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Mathematics · B4

Term 3 · Week 2 · 1.00 credits · GHS 0.50

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Lesson Note - Mathematics

Dadwen MA Basic School

Weekly Lesson Plan

Basic 4 · Term 3

Mathematics

Lesson 1 of 1

Week Ending

Friday, 01 May 2026 Backdated

Week & Term

Week 2 · Term 3

Class Teacher

Josephine Maceshun

Subject

Mathematics

Class

Basic 4

Class Size

Duration

45 mins

Week No.

Week 2

Strand

3. GEOMETRY AND MEASUREMENT

Sub-Strand

1. 2D and 3D Shapes

Content Standard & Indicator

B4.3.1.1.1

Content Standard

Identify the lines of symmetry of regular and irregular 2D shapes

Indicator

Complete drawings of shapes to make them symmetrical Thinking; Justification of Ideas;

Performance Indicator

Learners will complete drawings of 2D shapes to make them symmetrical by identifying and using lines of symmetry as a guide.

Core Competencies

Key Words

Teaching / Learning Resources (TLR)

References

Lesson Activities by Day

Date	Phase 1: Starter (7 mins) Preparing the brain	Phase 2: Main (15 mins) New learning + assessment	Resources	Phase 3: Plenary (5 mins) Reflection + exercise
Mon 27 Apr 2026	1Identify lines of symmetry in regular and irregular 2D shapes by recognising mirror image properties. This objective is essential because understanding symmetry helps learners see patterns in nature (butterfly wings, flowers, buildings in Accra) and develops spatial reasoning skills needed for geometry 2Activity 1 — Show learners a printed picture of a butterfly (or draw one on the board). Fold the picture down the middle and ask: What do you notice about both sides? Ask a volunteer to describe what they see. Say: Both wings are exactly the same shape and size. This is called symmetry. Ask: Can you find other things in our classroom that look the same on both sides? (Accept: windows, doors, desks, uniforms). Write the word SYMMETRY on the board and explain: Symmetry means two sides that match perfectly like a mirror	IDENTIFYING AND DRAWING LINES OF SYMMETRY IN 2D SHAPES 1Main Activity — Distribute graph sheets and rulers to each learner (using the Ruler and graph board TLR provided). On the board, draw a large square and clearly mark a vertical line down the middle with a ruler. Say: This line is the line of symmetry. It divides the square into two equal halves. Now ask learners: If I shade the left half of the square, what must I do to the right half to make it symmetrical? (Answer: Shade it the same way). Draw a simple pattern on the left half (e.g. shade alternate boxes) and shade the matching pattern on the right half. Say: Now both halves are mirror images. Hand out the graph sheets and ask learners to draw a rectangle, mark the vertical line of symmetry with a ruler, and shade a pattern on the left half only. Circulate and check their work. Ask: How will you know if your right half matches the left half? Guide them to trace or fold the paper to check 2Sub-Activity 1 — Show learners the Textbook page that displays 3–4 regular 2D shapes (square, rectangle, triangle, circle) each with one line of symmetry already drawn as a dotted line. Using a ruler, learners copy ONE shape into their Exercise book and complete the blank side to match the marked line of symmetry. Model the first one on the board: Draw half a triangle (the dotted line is the axis), then slowly draw the mirror half while saying aloud: I count the boxes from the line of symmetry on the left, then I draw the same number of boxes on the right. Ask a learner who is progressing well to demonstrate the second shape on the board while narrating their steps. Ask the class: Does their shape match on both sides of the line? 3Sub-Activity 2 — Distribute a photocopied worksheet (referenced in the exemplars) showing 4–5 incomplete irregular 2D shapes with marked lines of symmetry (e.g. a heart, a star, an L-shape, a leaf). Learners complete each drawing using a ruler to guide their pencil. Start with the first shape together: Place your ruler along the line of symmetry. Look at the left side. Now draw the same outline on the right side. After completing the first shape as a class, learners work in pairs to complete the remaining shapes. Ask pairs: How can you check if your completed shape is truly symmetrical? (Answer: Fold it along the line of symmetry or use a mirror). Display three completed worksheets on the wall. Ask the class: Which shape is perfectly symmetrical? Why? 4Differentiation: Struggling learners work with pre-drawn shapes on graph sheets where the grid helps them count and match squares precisely; pair them with a peer or provide a mirror to check their work. Average learners complete the worksheet tasks independently with ruler support. Fast finishers: Challenge them to draw their own irregular shape (e.g. the outline of Accra's coastline, a tree, or a house) on a blank graph sheet, mark a line of symmetry, and complete the mirror half without a template. Ask them to explain to the class why their shape is now symmetrical.	1Textbook (showing 2D shapes with marked lines of symmetry) 2Exercise book (for copying and drawing) 3Ruler and graph board (for accurate marking and checking alignment) 4A4 paper (for folding activity in Phase 1) 5Graph sheets (for individual work in Phase 2) 6Photocopied worksheet (with incomplete irregular shapes and marked lines of symmetry)	1Plenary Activity 1 — Display three shapes on the board: one completed symmetrically, one asymmetrically, and one partially complete. Ask learners: Which shape has true symmetry? How do you know? Ask a girl who has not yet contributed to explain using the words line of symmetry and mirror image. Ask the class to show thumbs up if they agree or thumbs down if they disagree with her explanation. Reinforce: A shape is symmetrical when both sides of the line of symmetry are exactly the same 2Plenary Activity 2 — In pairs, learners check each other's work from the main worksheet activity. Give them a simple checklist to use: Does the shape have a clear line of symmetry? Are both sides identical? Can I fold the shape and both sides match? Partners sign off on each other's work. Ask two pairs to present their checked shapes to the class and explain one thing they had to correct. Say: Good mathematicians check their own work by folding, measuring, or using a mirror Exercise 1Give each learner a half-completed irregular 2D shape (e.g. half of a kite, half of an arrow, half of a crown) on a ruler-marked graph sheet with the line of symmetry clearly shown as a dotted line. Ask: Complete this shape to make it symmetrical. Use your ruler to help you count the squares. When you finish, check your work by folding the paper along the line of symmetry or using a mirror. Learners must draw the complete mirror half and write one sentence: My shape is symmetrical because both sides of the line of symmetry are the same. Model Answer Hint: The completed shape should show an exact mirror image on both sides of the dotted line; grid squares should be counted accurately to ensure identical placement of all features in their exercise books.

Class Teacher

Josephine Maceshun

Head Teacher

Signature & Date

SISO / Circuit Supervisor

Signature & Date

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