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Draw the location(s) of the lines of symmetry on the figure.

After step 3 Response : A trapezoid.

Why is it a trapezoid? Response : It has four sides and exactly two of them are parallel.

How many lines of symmetry does the figure have? Response : Zero

Draw the location(s) of the lines of symmetry on the figure.

watch?v=n01fsCDWAUc). In this video the fin ished product is called a ninja star. Using the video can be an accommodation for students who have difficulty following the steps with pictures alone. Questions you might use with your students as you fold and work with the Octagon wreath are below. Included with the questions are examples of stu dent responses that might occur. Question 2, in volving identification of shapes, can be used with early grades. Questions 3 and 4 can be used with later grades, respectively. Question 5 can be used with all of the elementary grades. 1. Discuss and name the various geometric shapes you get as you fold. 2. Ask students to identify the shape created after each of the major folds. This question could be used with early elementary students as well as upper elementary students. Questions to identi fy the properties of the shapes and symmetry could be used with upper elementary students. For example, what shape do you see? After step 1 (see step 1 in “ Pictures of Each Step in Folding the Octagon Wreath ”) Response : It is a rectangle. Math with the Octagon Wreath or Pinwheel The following can be used to ask questions as stu dents fold the wreath or pinwheel:

After step 5 Response : A hexagon.

Why is it a hexagon? Response : It has six sides.

How many lines of symmetry does the figure have? Response : One

Draw the location(s) of the lines of symmetry on the figure.

Misconceptions when identifying shapes could in volve confusing a rectangle and a square or think ing that the hexagon is not a hexagon since its sides are not the same length (a regular hexagon). Ask ing students why each step is the shape they identi fy could reveal misconceptions involving the defi nitions of the various geometric shapes. Students could have misconceptions about the lines of sym metry. Asking them to fold the shapes along the lines of symmetry to see if the two parts of the shape lie on top of each other will help them under stand this. 1. Unfold the first parallelogram you fold (step 8 in “ Pictures of Each Step in Folding the Octa gon Wreath ”) and identify the shapes the fold lines make. Responses : There are triangles, right triangles, and parallelograms.

What types of angles do you see?

Why is it a rectangle? Response : It has four right angles.

Examples:

How many lines of symmetry does the figure have? Response : Two

Response : In triangle B, angles 1 and 2 are acute and angle 3 is right.

Virginia Mathematics Teacher vol. 47, no. 1

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