This is a level 3 activity from the Figure It Out series.
A PDF of the student activity is included.
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Mathematics is a language – one that enables concise, structured, and unambiguous communication. Language is not limited to words; pictorial representations such as diagrams and pictures also communicate meaning. In this activity, students use language and sketches to communicate spatial relationships in arrangements of 2-D shapes.
a classmate
2 sets of different-coloured shapes
FIO, Creative Technology, Levels 2+-3+, Back to Basics, page 1
In this introductory activity, students create and describe geometric designs for other students to recreate. Making connections between shape, structure, and location develops spatial thinking. The activity emphasises the importance of students learning to describe even simple mathematical transactions in concise and unambiguous language – their instructions need to convey the design by themselves.
The geometric shapes suitable for this activity include attribute blocks, geoshapes, tangram pieces, or tessellating tiles. International pattern blocks also fit together well.
Before the activity, revise geometric terms. The students need to be familiar with the names of the shapes, geometric terms such as side and vertex, and prepositions that can be used to describe relationships.
There are two main approaches to teaching students about shapes. The first involves showing the students examples of “typical” shapes. For example:
Be aware that some students will see shapes as different if their orientation or size is changed. For example, a student may see these as two different shapes:
A second approach involves teaching students about the attributes of families of shapes. For example, a parallelogram is a 4-sided shape with 2 pairs of parallel sides. All of these shapes are examples of parallelograms:
Discuss families of shapes with the students, exploring the attributes they have in common.
This activity provides an opportunity for students to develop the key competency using language, symbols, and texts by using geometric terms to devise and follow a set of instructions.
Some students may find it difficult to describe their design in words. If necessary, scaffold the activity by starting with 2 or 3 shapes, building up to 5.
You could extend the activity by asking the students to incorporate compass directions into their instructions.
Language focus: Describing shapes and location
To support your students, especially English language learners, you could model and record the vocabulary, use a speaking frame to show some ways they can describe shape and location, and provide opportunities to practise before they work independently.
Vocabulary
Prepositional phrases for location and speaking frame
Pairwork describing shape and location
For information about language for describing and ideas on how to support students, see Supporting English Language Learning in Primary Schools: A Guide for Teachers of Years 5 and 6, Describing, pages 10–17.
There have been rapid advances in communication in the last 200 years. Electronic devices have removed the constraints of distance and increased the speed and ease with which we can communicate. It is no longer necessary to be within earshot or in sight of another person.
1. a.–c. Practical activity. Designs and descriptions will vary.
2. Results and discussion will vary.
Printed from https://nzmaths.co.nz/resource/back-basics at 11:00pm on the 19th May 2024