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  • GENERAL INFORMATION AND SUMMARY
    • Title: Symmetric and Congruent Shapes
      Resource ID: 13325
      Description:
      Students are given a worksheet and asked to determine congruency and symmetry.
      Subject(s):
      NGSSS: Mathematics
      Grade Level(s):
      3
      Intended Audience:
      Special Materials Needed:
      • Worksheet (available in Word and PDF, see Attachments section)
      • Pencil
      Freely Available: Yes
      Instructional Component Type(s):
      Formative Assessment (Primary Type)
      Attachments: MFAS_SymmetricAndCongruentShapes_Worksheet.doc , MFAS_SymmetricAndCongruentShapes_Worksheet.pdf
      Resource Collection: MFAS

  • RELATED STANDARDS (1)

  • FORMATIVE ASSESSMENT TASK
    • Instructions for Implementing the Task
      1. The teacher provides the student with a pencil and the worksheet (see Attachments section) and asks the student to follow the directions and complete the worksheet.
      2. After allowing the student time to complete the worksheet, the teacher reviews the student work and asks the student to explain his or her responses.
      Vocabulary Associated with the Assessment congruence
      congruent
      symmetry

  • Task Rubric
    • Level I
      The student does not begin the task or identify a strategy to begin solving the problem. The student may guess an answer or copy what another student is doing without demonstrating understanding. The student appears not to understand the problem the task is asking him or her to solve.
      Misconception / Error
      The student does not understand the meaning of symmetry or congruence.
      Examples of Student Work at this Level
      The student guesses answers or draws lines on the figures that may or may not be lines of symmetry.
      Questions Eliciting Thinking
      Are congruent figures the same size and shape? Are congruent figures the same size?
      What does symmetry mean?
      Instructional Implications
      Have students use objects that can be oriented in different ways to understand the meaning of congruency.
      Practice creating lines of symmetry through paper folding.

      Level II
      The student demonstrates errors in reasoning or fundamental misconceptions related to the learning goal. The student may not understand key mathematical terms in the problem and/or may be unable to describe or justify the strategy he or she uses.
      Misconception / Error
      The student thinks, if orientation of the figure changes, the figures cannot be the same size.
      Examples of Student Work at this Level
      The student is able to determine congruency of figures that are oriented exactly the same.
      Questions Eliciting Thinking
      What if I rotated this figure? Would it still be the same size as the first figure?
      Instructional Implications
      Using manipulatives have the student practice rotating congruent figures to determine that the figures are still congruent.

      Level III
      The student selects an appropriate strategy for solving the problem but may make an error(s) in computation. The student is unable to clearly articulate his or her thinking and/or to justify the strategy used to solve the problem.
      Misconception / Error
      The student thinks there can only be one line of symmetry in a figure.
      Examples of Student Work at this Level
      The student is able to determine congruency with and without orientation and is able to determine symmetry with prompting.
      Questions Eliciting Thinking
      What happens if I fold the figure into equal parts horizontally and vertically?
      Instructional Implications
      Practice various paper folding activities to determine lines of symmetry.

      Level IV
      The student solves the problem, uses formal mathematical terms correctly to explain how he or she arrived at the solution, and justifies why the solution is correct.
      Misconception / Error
      There are no misconceptions or errors.
      Examples of Student Work at this Level
      The student draws all the lines of symmetry and matches the congruent figures correctly.
      Questions Eliciting Thinking
      Draw a triangle. Does your triangle contain any lines of symmetry?
      Instructional Implications
      Use irregular and regular figures to determine lines of symmetry.






  • SOURCE & ACCESS INFORMATION
    • Name of Author/Source: MFAS FSU
      E-Mail of Author/Source: mfas@lsi.fsu.edu
      Is this Resource freely Available? Yes
      Access Privileges: Public
      License:
      CC Attribution Non-Commercial Share Alike

* Please note that examples of resources are not intended as complete curriculum.

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