Rationale

Context:  This document was created during the Fall semester, 2005, at Appalachian State University as apart on a unit plan focused on quilting and symmetry.  The ideas for these lessons where written by myself, however the ideas came from collaborating with professors and experienced teachers; some of the ideas were originals.  These three consecutive math lessons focus primarily on symmetrical vs. not symmetrical and the line of symmetry.  The lessons were designed to meet the NC Standard Course of Study standards as outlined for second grade, geometry strand.

Impact:  These lessons will be used to help students gain a complete, well developed understanding on symmetry and the line of symmetry.  The lessons also include guided discovery and inquiry based approaches to teaching.  Students are encouraged to work in cooperating groups and explore mathematics using a variety of methods and materials.  These lessons could easily be modified to meet the standards of various other grad level standards or serve as a fun way of review. 

Alignment: 

• NCDPI Standard 2,  Indicator 2:  I have met this standard through these lessons by providing evidence of my competencies in the field of mathematics, specifically geometry.

• NCDPI Standard 9, Indicator 1:  I have show evidence of developing, applying and adapting instructional strategies in problem solving that allows students to build new mathematical knowledge and solve mathematical problems in other contexts.

• NCDPI Standard 9, Indicator 3:  I have met this standard by allowing students multiple opportunities to communicate with peers, myself and their teacher.  Students have worked on communicating problem solving strategies and communicating their mathematical thinking clearly.

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