Beacon Lesson Plan Library
Upside Down and All Around
Santa Rosa District Schools
After learning about a line of symmetry, the student demonstrates slides, flips, and turns with an object. Students provide a written explanation of changes they observe in pictures.
The student extends previously learned writing knowledge and skills of the first grade with increasingly complex texts and assignments and tasks.
The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.
-Shapes cut from cardstock such as a square, triangle, heart, flower, star, etc. (1 each shape)
-Half of an object cut out of paper for each student
-Chalkboard (or dry erase board)
-Paper for each student
-One copy of “Upside Down or Turn Around” for each student (see file)
1. Cut out 3 or 4 shapes for demonstration of folding symmetrical lines. (An Ellison machine may be helpful.)
2. Run a copy of “Upside Down or Turn Around” for each student (See attached file.)
1. Discuss/review what a line of symmetry is with the students.
2. Hold up a shape cutout and ask students to identify how to fold the shape to get a line of symmetry.
3. Fold the shape and let students tell you if it is symmetrical by giving the -thumbs up- sign. Students give a thumbs down if it is not a line of symmetry.
4. Try folding it a different way to see if it has more than one line of symmetry.
5. Repeat this process with other shapes to provide sufficient review.
6. Give students the cutout object that has been cut in half..
7. Have students trace the object on a piece of paper and then fold the paper on the line of symmetry. Lay the object on the opposite side and trace it. Cut out the object. Draw a happy face on one side.
8. Write the word 'slide' on the board. Discuss the word 'slide'. Demonstrate a slide by sliding your feet to the right, about one foot. Write a sentence on the board that tells what you did like -I showed a slide by moving my feet across the floor to the right.-
9. Students demonstrate how to slide their object across their desks.
10. Write the word 'turn' on the board. Discuss the word 'turn'. Demonstrate a turn by turning your body to the left one quarter turn and then another until you face the class again.
11. Students demonstrate with their object on their desk one quarter turn at a time.
12. Have students share sentences about what they did. (They must say the object did a turn to the right or left.)
13. Write the sentence on the board and have students copy it on their paper.
14. Write the word 'flip' on the board. Discuss the word 'flip.' Show students how to flip something with your hand by showing your palm and flipping it over to show the back of your hand.
13. Students demonstrate with their object. (It should be showing the happy face and they should flip it to show the back.)
14. Have students write a sentence on their papers telling what they did to their object.
15. Give students assessment paper (see attached file) and have them write the correct response (flip, slide, or turn) by looking at the pictures and writing to explain
the change that takes place.
Students verbally respond to teacher directed questions and manipulate their cutout object to show their understanding. They also complete a written exercise that will assess their comprehension of the terms flip, slide, and turn. To show mastery, students should complete at least 5 of the 6 problems and write correctly one sentence that explains a change in the objects.
The teacher may choose their own picture of an object for students to manipulate. They may wish to use the Ellison machine and have the object precut. I like for my students to have the opportunity to do their own.
This is a math concept tested on the FCAT test. Students are required to write a written response to explain why or how objects changed. It would be helpful to intermediate grade teachers if students were introduced to this concept in the primary grades.