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Math Summative Assignment

Brittany Everett
March 2, 2017
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Math Manipulatives
1.Rainbow fraction tiles
2.Double- sided counters
3.Snap Cubes
4.Geoboards
5.Number line
6.Dice

Rainbow Fraction tiles

When most students (including younger me) think of fractions, they

squirm. Fractions are a scary though to some students. This may be

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because they do not fully understand what a fraction is or what it

represents. By having rainbow fraction tiles readily available in your

classroom, students have a bright and fun manipulative that

demonstrates the worth of a certain fraction.

The rainbow fraction tiles represent a visual representation of the size

of a certain fraction and lets the students compare them to other fractions

to understand where their fraction fits in regards to the size. Teachers can

ask students whether is larger than 1/12, students can use the fraction

tile to compare the size for a visual representation.

The fraction set shows students how one whole is broken down. Each

fraction size is color coded, making it easier for students to connect the

specific tiles and fractions. Students can use this fraction set to add

fractions together and see what they equal.

Counters
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Counters are a great manipulative to have available in your

classroom. The two sided (red and yellow) counters shown in this

picture have many uses that help students learn to count, subtract.

During my practicum, double sided counters were one of the most

common manipulatives I used. They were easily attainable because

they are so light, students can grab them individually when they need

assistance to represent a problem.

Snap Cubes

Snap Cubes are in my opinion, one of the most multifaceted

manipulatives available. Snap cubes can be used for a handful of uses

in an elementary classroom and beyond. These colored cubes are one

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of the most common manipulatives in elementary school and also one

of the most exciting indoor recess activities. Snap cubes are a great

manipulative that provide a student with a visual representation that

they can pull apart, add and also divide by colors. The most common

use for snap cubes is for creating patterns. Students can easily create

their own pattern cores by using the different colors snap cubes, and

then repeat the pattern by using patterns.

Snap cubes can also be used a manipulative to help counting.

Because the cubes come apart, they are a great tool to help a child

learn to add. Teachers can give students a word problem and students

must use the cubes to demonstrate the outcome of the addition

problem. Snap cubes can also be used for introducing subtraction.

Snap cubes provide a great visual representation of what happens

when taking away from an original amount. Snap cubes can also be

used as counting, skip counting, and place value. of snap cubes is

measurement. Before measuring in cm it may be helpful for students

to measure how many snap cubes the length or width of the specific

object is.

Geoboards
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Geoboards are one of the most fun math manipulatives for students

out there! Geoboards are not a new concept, however they prove to be

beneficial for introducing students to a Space and Shape unit on

geometry. Students can use elastics and create a 2- dimensional shape.

Geoboards are also an excellent tool to teach student show to visually

understand area as the pegs on the board can act as a way of measuring

the space inside the shape.

Geoboards provide students with an alternative method to visually

representing geometric shapes by providing an exciting hands on way

instead of the typical paper and pencil routine. Many activities can be

incorporated into math lesson plan by using geoboards. One example of

this is asking the students to represent congruent shapes, finding lines in

symmetry as well as visually representing the different types of angles.

Overall, I believe geoboards to be one of the mist exciting hands on

manipulative for students in elementary school. Geoboards are one

manipulative that can be used as a learning tool while students are

having fun. I myself remember using geoboards in school; whenever the

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bin was brought out there were continuous smiles on the faces of

students in the class.

Number Line

A number line is a valuable manipulative to have in your classroom.

Number lines are a valuable asset in an elementary school classroom from

kindergarten to grade five. There are many uses for number lines. Firstly,

you can use a number line in a younger grade to show a visual

representation of counting by ones and twos. Once students move up

grades, you can use a number line to show the negative numbers by

moving towards the left and how positive numbers go up by moving to

the right.

Unlike many other math manipulatives, the number line is a tool that

teachers can create themselves without having to purchase. You can

create your own number line if you are setting up your classroom on a

budget by using Bristol board, a ruler and a marker. It is beneficial to have

the number line posted on the walls of your class to give students a
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reference to look at. Number lines come in handy for students who find

visual representations are easier to understand.

DICE

Dice unlike other manipulatives are mostly known for games. I

personally like to think that math needs to be created into games to gain

the attention of students. By having dice as a manipulative in a

classroom, it will communicate to students that math can be fun, not

something that is scary. When dice are used as a frequent manipulative in

the classroom, it may also bring the anxiety of students down because

this manipulative is something that is common to the child, not new.

