4.G.3 - About the Math, Learning Targets, and Rigor

Grade 4 Geometry

4.G.3

About the Math

Full Standard

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

  

Report Card Measurement Topic: Demonstrates understanding of measurement and geometry.
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

 

 

 

Report Card Measurement Topic: Demonstrates understanding of measurement, data and geometry.

 

Learning Targets

  • Explain what symmetry is.
  • Identify and draw lines of symmetry.

 

About the Math

4 letter "A"s. Each A has a line to illustrate if it is a line of symmetryA line of symmetry divides a figure into two congruent mirrored parts. A figure may have multiple lines of symmetry. The folded line is called a line of symmetry. A figure is symmetrical if it has a line of symmetry. Essential vocabulary for this standard includes symmetry and line of symmetry. Visit the online dictionary Links to an external site. for vocabulary support.

 

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
     
  • Explain what symmetry is.
  • Identify and draw lines of symmetry.

 

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 1 Grade 
  • Compose two-dimensional shapes and three-dimensional shapes (1.G.A.2)

This concept is not taught after grade 4.  Students are expected to apply the standard/skills proficiently.

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction. 

  • Students will use pattern blocks to create a design and draw a line of symmetry that connects to their design. They will switch designs with a partner, and the partner will need to create the mirror image of the design using the line or symmetry. Cut out images from clipart or a magazine.
  • Cut each image in half and glue each half to a black piece of paper. Students can work to identify the line of symmetry and draw the missing part of the image on the paper. Optional images Links to an external site. are provided and can be printed, if needed.
  • How do you know that a figure is symmetrical?
  • What figure can you create that has exactly 2 lines of symmetry? 3 lines of symmetry?
  • How many lines of symmetry are in a regular hexagon? In a circle? (This should lead to a discussion of when there are an exact number of lines of symmetry and when there could be infinite solutions.)
  • Think about nature, what are three examples of objects with symmetry?
  • In what situation is it important for things to be perfectly symmetrical?
  • Are all polygons symmetrical? All quadrilaterals? All triangles? Sketch examples to show symmetrical as well as non symmetrical figures.
  • Can you create a design that is made up of three shapes and is still symmetrical? What about with four shapes? Five shapes? (Pattern blocks and tangrams can be used.)
  • Use 8 or more Pattern Blocks to create a design.  What design can you make that has 4 or more lines of symmetry?  Record your design and its line of symmetry, and explain how you know it has at least 4 lines of symmetry. (from 20 Thinking Questions for Pattern Blocks)

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

 

Module 14 • Geometry and Angles

Symmetry:

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. 

Woodchester Mansion, Gloucestershire

 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

    

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics 3-5 Pattern Block Mirror Symmetry, Activity 8.15, Page 234 
Dot Grid Line Symmetry, Activity 8.16, Page 235 


 
Hands on Standards 3-4 82, 96-97
Groundworks Reasoning with Geometry 3 80-87
Brain-Compatible Activities for Mathematics

3-4

2-3

91-94

114-117, 124-128

Super Source Color Tiles

Super Source Pattern Blocks

3-4

3-4

62-65

46-49

Math In Practice

Teaching Fourth-Grade Math

4

Module 14

 

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

 

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Assessment

Learning Targets

rubric

  • Explain what symmetry is.
  • Identify and draw lines of symmetry.

 

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.  

 

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.