Hence, the heart has only one line of reflection symmetry. The heart cannot be further folded to get the equal halves. We can divide the heart into two equal halves along the central vertical line. Both the halves are congruent and mirror images of each other.Įxample: Consider the shape of a heart held vertically. The direction of the line of symmetry is not fixed.ģ. A figure or shape or an object can have one or more than one line of symmetry.Ģ. Important aspects of Reflection Symmetry:ġ. If a shape has one or more lines of symmetry, the shape is said to have reflection symmetry. In reflection symmetry, the first half is a reflection or mirror image of the second half.įigures or objects can have more than one line of symmetry along which the figures or objects can be symmetrically divided. The line that divides the object or the figure into two equal halves or congruent halves is called the line of symmetry or the Mirror Line.
An object or a figure is said to be symmetrical if it can be divided into two halves that are exactly equal. 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.In our day to day lives, we witness numerous objects that have symmetry. 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 using the pictures of selected Grade Three learners, the selected Madong Central Elementary School Faculty and Staff (M3GE-IIIh-7.5) 4. 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.
#Reflection symmetry drawing skin
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. 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. During and at the end of the lesson, a Grade Three learner should be able to: 1.
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