Some common uses for using dice as math manipulatives is for

creating fun math games around addition and subtraction for lower grade

elementary, and multiplication for upper elementary. During my

practicum, I used dice as a manipulative to teach doubles. I also created a

dice doubles game on smart board which was a very popular game for

math station by using physical dice.

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ANNOTATED BIBLIOGRAPHY: MAKING A CREATIVE

AND FUN MATH LESSON FOR STUDENTS

Russo, J. (2016). Using Picture Story Books to Discover and Explore the
Concept of

Equivalence. Australian Primary Mathematics Classroom, 21(2), 26-31.

Summary:

This article revolves around the belief that students in todays society

are conditioned to simply find the answer without understanding what

happens when you find that answer. The author also argues that students do

not have a fully developed understanding of mathematical equal symbol. The

article aims to bring forward innovative ideas to the classroom that connect

relevant and interesting games and read aloud to build a deeper

understanding of equivalence. The author lists playing a dice game which

involved the popular story The Three Little Pigs and following up with the

book Who Sank The Boat? To engage students towards understanding fully

the concept of equivalence.

The author has taken main characters from the famous book The Three

Little Pigs and has created a fun interactive game where the player with the

largest sum wins. One player is the pig and the other is the wolf. Students
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would need a few 6 sided dice; each player would take a turn rolling all die at

the same time. Then, the student will add up the sum. Then the second

player roles the dice and adds the sum. Whoever gets the highest score wins

one of the 5 tiny houses up for grabs.

Personal Reflection:

This article provides great ideas for demonstrating the idea of

equivalence through game and childrens read aloud. The author has taken

main characters from the famous book The Three Little Pigs and has created

a fun interactive game where the player with the largest sum wins. I found

this article a great read. Before reading this article I did not realize just how

students did not understand the meaning behind a mathematical symbol. It

is important that students are given the chance to see the meaning behind

this symbol through the most engaging way, games.

Pierpont, Katherine. (2006). Greg Tang: Making Math Count. Teaching Pre K-8.
36(4). 46-

48.

Summary:

Greg Tan is a man who devotes his time to finding ways of making

math fun, interesting, and most importantly relevant for children of all ages.

Tang has written numerous books, which are written with the idea of helping

children recognize the value in what they are learning and not focus on the

stale and often difficult aspects of the math. Tangs introduction to writing
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these books and games for kids all began when he picked up a domino in his

childs classroom that had pencil marks on each one of the dots. Tang

realized then that students were counting the dots individually, not in

groups, which he states is the key to math. From that moment on Tang began

thinking of ways to effectively teach students problem solving through visual

representations. Tang mentions that one way to form a positive relationship

between mathematical studies and students is to make math relevant to

kids. By having students interested and enjoy the work at large, students are

more likely to take initiative to explore concepts with this higher level of self

confidence.

Personal Reflection:

I aim to keep the same motivation and dedication towards finding

exciting and creative ways of introducing math to students as does Greg Tan.

I have had the chance to read a few of Tans math books during my

internship and I can say they are very useful for beginning a math lesson on

doubles, and fantastic for the introduction of subtraction. Tan has a knack of

creating mathematical lesson ideas for elementary that are relevant to

students. I agree completely with Tan when he mentions that the best way to

engage students in math is to incorporate students personal interests and

humor into the lessons. As an adult, the best way grab my attention is

through humor, therefore for young children when they hear a relevant joke

regarding their favorite movie character or sports team we as teachers are

more likely to have that student engaged in what we are teaching.

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Lewis, T. (August 01, 2005). Facts + Fun = Fluency. Teaching Children Mathematics, 12, 1, 8.

Summary:

Tom Lewis teaches elementary mathematics and has found the key to

engaging his students though exciting and sometimes devotional math

games. Lewis mentioned that the goal of a classroom teacher is to provide

students activities that are engaging and exciting while helping them

improve their computational fluency. noticed Within the article, Lewis

mentions three different math games that are created with the intended

game audience of upper elementary however, can be easily adapted for a

younger primary audience. Three games Lewis incorporated in his classroom

daily are contig, the 24 game and number jumbler. The materials needed for

each game are relatively minimal, with the exception of many dice. Contig

for instance requires each game have a total of 3 six-sided dice. All three of

Lewis games mentioned are easily adaptable, as mentioned, to create a

more complicated or simpler variation depending on student ability and

grade. Two of the three games are also offered as an online game version

letting children with an interest for technology take part in math in a way

that is still fun and interesting for them. Many of these games give students

the ability to find many different variations of solutions. This helps create a

classroom environment where wrong answers are accepted without

discrimination and are actually supported to find the path to a correct

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answer. Another positive aspect of incorporating games is the amount of self-

confidence student receive from finding different ways of solving a problem.

