Line Symmetry

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This lesson created by Hafeeza Mayet (Malboro Gardens Secondary School, South Africa) on Line Symmetry is aimed at Grade 4 and 5 learners and was created using Microsoft Mouse Mischief. Find other great lessons like this one on the Partners in Learning Network (Africa): http://africa.partnersinlearningnetwork.com

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LINE
SYMMETRY
By: Mrs. H.E.Mayet
Marlboro Gardens Secondary
School
South Africa
hmakra@gmail.com

What Is Line Symmetry?
A shape has line symmetry when one half
of it is the mirror image of the other half

DISCUSSION
Items that are SYMMETRICAL
* Items that you use at home
* Spot
items
around
you
* Numbers or letters of the
alphabet

DISCUSSION
Let’s look for the line of symmetry in this photo

Draw In The Axis Of Symmetry for each of these
pictures

NOW LET’S LOOK AT
SYMMETRY
IN ZULU
LOVE
LETTERS

What is a Zulu Love Letter?
 Letters made from
beads
 Sent to express
feelings

Each Colour Says A 1000 Words
She loves him

Yes
No
Is This Zulu Love Letter Symmetrical?

HOMEWORK
Now find pictures in newspapers and magazines
that are symmetrical and paste these as a
collage

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Line Symmetry

1. LINE SYMMETRY By: Mrs. H.E.Mayet Marlboro Gardens Secondary School South Africa hmakra@gmail.com

2. What Is Line Symmetry? A shape has line symmetry when one half of it is the mirror image of the other half

3. Axis of Symmetry

4. DISCUSSION Items that are SYMMETRICAL * Items that you use at home * Spot items around you * Numbers or letters of the alphabet

5. DISCUSSION Let’s look for the line of symmetry in this photo

6. Draw In The Axis Of Symmetry for each of these pictures

7. Which Of These Pictures Is Symmetrical?

8. Which Of These Flags Is Symmetrical?

9. NOW LET’S LOOK AT SYMMETRY IN ZULU LOVE LETTERS

10. What is a Zulu Love Letter?  Letters made from beads  Sent to express feelings

11. Each Colour Says A 1000 Words She loves him

12. Symmetry in Zulu Love Letters

13. Yes No Is This Zulu Love Letter Symmetrical?

14. Which Zulu Love Letter is Asymmetrical?

15. CONCLUSION SYMMETRICAL ASYMMETRICAL

16. HOMEWORK Now find pictures in newspapers and magazines that are symmetrical and paste these as a collage

Editor's Notes

LINE SYMMETRY FOR GRADES 4 and 5. If in multiple mouse mode, animations do not show. Multiple Mouse mode is a static slide show.
Ask learners to put hands together as in prayer, then open and close while keeping thumbs together (flapping like butterfly wings).
Allow 6 minutes for discussion.
Initiate the question: Why do you think a human face is not always symmetrical? Discuss how scars, blemishes, beauty spots etc affect the symmetry of a face / photo. Reiterate the terms symmetrical and asymmetrical.
Learners must show how they would cut these pictures so that the halves would be mirror images of each other.
After answering, discuss how each picture is symmetrical / asymmetrical. Introduce learners to the term asymmetrical.
See if learners know these flags; 1. Zulu flag 2. South Africa 3. Brazil
Discuss Zulu Love letters. Zulu girls send letters made from beads to the young men they like. Many believe that this was particularly rife during the days when gold was discovered on the Rand and when Apartheid was at its strongest. It is said that the men travelled to Johannesburg to work on mines while the women and children remained in the rural villages. When girls were ready to marry, being uneducated and unable to read and write, they would make these beaded letters to express their feelings. These were sent to their intended partners in Johannesburg.
Every colour has a message. GREEN: explains that the girl has become as thin as a blade of grass as she is pining for him. YELLOW: some say is symbolises wealth, while others say it symbolises jealousy. BLACK explains that her heart is black with despair as she feels he went away as he rejected her. RED: symbolises her love for him. BLUE: tells him that she feels that if she was a dove, she would fly through the blue skies just to be with him. WHITE: symbolises purity and Peace. PINK: asks if he loves her as much as she loves him.
Study these love letters and brainstorm the link between Mathematics and these love letters. E.g. shapes, number of beads, rows, columns, patterns and especially symmetry.
Discuss properties of each. Allow learners to justify their choice. Finally show them that the bottom row of hanging beads in 1. is asymmetrical.
Reiterate the terms symmetrical and asymmetrical. Check learners use of vocabulary, especially the use of SYMMETRICAL and ASYMMETRICAL.
Provide marking rubric for collage. Integrate with Arts and Culture.

Line Symmetry

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Editor's Notes