Shape Patterns & Symmetry

Overview

Year Group: Year 2
Duration: 60 minutes
Class Size: 30 students
Unit: Shape Explorers Adventure (Lesson 4 of 5)
Curriculum: Curriculum for Wales (Mathematics and Numeracy: Measurement and Geometry)

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Learning Objectives

Aligned with the Curriculum for Wales Framework (Mathematics and Numeracy, Measurement and Geometry):

• Develop and apply understanding of 2D shapes and their properties (Describing and naming shapes, recognising angles and symmetry)
• Identify and create repeating patterns using 2D shapes (Recognising, describing, and creating patterns)
• Recognise symmetry, including lines of symmetry in shapes and patterns
• Use appropriate mathematical language to describe shape, pattern, and symmetry
• Engage in creative, exploratory learning drawing connections between maths and art

Curriculum References:

• Year 2 Measurement and Geometry: 1. Recognise and describe 2D shapes (including sides and corners)
• Year 2 Measurement and Geometry: 3. Recognise and identify symmetrical shapes and patterns
• Numeracy Framework: Develop ability to recognise, create, and describe patterns through practical activities
• Cross-curricular skills: Use of language and communication to describe shapes and patterns (Speaking and Listening)
• Personal and Social Education: Encourage collaboration and reflection

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Success Criteria

Students will be able to:

• Identify 2D shapes in patterns and artworks
• Recognise when a shape or pattern is symmetrical or not
• Create their own shape patterns of varying complexity
• Use vocabulary such as ‘pattern’, ‘symmetry’, ‘line of symmetry’, ‘side’, ‘corner’, ‘repeat’ confidently
• Reflect on their learning and explain their pattern choices

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Resources

• Pre-cut 2D shape cut-outs: circles, squares, triangles, rectangles, hexagons (various colours)
• A3 white card for pattern creation
• Mirrors (small handheld mirrors for symmetry exploration)
• Large class display board or flipchart with example patterns and symmetrical shapes
• Colouring pencils, glue sticks, scissors
• Visual aids: colourful posters showing lines of symmetry on common shapes
• Digital tablet or interactive whiteboard with symmetry-based shape drawing app (optional for demonstration)

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Lesson Structure

1. Introduction & Engagement (10 minutes)

• Start with a “Shape Pattern Hunt”: Using the classroom environment, ask children to find and name examples of shape patterns (e.g. floor tiles, book covers, wall posters).
• Briefly explain what a pattern is, revisiting previous lessons: "Patterns are shapes or colours repeated in a certain order."
• Introduce the word symmetry: a shape or pattern is the same on both sides if you fold it in half or use a mirror. Show examples on the interactive board or with posters.
• Use a simple hands-on demo: fold paper shapes to show symmetry or hold up mirrors alongside shapes.

2. Whole-Class Activity (10 minutes)

• Interactive pattern making: On the board, build a simple pattern using cut-outs (e.g., triangle, square, triangle, square). Ask children to predict the next shape.
• Extend this with symmetry: show a symmetrical shape (e.g. butterfly shape made from triangles) and explain the "line of symmetry" where one side mirrors the other.
• Invite students to come up and place shapes to complete the pattern or indicate the line of symmetry with a drawn line.

3. Main Activity – Differentiated Independent/Partner Work (30 minutes)

• Task: Create shape patterns using the cut-outs and explore symmetry by folding or using mirrors.
• Differentiation:
  • Emerging learners: Create very simple repeating patterns (AB pattern, e.g., circle – square – circle – square). Support with visual examples and verbal cues.
  • Expected learners: Create longer, more complex patterns (ABC or ABB patterns) and attempt to identify symmetrical patterns within their creation.
  • Confident learners: Design symmetrical patterns using a chosen shape or combination of shapes. Try to draw their own lines of symmetry on the card or explain their pattern's symmetry verbally.
• Children can choose to:
  • Make a repeating pattern strip
  • Create a symmetrical pattern ‘picture’ using shapes
• Teachers circulate, asking open-ended questions:
  • “How does your pattern repeat?”
  • “What shapes do you see on each side of the line of symmetry?”
  • “Can you find any symmetrical shapes inside your pattern?”

4. Plenary and Sharing (10 minutes)

• Gather students and invite volunteers to show their patterns and explain:
  • What is the pattern?
  • Is your pattern symmetrical? How can you tell?
• Use questioning to reinforce vocabulary and understanding:
  • “Can someone describe what symmetry means in your words?”
  • “Why do you think a shape is symmetrical or not?”
• Reflect as a class on how patterns and symmetry can be found everywhere, including in their own artworks.

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Assessment

Formative Assessment during the lesson:

• Observation of participation and responses during discussions and activities
• Checking students’ ability to create and describe patterns and symmetrical shapes
• Use of questioning to assess understanding of key vocabulary and concepts

Summative:

• Evaluate completed pattern cards for evidence of repeating patterns and symmetry where appropriate
• Verbal explanations in plenary provide insight into conceptual grasp

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Additional Notes for Teachers

• Encourage the use of mathematical talk and precise vocabulary throughout.
• Use mirrors dynamically: pushing beyond mere recognition to active investigation of symmetry.
• Link to art by allowing students to explore creative expression while embedding mathematical concepts.
• Consider pairing EAL or SEN learners with buddies for peer support during creation phases.
• Highlight cultural or natural examples of symmetry if time permits to build cross-curricular links (butterflies, leaves, architecture).

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Extension Ideas (if time allows or for further lessons)

• Introduce rotational symmetry via simple activities with shapes and turning patterns.
• Use digital tools/apps for creating symmetrical designs or repeating patterns.
• Create a “Shape Pattern Gallery” display in class showcasing students’ symmetrical artworks.

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This lesson embeds the Curriculum for Wales’ holistic approach to nurturing mathematical understanding through active, imaginative exploration while developing communication and thinking skills in young learners. It balances challenge with creativity ensuring inclusive access to all students.