# Symmetry Game

## Curriculum Goal

#### Kindergarten: Demonstrating Literacy and Mathematics Behaviour

• Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation (#17).

## Context

• Students and the teacher begin by sitting on the floor in a circle.
• After the teacher has explained the game, students will play in pairs.

## Materials

• Whiteboard with a line of symmetry and markers
• 8.5 x 11 paper with different shapes on each paper, folded (Appendix A)
• Magnetic boards (e.g., cookie sheets) with a line of symmetry
• Magnetic shapes

## Lesson

• Show students a half of a heart drawn on a sheet of paper. Ask students what they think would happen if you cut that shape out and opened it up.
• After gathering some ideas, cut the shape out and show them the result. Repeat with different shapes.
• Turn their attention to the whiteboard with the line of symmetry on it. Explain what a line of symmetry is.
• Explain to students that they will play a game where one person puts a shape down and the other person needs to put the same shape down in a way that follows the rules of symmetry.
• Demonstrate this on the whiteboard.
• After students have shown that they understand how to play, provide them with their own magnetic boards and have them play the game with a partner.
• Gather the students in a circle again and have them look at each other’s designs.

## Look Fors

• Can children make symmetrical designs?
• Does the child place the correct shape in the right location to match a symmetrical design?
• What do children already know about shapes? Can they name or notice different properties of the shapes?
• What strategies to children use to make sure they are making a symmetrical design?
• What spatial language do children use?

## Extension

• Recreate the designs using other pattern blocks or reconstruct another student’s design.
• Use the designs to talk about slides and flips. Which shapes don’t have to be flipped to get the symmetrical image?
• Describe the area of a design in terms of triangles (e.g., a trapezoid = three triangles)
• Assign a value to each 2D shape. For example, if a triangle is worth \$1, what would the hexagon be worth? (\$6). How much would your entire design add up to?
• Explore fractions by comparing shapes: What fraction of the hexagon is a trapezoid? Triangle? Rhombus?
• Have students measure the perimeter of their designs and see who has the largest perimeter. Ask them to make their perimeter smaller or larger without changing the number of pieces.
• Pattern identification: are there repeating patterns?
• Cut a piece of grid chart paper to fit on the cookie sheet. Design a symmetrical creation over top of the paper and try to figure out the area of the negative space. Create questions involving negative space: How many triangles could you fit in the negative space?
• Create a puzzle: trace a design and give it to students. Tell them how many pieces are required to fit the puzzle or provide a list of the actual shapes used and ask them to fill in the shape.
• Stack the pieces in shape groups to create a 3D graph of how many of each type were used in the image.
• Language Arts connection: invite students to create personalities and names for the images/designs they’ve created and make a story.