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Symmetrical vs. Asymmetrical Lines within Geometry

Before we left for the Holiday break, the Grade One students were deeply emerged within our Geometry and Spatial Sense Mathematics Unit of study. We had discussed the many patterns within the world; as well as, the properties that define 2D and 3D shapes. Part of the Ontario Mathematics Curriculum also requires students to be able to: create and describe symmetrical designs using a variety of tools.

Students learn concepts about the many geometric shapes beginning at a very early age. They learn, first, about the shape as a whole, but, with the help of symmetry, our students are learning how to focus on the characteristics and properties of an object. We have discussed fractions; the addition and subtraction of fractions in order to represent a whole, shapes that have more than one symmetrical line, and the basic principles within bilateral and asymmetrical symmetry. The face, as well as the rest of the human body is (usually) symmetrical as well. If you draw a line down the middle of a typical human face, you will find that if you are able to fold that image; the eyes would line up as well as the ears, both halves of the nose, and the mouth. The Grade One students thought it would be a great idea to “use the iPad and cut off half of our faces, then draw and design the other half” T.J. What a wonderful and innovative initiative to discuss the symmetrical features that comprise our unique facial structures!Symmetry is all around us. Some animals are symmetrical based on their own structural axis’. Shapes can often hold many symmetrical lines and our own bodies, for the most part, can be symmetrical. The sooner our students understand and appreciate the geometric properties that are a part of our everyday lives, the sooner they will be able to extend and apply their mathematical schemes within their daily encounters.

“Learn how to see. Realize that everything connects to everything else.” ~ Leonardo da Vinci


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