s): [ARTS] VISA (4) 2 :

2) Collaboratively design and create artwork that has meaning and purpose.

Examples: Create a logo for a school or activity.

[MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

This learning activity should be completed at the end of a geometry unit or after a lesson on symmetry. The teacher will pose a real-world problem that requires the students to create a design for a stained glass window. Using virtual manipulatives, students will work collaboratively to design a symmetrical stained glass window that has at least one line of symmetry.

This activity was created as a result of the Arts COS Resource Development Summit.

   View Standards     Standard(s): [MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

Create awesomely symmetrical artwork by using a paintbrush, stamps, and stickers in this online game with Peg and Cat.

   View Standards     Standard(s): [ARTS] DAN (4) 1 :

1) Identify ideas for choreography generated from a variety of prompts and source materials.

Examples: Music/sound, text, objects, images, notation, observed dance, or experiences.

[ARTS] DAN (4) 2 :

2) Find a solution to a movement problem by manipulating the elements of dance.

Examples: Perform a dance phrase using three different levels.

Perform a dance phrase that alters the timing of the movement.

[MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

In this lesson, students observe symmetry, geometric shapes, and angles in two Early American dances, and then choreograph their own dances with symmetrical figures.

There are three options for this lesson, depending on class needs and time available:

1. Frame, Focus, and Reflection (view and discuss): observe symmetry in dance and relate it to paper folding.
2. Short hands-on activity: observe symmetry in dance and relate to geometric shapes and angles.
3. Project: compare and contrast two Early American dances and choreograph a dance with symmetrical figures.

   View Standards     Standard(s): [MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

Help uncover what shapes are symmetrical and what shapes are not. The mayor calls upon Olive and Otto when someone is destroying symmetrical shapes around town!

   View Standards     Standard(s): [MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

Buzz, Hacker, and Delete watch a commercial that features perfectly symmetrical shapes in this activity that accompanies the Cyberchase video clip, "A Gift for Mother's Day." Students will see that when a shape is symmetrical, both parts on opposite sides of a dividing line correspond in size and shape.

   View Standards     Standard(s): [MA2019] (4) 29 :

29. Define a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts.

a. Identify line-symmetric figures and draw lines of symmetry.

In this interactive activity, students will be led through steps to identify lines of symmetry in different figures. There are teaching activities as well as practice activities available. A handout that reviews the steps taught during the activity can be printed. After utilizing this resource, the students can complete the short quiz to assess their understanding.