Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 70638
Squares and Lines of Symmetry
Students are asked to determine how many lines of symmetry a square has by drawing the lines of symmetry. Students then consider whether all
quadrilaterals have four lines of symmetry.
Subject(s): Mathematics
Grade Level(s): 4
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, square, lines of symmetry, symmetry, quadrilateral
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_SquaresAndLinesOfSymmetry_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
This task should be implemented individually.
1. The teacher provides the student with the Squares and Lines of Symmetry worksheet and reads aloud the following:
How many lines of symmetry does this square have? Draw all of the lines of symmetry.
2. If the student is able to correctly identify and draw the four lines of symmetry, then the teacher says, “Kendra said that the square has four lines of symmetry because a
shape with four sides and four angles should have four lines of symmetry. Is Kendra’s reasoning correct? Do all quadrilaterals have four lines of symmetry?”
3. Based on the student’s response above, have the student justify the response by drawing another quadrilateral along with its lines of symmetry. If the student agrees
with Kendra, the student should attempt to draw another quadrilateral that has four lines of symmetry. If the student disagrees with Kendra, the student should draw a
quadrilateral that does not have four lines of symmetry.
4. After the student draws a quadrilateral, the teacher should prompt the student to explain his or her thinking.
TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to identify the lines of symmetry.
page 1 of 4 Examples of Student Work at this Level
The student makes errors when drawing the lines of symmetry and determining the number of lines of symmetry. The student:
Does not correctly draw any lines of symmetry.
Draws some of the lines, but not all four.
Draws lines around the square instead of through the square.
Draws incorrect lines of symmetry and is unable to explain the meaning of symmetry.
Draws four lines but counts each portioned part and says the square has eight lines of symmetry.
Questions Eliciting Thinking
What is a line of symmetry?
How can you determine if a figure has any lines of symmetry?
Do you know how to fold your paper to check if lines are lines of symmetry?
What is line symmetry? What does it mean if a shape has line symmetry?
If I drew a heart, how many lines of symmetry would the heart have? Where would the line of symmetry be?
Instructional Implications
Provide direct instruction on identifying lines of symmetry using die cuts. Have the student fold the die cut shape to locate and draw lines of symmetry. Provide instruction
on the meaning of symmetry and how this differs from equal parts. Explain to the student that a line of symmetry is an imaginary line that divides a figure into two
congruent parts, each of which is the mirror image of the other.
Provide the student with a mirror. Have the student use the mirror to determine if a line drawn is actually a line of symmetry.
Provide additional practice through a symmetry sort. Provide the student with two-dimensional figures (some with lines of symmetry and some with lines drawn that are not
lines of symmetry). Have the student sort the line-symmetric figures and the other figures using a two-column table and then explain why the figures in each column show
lines of symmetry or do not show lines of symmetry.
Consider using the MFAS task Congruent Figures and Symmetry (3.G.3.3) to assess the student’s foundational understanding of congruence and symmetry.
Moving Forward
Misconception/Error
The student believes that all quadrilaterals have four lines of symmetry.
Examples of Student Work at this Level
The student correctly draws the four lines of symmetry and says that Kendra is correct in saying that all quadrilaterals have four lines of symmetry. He or she draws another
quadrilateral and incorrectly determines that the shape has four lines of symmetry (e.g., the student draws a rectangle and says the diagonals are lines of symmetry).
Questions Eliciting Thinking
Can you draw another quadrilateral and draw the lines of symmetry?
How many lines of symmetry does a rectangle have?
What do you see in common with the halves made on either side of the line of symmetry?
If you folded the figure you drew, would the halves match up with each other?
How can we check to see if the figures show a line of symmetry?
page 2 of 4 Instructional Implications
Explain why the lines shown on the rectangle and the parallelogram are not lines of symmetry. Ask the student to fold the paper along these lines to determine if the two
halve match up. Provide the student with additional practice drawing lines of symmetry on two-dimensional figures and testing to see if each is a line of symmetry.
Encourage the student to create his or her own line-symmetric shapes by folding a piece of paper in half and cutting out a shape. Then have the student darken the line
represented by the fold to reinforce that it is a line of symmetry for the shape.
Almost There
Misconception/Error
The student determines that not all quadrilaterals have four lines of symmetry, but provides reasoning or a drawing with some errors.
Examples of Student Work at this Level
The student draws the four lines of symmetry of the square and says Kendra is incorrect in claiming that all quadrilaterals have four lines of symmetry. However, he or she
cannot clearly explain or demonstrate why Kendra is incorrect.
Questions Eliciting Thinking
What do you see in common with the halves made on either side of the line of symmetry?
How can you tell if a line is a line of symmetry?
Another student said that a rectangle has four lines of symmetry just like a square? Is that correct? How do you know?
Instructional Implications
Provide opportunities for the student to justify why shapes have a certain number of lines of symmetry. Have the student work with a partner to explain how he or she
knows the number of lines of symmetry for given shapes.
Got It
Misconception/Error
The student provides complete and correct responses to all components of the task.
Examples of Student Work at this Level
The student draws the four lines of symmetry of the square and justifies that not all quadrilaterals have four lines of symmetry. The student correctly draws a quadrilateral
that does not have four lines of symmetry and labels the lines of symmetry on the figure.
Questions Eliciting Thinking
What is the difference between a line of symmetry and a line showing two equal parts?
Can you draw a shape with zero lines of symmetry?
How many lines of symmetry are in a circle?
Instructional Implications
Consider using the MFAS task Using Lines of Symmetry (4.G.1.3).
Challenge the student to draw shapes with a given number of lines of symmetry.
ACCOMMODATIONS & RECOMMENDATIONS
page 3 of 4 Special Materials Needed:
Squares and Lines of Symmetry worksheet
Ruler or straightedge
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.4.G.1.3:
Description
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.
page 4 of 4