The purpose of this activity is for students to consider how a sport would change if it was played on a field or court that wasn’t symmetrical. When considering how a lack of symmetry affects a sport, students need to decide to what degree the field or court isn’t symmetrical and how the changes would affect playing the sport. When students model a situation using a representation such as a drawing and think about the real-world implications of their model, they model with mathematics (MP4). If students aren’t familiar with the field of play or the rules for a particular sport, consider giving students access to books about sports or internet enabled devices for research about the sport they choose.

• Invite groups to share the sport they chose and how it would change if the field or court wasn’t symmetrical.

The purpose of this activity is for students to use what they have learned about symmetry to design a sports field or court with no lines of symmetry. After students design the sports field, they create a set of rules for the field or court they design. Students display their designs and rules, and participate in a Gallery Walk to see other groups’ work. As students design their sports fields or courts, they make choices about how the field or court should be shaped and consider the implications of their design when playing on the newly designed field or court. When students consider assumptions about information not given in a situation and think about the real-world implications of their model, they model with mathematics (MP4). If students aren’t familiar with the field of play or the rules for a particular sport, consider giving students access to books about sports or internet enabled devices for research about the sport they choose. 

Invite students to share ways they would revise their design based on what other students noticed and wondered.