identify and draw the line of symmetry in a given symmetrical figure using the pictures of animals found here in the locality such as tambalihan, butterfly, rabbit, cat, gecko or tuko, sawa or snake, etc. identify and visualize symmetry in the environment and in design such leaves of mahogany leaves, squash leaves, gabi leaves, coconut leaves and bougainvillea leaves (M3GE-IIIg-7.3) 2. constructs a simple puppet based on a character in a legend, myth or story using recyclable materials and bamboo sticks or twigs (A3PR-IVe).ĭuring and at the end of the lesson, a Grade Three learner should be able to: 1. Nakasusunod sa nakasulat na panuto na may 2-4 hakbang (F3PB-Ic-2, F3PB-IIc-2, F3PB- IVb- 2) and 12. role playing, show and tell, radio play/podcast/broadcast/reporting/poster presentations)( EN3OL-IVa-e-1.19) 11. Present information in varied artistic ways (e.g. discusses the characteristics of a wild animal by making several pencil sketches and painting it later, adding texture of its skin covering (A3PR-IIg) 10. paints a still life by observing the different shapes, color, and texture of fruits, drawing them overlapping and choosing the right colors for each fruit (A3PR-IId) 9. sketches on-the-spot outside or near the school to draw a plant, flowers or a tree showing the different textures and shape of each part, using only a pencil or black crayon or ballpen (A3PR-Ig) 8. maintains correct body posture and body mechanics while performing movement activities (PE2PF-IV-a-h-14) 7. performs body shapes and actions (PE3MS-Ia-h-1) 6. describes body shapes and actions (PE3BM-Ia-b-1) 5. complete a symmetric figure with respect to a given line of symmetry (M3GE-IIIh-7.5) 4. identify and draw the line of symmetry in a given symmetrical figure (M3GE-IIIg-7.4) 3. identify and visualize symmetry in the environment and in design (M3GE-IIIg-7.3) 2. I'm going to take a photograph of it.During and at the end of the lesson, a Grade Three learner should be able to: 1. See? They're symmetrical.Īngela: Wow, girls, this looks amazing! That's a perfect example of reflective symmetry. Hannah: Should I get some flowers to decorate? Hannah: Shall we just use loads of these for them? What should we start with?Īngela: Sticks. Maya: "Hannah and Maya, make some nature in a pattern using reflective symmetry." We could do a butterfly.Īngela: Brilliant idea. Hannah: I'll open it, and Maya, you can read it. I don't think this feather is, though.Īngela: Does it look as if it's the same on both sides?Īngela: Girls, I have a mission for you. I think a line of symmetry would be there. Maya: I think this leaf is also symmetrical. Can you find me something else on this board that's symmetrical? What do you think? You think that leaf might be symmetrical?Īngela: Can we use the mirror to double check? So if we put it there and is it the same on both sides?Īngela: So you found the line of symmetry. If you draw a line down something and the two sides are a reflection of each other, you have found the line of symmetry, or the mirror line.Ĭan you see the two sides of this shape? They're just flipped, or a mirror image. So we are off to find somewhere comfortable to sit.Īngela: There are different types of symmetry, but we're going to talk about reflective symmetry. Hannah: We want to find out more about what symmetrical means. And it's so good to be in all this nature because it's so good for us. It's brilliant to meet you outdoors, because we can learn absolutely anywhere. We are here to meet Angela, who is going to teach us all about symmetry.Īngela: Hi girls, great to meet you. And we have come to Backwell Lake in North Somerset.
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