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Nelson Education > School > Mathematics K-8 > Math Focus > Grade 4 > Teacher Centre > Web Quests > Chapter 5
 

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Chapter 5 -Symmetry in Snowflakes

INTRODUCTION

There are two different types of symmetry, line symmetry and rotational symmetry. In this task you will explore both kinds of symmetry. Not only will you see the applications in geometric figures, but you will learn to recognize symmetry in nature. You will apply what you have learned about symmetry to create a symmetrical snowflake.

 

THE TASK

Symmi Tree is creating snowflakes, but is not sure that they are symmetrical. She has hired you to explore symmetry and help write instructions to create a perfectly symmetrical snowflake to share with others.

 

THE PROCESS

  1. Use the website Symmetry – It’s All Around You! to view different types of symmetry. Explore at least 5 links found within this website.
  2. Print both of the worksheets below and find the symmetry in the shapes and letters.
    Identify Symmetry in Regular Polygons
    Identify Symmetry in the Alphabet
  3. Create a snowflake to help Symmi Tree. To get some ideas on different designs, use the resources at Paper Snowflakes. As you create your snowflake, write down all the steps you take. As you takes your notes, explain each step and why you are doing it like that. Title your work Steps to Making a Snowflake.
  4. To complete your assignment in helping Symmi Tree, staple your snowflake to the procedure steps. Then, using a highlighter, show all of the different lines of symmetry in your snowflake. 

RESOURCES

Websites:

Symmetry – It’s All Around You!
Paper Snowflakes

Worksheets:

Identify Symmetry in Regular Polygons
Identify Symmetry in the Alphabet

Materials: pencils, scissors, highlighters, ruler

 

ASSESSMENT

  Level 1 Level 2 Level 3 Level 4
Problem Solving
Make a Plan
The student did not have a plan to help him/her find information to put in his/her procedure. The student had a partial plan to help him/her find information to put in his/her procedure. The student had an appropriate plan to help him/her find information to put into his/her procedure.

The student had a thorough plan to help him/her find information to put in his/her procedure.

Application of creating a symmetrical snowflake

The student made major errors and/or omissions when creating his/her snowflake and it is not symmetrical.

The student made several errors when creating his/her snowflake and it is partly symmetrical. The student made only a few minor errors when creating his/her snowflake and it is mostly symmetrical. The student made no errors when creating his/her snowflake and it is completely symmetrical.
Communication of the procedure on how to make a symmetrical snowflake
The student’s explanations were incomplete or inaccurate.
The student used very few math words involving symmetry.
The student gave partial explanations.
The student used simple math words involving symmetry.
The student gave complete, clear and logical explanations.
The student used appropriate math words, involving symmetry.
The student gave thorough, complete and insightful explanations.
The student used a range of math words, involving symmetry.

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