The Skills section explicitly states that students will recognize a line of symmetry as a line across a figure so it can be folded into matching parts and that they will identify line-symmetric figures and draw lines of symmetry. Students are asked to fold paper and cut shapes (Activity 1) to create symmetrical figures, directly practicing the folding definition. Activity 2 has students test images with a symmetry mirror and create symmetrical designs with tiles, and Activity 3 has students use a geoboard to find and count lines of symmetry for squares and rectangles and use a ruler to draw lines of symmetry on worksheet shapes.

The Skills section explicitly states the target: recognizing a line of symmetry as a line across a figure such that it can be folded into matching parts and identifying/drawing lines of symmetry. In Activity 1 students cross off non‑symmetrical letters and draw one line of symmetry on each symmetrical letter. Activities 2 and 3 have students sort shapes/pictures as symmetrical or not, find missing halves of symmetrical images, and explicitly identify and draw a line of symmetry then copy a design to the other side to create a symmetrical image.

The Skills list explicitly states the definition: "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" and also states "Identify line-symmetric figures and draw lines of symmetry." The "Always, Sometimes, Never" task and its answer key include items about numbers of lines of symmetry for squares, trapezoids, and equilateral triangles, which require students to identify symmetry. The GeoBURG activity asks students to "Name a street that creates 2 symmetrical shapes," prompting students to find symmetry in a map context.

The Skills list explicitly states the definition: "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" and lists "Identify line-symmetric figures and draw lines of symmetry." Student activities require students to check YES/NO for whether pictured objects have symmetry and to use a ruler to draw ALL possible lines of symmetry on given shapes. A student page instructs students to mark non-symmetrical images with an X and to draw the line of symmetry for symmetrical images; an image shows dashed symmetry lines on several shapes as models.

The lesson's Skills list explicitly states the definition: students should "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." The project requirements force students to include "an example of symmetry with a street as the line of symmetry" on their Geometry Town map. The wrap-up asks students to share their map and point out the different geometric elements, which would include the symmetry example.

Students complete a "Review: Symmetry" sheet where they write "YES" or "NO" to determine whether the dotted line on each shape is a line of symmetry. Students are instructed to draw one line of symmetry on shapes (using a red line) and to use a symmetry mirror to align along the line to test whether it is a line of symmetry. Students are asked to find three items in the house that demonstrate symmetry, giving practice identifying symmetric figures in real-world objects.