Creating Symmetrical Drawings and Patterns

Creating Symmetrical Drawings and Patterns
Sorry your device is unable to run Adobe Flash Activities

You can play any activities that do not have the Flash Symbol while on this device.
For help on making these flash activites work try our help page.
flash button
Please Note: This activity needs Adobe Flash Player to run.
Students with Tablets that cannot run Adobe flash will not be able to play this activity
  • Creating Symmetrical Drawings and Patterns
  • Course: Mathematics
  • Grade: Year 5
  • Section: Location and transformation
  • Outcome: Create symmetrical patterns using pictures and shapes
  • Activity Type: Printable
  • Activity ID: 20529

Testimonials

“What a brilliant site you have!!! I love it, especially as it saves me hours and hours of hard work. Others who haven't found your site yet don't know what they are missing!”
Patricia Celikbilek, Teacher
aasl award

Awarded June 2012
“Best Educational Website
for Teaching and Learning”

United Kingdom – National Curriculum

  • KS1 – Key Stage 1
    • KS1.Ma3 – Shape, space and measures
      • Knowledge, skills and understanding

        • Understanding patterns and properties of shape

          • KS1.Ma3.2 – Pupils should be taught to:

            • KS1.Ma3.2.a – Describe properties of shapes that they can see or visualise using the related vocabulary

        • Using and applying shape, space and measures

          • KS1.Ma3.1 – Pupils should be taught to:

            • Reasoning

              • KS1.Ma3.1.e – Recognise simple spatial patterns and relationships and make predictions about them

Australia – Australian Curriculum

  • Year 1
    • Measurement and Geometry
      • Shape

        • ACMMG022 – Recognise and classify familiar two-dimensional shapes and three-dimensional objects using obvious features

  • Year 3
    • Measurement and Geometry
      • Location and transformation

  • Year 4
    • Measurement and Geometry
      • Shape

        • ACMMG088 – Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies

      • Location and transformation

        • ACMMG091 – Create symmetrical patterns, pictures and shapes with and without digital technologies

  • Year 5
    • Measurement and Geometry
      • Location and transformation

        • ACMMG114 – Describe translations, reflections and rotations of two-dimensional shapes. Identify line and rotational symmetries

New Zealand – National Standards

  • 2 – Year 2
    • 2.GM – Geometry and measurement
      • 2.GM.2 – Sort objects and shapes by different features and describe the features, using mathematical language

      • 2.GM.3 – Represent reflections and translations by creating and describing patterns

  • 4 – Year 4
    • 4.GM – Geometry and measurement
      • 4.GM.3 – Represent and describe the symmetries of a shape

  • 5 – Year 5
    • 5.GM – Geometry and measurement
      • 5.GM.2 – Sort two- and three-dimensional shapes, considering the presence and/or absence of features simultaneously and justifying the decisions made

United States – Common Core State Standards

  • K – Kindergarten
    • K.G – Geometry
      • Mathematics

        • K.G.5 – Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

        • K.G.6 – Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

  • 1 – Grade 1
    • 1.G – Geometry
      • Mathematics

        • 1.G.2 – Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape.(Students do not need to learn formal names such as “right rectangular prism.”)

  • 4 – Grade 4
    • 4.G – Geometry
      • Mathematics

        • 4.G.3 – Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry.