Mirrors and symmetry

Mirrors and symmetry

Pencil and paperOnline interactive
Overview
Using this Resource
Connecting to the Curriculum
Marking Student Responses
Further Resources
This task is about drawing lines of symmetry on shapes.
Practical task
Use a mirror to help you find the lines of symmetry.
 
Draw all the lines of symmetry on each of the following shapes.

Question Change answer

a)  Draw all the lines of symmetry on the shape below.

Question Change answer

b)  Draw all the lines of symmetry on the shape below.

Question Change answer

c)  Draw all the lines of symmetry on the shape below.

Question Change answer

d)  Draw all the lines of symmetry on the shape below.

Question Change answer

e)  Draw all the lines of symmetry on the shape below.

Question Change answer

f)  Draw all the lines of symmetry on the shape below.
Task administration: 

This task can be completed with pencil and paper or online.

 

Equipment

Ruler, pencil, mirror, photocopied pages of shapes.

Show the students how to use the mirror to find the lines of symmetry.

Level:
3
Curriculum info: 
Maths, Geometry and Measurement, Transformation
Keywords: 
symmetry, line symmetry, reflection, drawing
Description of task: 
In this practical task, students use a mirror to help identify and draw lines of symmetry on six pictures.
Learning Progression Frameworks
This resource can provide evidence of learning associated with
Geometric thinking, sets 3-4
within the Mathematics Learning Progressions Frameworks.
Read more about the Learning Progressions Frameworks.
Answers/responses: 
a)
2 lines of symmetry drawn on shape 1
Two lines of symmetry correctly drawn in.
b)
4 lines of symmetry drawn on shape 2
Four lines of symmetry correctly drawn in.
c)
1 line of symmetry drawn on shape 3
One line of symmetry correctly drawn in.
d)
4 lines of symmetry drawn on shape 4
Four lines of symmetry correctly drawn in.
e)
5 lines of symmetry drawn on shape 5
Five lines of symmetry correctly drawn in.
f)
2 lines of symmetry drawn on shape 6
Two lines of symmetry correctly drawn in.
  NOTE: If a student omits one or more lines of symmetry, or adds extra incorrect lines, ask them to explain their reasoning.