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Determine all the lines of symmetry for the shape your teacher assigns you. Create a visual display about your shape. Include these parts in your display:
Students might think that any line that divides the area of a figure in half, like a diagonal of a rectangle that is not a square, is a line of symmetry. Ask students to reflect across these lines to see that the shapes are not taken onto themselves.
The purpose of this discussion is to identify what types of shapes have reflection symmetry.
Ask groups to display their visual displays in the classroom for all to see in order of the number of lines of symmetry their shape has. They will have to communicate with other groups to accomplish this.
Invite students to do a “gallery walk” in which they leave written feedback on sticky notes for the other groups. Here is guidance for the kind of feedback students should aim to give each other:
After the gallery walk, ask students to share their observations about reflection symmetries for the different shapes. Consider asking:
Save the visual displays, if possible, for comparison with displays of angles of rotation that create symmetry in a subsequent lesson.
Kiran thinks both diagonals of a kite are lines of symmetry. Tyler thinks only 1 diagonal is a line of symmetry. Who is correct? Explain how you know.
Invite a few students to share their responses with the class. If a student used a well-labeled diagram in their explanation, highlight that strategy. If not mentioned by students, ask if a diagram would be useful. (Yes, it's easier to talk about labeled points than to describe a generic side.)