![]() Reflection symmetry is when a shape has one or more lines of symmetry. Objects are allowed to have a large number of symmetric lines along which they can be partitioned symmetrically. Reflection symmetry’s initial half is a mirror image of its second half. A mirror line is a term used to describe this line. ![]() A symmetry line is a line that separates objects into two congruent halves or sections. ![]() A symmetrical item or figure is one that may be divided into two halves. In everyday life, symmetrical objects such as furniture, electronics, toys, and other symmetrical objects can be found. This line is referred to as the “line of symmetry.” In regular polygons, the number of symmetry lines equals the number of sides in the polygon. When a figure can be folded back on itself along a line, it is said to have reflective symmetry. If you can execute a reflection, rotation, or translation on a figure and the picture remains the same, you have symmetry. Translation, rotation, reflection, and glide reflection are the four basic types of symmetry. Drawing a mirror line through the middle of a form and observing if both parts are identical is a good way to check for symmetry. 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.Symmetry When two parts of anything are identical, it is said to be symmetrical. 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. 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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