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Math 4 q3 w8

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1K views10 pages

Math 4 q3 w8

Uploaded by

Kenshin Himura Perez
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON EXEMPLAR IN MATHEMATICS/ GRADE 4 /QUARTER 3 /

WEEK 8
I. CURRICULUM CONTENT, STANDARDS, AND LESSON COMPETENCIES
A. Content The learners should have knowledge and understanding of
Standards symmetric figures with respect to a line, and resulting images after
applying reflection with respect to a line.
B. Performance By the end of the quarter, the learners are able to:
Standards ● identify symmetry with respect to a line, and create figures that
have line symmetry. (MG)
● perform reflection with respect to a line, including glide reflection,
to obtain images of shapes. (MG)
C. Learning 1. Identify symmetry with respect to a line.
Competencies 2. Complete a figure that is symmetric with respect to a line.
and Objectives 3. Give the importance of the concept of symmetry in everyday life.
D. Content Symmetry
E. Integration Symmetry in Nature
II. LEARNING RESOURCES
Alexandra, E. (2016). Teach symmetry with backyard nature collage. Kid Minds. https://kidminds.org/teach-
symmetry-with-nature-collage/ CueMath. (n.d.). Symmetry. CueMath.
https://www.cuemath.com/geometry/symmetry/
Kazlacheva, Z. (2013). Bilateral symmetry in nature. Research Gate.
https://www.researchgate.net/figure/Bilateral-symmetry-in-nature4_fig1_237838275
Lisa. (2015). Bilateral symmetry in nature. The Smart Happy Project.
https://thesmarthappyproject.com/bilateral-symmetry-in-nature/
Mark Ryan. (2016). How Glides Reflections Work. The Dummies.
https://www.dummies.com/article/academics-thearts/math/geometry/glide-reflections-work-230054/
MiCath TV. (2021). Symmetry Song | Educational Tagalog Videos | MiCath TV. Youtube.
https://www.youtube.com/watch?app=desktop&v=YMFusUVk_n8
Nicky. (2013). Symmetry in nature. WordPress.
https://blogs.baruch.cuny.edu/symmetries/2013/05/24/symmetry-in-nature-2/
University of Oxford. (2022). Nature prefers symmetry and simplicity. University of Oxford.
https://www.ox.ac.uk/news/2022-03-31-natureprefers-symmetry-and-simplicity
III. TEACHING AND LEARNING PROCEDURE
A. Activating DAY 1
Prior Knowledge 1. Short Review
Activity 1. Wonders of Nature
Instructions. Let learners share their thoughts on the pictures below.
Ask the question
What have you observed with the pictures you see?

After learners were able to share their thoughts, share again the
pictures but this time with an additional line. Ask them again,
“What have you observed now with the following pictures?
What does nature tell us?”

Activity 2. Find My Other Half!


(Pair Activity)
Instructions. Give learners cut-outs that are in halves. Each learner
gets their half. Introduce a song while learners find their other half.
Let learners sing while doing the activity. Let them stay with their
pairs.
Guide Questions:
1. How did you find the activity?
2. How did you find your other half? Explain.
B. Establishing 1. Lesson Purpose
Lesson DAY 1
Purpose Activity 3. Connect the Dots (Individual)
Material: Straightedge or Ruler
Instructions. Connect the points using a straight line. Use your
ruler.

Guide Questions:
1. After connecting the points and drawing the line, what do you
notice with the figures?
2. Suppose I cut the figure along the line we have drawn, what will
happen? Explain.

2. Unlocking Content Area Vocabulary


After learners were given ample time to do Activities 1-3, introduce
the following mathematics concepts:
a. Symmetry means that when figures are divided in half, one shape
is identical to the other shape, that is, a mirror image of the other. If
a figure does not have symmetry, we say that the figure is
asymmetrical.
b. A symmetrical figure is a figure that can be divided into two
identical figures that exactly match.
c. A line of symmetry is a line that divides a symmetrical figure into
two identical figures.
C. Developing 1. Explicit
and Deepening After doing Activities 1 to 3, let learners further build on the
Understanding concepts of symmetry, symmetrical figures, and lines of symmetry.
Some symmetrical figures do not only have 1 line of symmetry. They
can have more than one line of symmetry.

2. Worked Example
Example 1. Draw the line of symmetry on the figure at the right.

Group Activity:
Group 1 – The Artistic Group
Group 2 – The Equal Group

Group 3 – The Detective Group

Group 4 – The Liner Group

D. Making What does symmetry mean?


Generalizations a. Symmetry means that when figures are divided in half, one shape
is identical to the other shape, that is, a mirror image of the other. If
a figure does not have symmetry, we say that the figure is
asymmetrical.
b. A symmetrical figure is a figure that can be divided into two
identical figures that exactly match.
c. A line of symmetry is a line that divides a symmetrical figure into
two identical figures.

Values Integration:
Ask:
1. You have plenty of food to eat. What are you going to do when
you see some of your classmates having no food to eat during
snacks time?
2. How would you share your food to them?

Real Life Connection


How important is learning symmetry in applying to our daily life?
IV. EVALUATING LEARNING: FORMATIVE ASSESSMENT AND TEACHER’S
REFLECTION
A. Evaluating 1. Formative Assessment
Learning Draw a line on the symmetry of the following figures. Color or shade
the other half.

2.Homework
Let learners appreciate the lesson by watching this short video.
Video: Symmetry Song
URL: https://www.youtube.com/watch?
app=desktop&v=YMFusUVk_n8
Guided question:
What important math ideas you have learned? Cite at least three
ideas.
B. Teacher’s
Remarks

C. Teacher’s Reflection guide or prompt can be on:


Reflection • principles behind the teaching
What principles and beliefs informed my lesson?
Why did I teach the lesson the way I did?

• students
What roles did my students play in my lesson?
What did my students learn? How did they learn?

• ways forward
What could I have done differently?
What can I explore in the next lesson?
Name:________________________________ Name:________________________________
Directions: Draw a line on the symmetry of Directions: Draw a line on the symmetry of
the following figures. Color or shade the the following figures. Color or shade the
other half. other half.

Name:________________________________ Name:________________________________
Directions: Draw a line on the symmetry of Directions: Draw a line on the symmetry of
the following figures. Color or shade the the following figures. Color or shade the
other half. other half.
Instruction: Connect the points using a straight line. Use your ruler.

Instruction: Connect the points using a straight line. Use your ruler.

Instruction: Connect the points using a straight line. Use your ruler.

Instruction: Connect the points using a straight line. Use your ruler.

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