Curriculum for Excellence Maths and Numeracy Experiences and Outcomes

First LevelMTH 1-19a

I have explored symmetry in my own and the wider environment and can create and recognise symmetrical pictures, patterns and shapes.

Key Learning Intentions Learners’ Experiences / Possible ContextsConsider: collaborative learning, creativity, problem solving/investigative approaches, use of ICT, links across the curriculum etc.

Success Criteria Evaluation and Next Steps

There are many examples of symmetry in a child’s environment (eg drawing of a face).

There are many examples of symmetry in the wider environment (eg road signs, brand logos).

There are many shapes which exhibit symmetry (eg rectangle).

Symmetrical pictures /patterns can be made using a wide range of media (eg tiles, straws)

Drawings are symmetrical if one half is a mirror image of the other.

A line of symmetry cuts an image in half.

Some patterns, pictures and shapes have more than one line of symmetry.

Key Vocabulary:Symmetry, half, line of symmetry,

Taking digital photos of symmetrical objects in the environment, cut up into jigsaw pieces for children to re-assemble.

Fold clothes in half to see lines of symmetry.

Pupils create mirror images of each other in pairs (drama link – tableau convention)

Match up halved pictures of road signs and other logos to see symmetry.

Sort given 2D shapes into symmetrical/non symmetrical.

Folding/painting pictures.Snowflakes (art link)

Link to topics –eg symmetry in Egyptian pottery, houses, toys etc.

Washing line – draw clothes – only those that are symmetrical should be hung up or vice versa.

I can recognise symmetry in my environment.

I can recognise symmetry in the wider environment.

I can recognise symmetry in simple 2D shapes.

I can create symmetrical pictures using different resources.

I can draw a symmetrical picture.

I can draw a line of symmetry on a pattern, picture or shape.

I can recognise horizontal and vertical lines of symmetry.

Links to current Planners

B3.7B7.5C3.7C7.5

Angle, Symmetry and Transformation City of Edinburgh Council1