There were 20 students this week. We had to cut up the pizza slices into halves and thirds to distribute it equally. Today we began our actual math lessons.
We started by explaining the concept of symmetry. After we explained the concept, we called on several of them to point out symmetrical objects in the room and then asked them how these objects were symmetrical. Next, we handed out several different designs and Native American symbols – one to each table – and asked them to point out whatever shapes they could find within the symbols. We then asked them to draw lines of symmetry on the symbols.
Finally, we divided the class into 3 groups working on three different projects. My group of 6 was supposed to make symmetrical objects on a paper grid using black card stock paper cutouts. Almost all of them were able to create roughly symmetrical objects without using the grid lines, demonstrating that they understood the concept of symmetry. However, when I asked them to create symmetrical shapes using the grid system, they couldn’t do it. I worked with them 1 at a time to teach them how to count the lines starting with the symmetrical axes of the paper. One kid understood how to count the lines and create symmetrical objects very quickly. Another kid, I believe, was in this program the previous year and only needed a little reminding to create the objects. For the other 4 kids, it took more time and was difficult for them. I placed a cutout on a particular point and had them count the number of lines it was from the axes horizontally and vertically. I then had them reflect the point over the two axes and then, to make sure they understood, over the origin by reflecting over both axes one at a time. Two of the kids kept giving up saying they didn’t understand it and wanted me to move on. Eventually, they were able to understand how to reflect over one axis at a time but not over the origin.
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