137 / 216
133
Copyright © 3P Learning – These resources have been created in partnership with Dr. Marian Small.
For more information visit
www.mathletics.comQuestions to facilitate the learning
•
How did you know the mirror could not have been at the far right or far left of the design for the designs
you had to create?
•
How did you know what side of the mirror to look into to create the design you were trying to get to?
•
When was the mirror line horizontal? What clues told you this?
•
When was the mirror line vertical? What clues told you this?
•
Why did all of the designs that were given have lines of symmetry?
Scaffolding the learning
•
What would you see if you put the mirror across the middle of the design? Does the side you look through
influence what you see?
•
What could you do to eliminate the red part of the original design?
•
What could you do to see two red trapezoids instead of only one?
Extending the learning
Students might create their own design with pattern blocks and place the mirror in different locations to
create other designs.
What’s the point of this task?
Instead of simply asking students to locate lines of symmetry of simple shapes, a more complex design is
used and mirrors are applied to it to create new shapes/designs based on reflecting parts of the original
shape. Sometimes the mirror line cuts off lots of what is there and other times it adds to what is there by
reflecting to create more.
Geometry
Mirror, Mirror