Symmetry Art Designs

Overview

Lesson 7 of 15 in Shapes, Space and Reasoning. Students investigate line symmetry and apply it to create, check and evaluate a visual design using tiles, blocks or a digital drawing tool.

Learning intentions

• WALT identify and use a line of symmetry.
• WALT apply symmetry to create a visual design.
• WALT check whether a design is symmetrical using folding, a mirror or matching points.
• WALT explain and evaluate a design with a partner.

Success criteria

• I can create a pattern with a clear line of symmetry.
• I can check my design by folding, using a mirror or matching corresponding points.
• I can describe how my design is symmetrical.
• I can give kind, specific feedback and make an improvement.

Curriculum links

• Geometry: describe, create and transform two-dimensional shapes and patterns using spatial reasoning.
• Measurement and geometry: identify and construct lines of symmetry and compare symmetrical designs.
• Mathematical communication: use diagrams, positional language and explanations to share mathematical thinking.
• Key competencies: thinking; using language, symbols and texts; relating to others; managing self.

Lesson structure (60 minutes)

1. 0–8 minutes – Notice and wonder

Open with the symmetry hook and visual examples. Show a striking symmetrical image and ask: “What do you notice? Where could the design be folded so both sides match?” Students respond by pointing, drawing, speaking, writing or signing. Briefly introduce line of symmetry as a line that divides a shape or design into matching halves.

2. 8–16 minutes – Teacher modelling

Use the modelling slides to demonstrate making a simple design on a square grid with coloured tiles or blocks. Model copying each shape the same distance from the line of symmetry. Think aloud while checking with a mirror, folding or matching points. Deliberately show one incorrect example and invite students to identify and repair it.

3. 16–23 minutes – Guided investigation

In the group of five, students test several small patterns supplied by the teacher. They decide whether each is symmetrical and show their reasoning. Ask: “Where is the line?” “Which point matches this point?” and “What would you change?” Use visual exemplars and keep instructions visible in the investigation instructions.

4. 23–43 minutes – Create a symmetry design

Distribute the symmetry design and evaluation sheet. Students choose tiles, blocks or a digital drawing tool and create an original design with vertical or horizontal line symmetry. They sketch or record the design on the worksheet, mark the line of symmetry and check it using their chosen method. Offer grids, pre-cut pieces and modelled examples; the teacher or TA supports planning, positioning and fine-motor access.

5. 43–52 minutes – Partner compare and improve

Students pair up, with one student explaining their design while the other checks it. Partners use the prompts on the partner feedback slides: “I can see symmetry because…” and “You could improve…” Students may communicate through speech, writing, drawing, gesture or signing. Each designer makes one improvement or records why the design already meets the criteria.

6. 52–60 minutes – Share and reflect

Invite two or three students to display their designs. Revisit the plenary and reflection slide and ask: “Which checking method was most useful?” and “How did you know the points matched?” Students complete the final reflection on the worksheet, identifying their line of symmetry and one successful choice.

Resources

• the complete symmetry art slide deck
• the symmetry design and evaluation sheet
• Square grids or plain paper
• Coloured tiles, blocks, pattern pieces or a digital drawing tool
• Small mirrors and paper for folding
• Rulers, pencils, coloured pencils and erasers
• Prepared visual exemplars, including a non-example
• Optional communication supports: key signs, written prompts and picture instructions

Assessment

• Observe whether students place corresponding shapes or points the same distance from the line of symmetry.
• Confer during creation and partner checking: ask students to demonstrate or explain their checking method.
• Review the worksheet for a completed symmetrical design, a marked line of symmetry, evidence of checking and a useful reflection.

Differentiation

• Support learners with a large grid, a clearly marked line, pre-cut pieces, fewer design elements and a worked example. Allow students to physically match pieces before recording.
• Provide the choice of vertical or horizontal symmetry and accept drawing, building or digital creation. The TA can support planning, tool use and fine-motor access without taking over mathematical decisions.
• For Deaf learners, use visual exemplars, written step-by-step instructions, captions and clear sightlines. Offer choice of communication mode and encourage peer-to-peer signed explanations.
• Extend advanced learners by creating a design with both line and rotational symmetry, then identifying the order of rotation and explaining how they verified it.