Lewis has had students from past years contact him to share the different

methods they have used and the many solutions. By letting students find

their own solution, students are finally grasping the full understanding of

what is actually happening in order to find the final product.

Personal Reflection:

Just as Lewis mentions, I also am a strong adherent to the idea that the

key to engaging students is through exciting and stimulating games. I found

the idea of creating a game time in a math class every day would be a very

beneficial aspect, as students are engaged and willing to learn how to

succeed in the game. I thought the idea of choosing to implement math

games that are adaptable in your class is a fantastic idea as many children

are at different level of comprehension within a class. Some games are best

played in groups and some are best for individual use. Creating a game to

take as a homework activity every night would be a great alternative to

assigning the dreadful paper and pencil work. As Lewis states, he has former

students come up to him all the time to show their latest findings of the

problems they have solved and the creative solutions used to get that final

product.
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Griffin, L. B. (April 01, 2016). Tracking Decimal Misconceptions: Strategic Instructional

Choices. Teaching Children Mathematics, 22, 8.).

Summary:

Linda Griffin is also a firm believer in finding ways to make learning fun

and exciting for kids. Griffin creates activities that are interesting for her

students. This particular article discusses ways to introduce students to

decimal notation. The first example Griffin gives is creating a decimal

racetrack. Each pair of students receives a post it note that serve as a

portion of a two mile racetrack. The teacher gets each student to post their

note around the track. Students imagine a one-mile interval on the racetrack

and divides each part into ten equal parts. The teacher uses a figure as a

figurative runner on the racetrack. She can ask questions such as how

many miles has our runner completed at this point on the track? Campos

also introduces a penny pushing game which allows students to practice

reading, writing, and comparing decimals all while taking part in a

competitive game. The penny pushing game does not require much

materials, therefore it is a perfect game to make for a full class lesson.

Personal Reflection:

I really enjoyed Griffins idea of creating a small race track in their

class. I would personally expand this idea and form a large racetrack around

the class that could be measured by using remote controlled cars to

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calculate the distance with time. I believe that creating a hands on replica of

a toy that many would have played with as kids would keep the childrens

interest and motivate them to use their thinking skills and develop a more in

depth understanding of decimal values. Also, the racetrack can be adapted

to teach many mathematical concepts such as fractions and addition,

subtraction. One way this racetrack could be adapted is to place number

blocks on the track. The students would drive their cars around the track

until the buzzer on the timer went off. Once the timer went off, the card

would have to come to an abrupt halt. Whatever number the two cars landed

on would have to be either added, subtracted or multiplies for the upper

elementary students.

Ramani, G. B., & Eason, S. H. (2015). It All Adds Up: Learning Early Math
through Play and

Games. Phi Delta Kappan, 96(8), 27-32.

Summary:

Geethan Ramani is an assistant professor in the department of human

development and quantitative methodology at the University of Maryland,

College Park. Ramani and her doctoral candidate Sarah Eason conducted an

experiment to see how beneficial incorporating play into the math classroom

was. Generally, studies show that play and games can give young children

the opportunities to learn and develop foundational math skills while having
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fun. Ramani and Eason entered a classroom to test whether students

benefited from playing a number board game or not. Children either played a

linear numerical board game with squares number 1 to 10 or a coloured

board which was identical, but with no numbers. Children worked one-on-

one with an experimenter for 15 to 12 minutes over a two-week period.

Children showed significant improvement in knowledge of numbers 1-10, and

verbal counting skills. After nine weeks of not playing the board game,

children who had the game with the numbers improvement stayed the

same. Students who did not have the mathematical numbers placed on the

board did not have similar improvements. This shows proof that

incorporating mathematical games into the classroom does in fact help

students engage and take away more. Researchers suggest that by teacher

including games into their lessons, these games could be a way for teachers

to scaffold and assist their students learning about math concepts. Ramani

and Eason suggest teachers should begin to incorporate more games into

their lessons. Within the article, examples of creative math games are given.

Suggestions are made for teaches to think creatively to come up with their

own math games for students around the specific unit addressed, but also to

use popular board and card games and adapt them.

Personal Reflection:

Ramani and Eason provided teachers with an inside look at the

benefits of incorporating games into the classroom. Clearly, there is a

significant difference of understanding and long-term comprehension when

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games are used to assist a students learning and comprehension of a

specific math concept. Children in early elementary school are still young

and look forward to playing in their free time. Why not incorporate play into

the classroom learning environment? Math is one subject that creates

anxiety even for the youngest learner. By incorporating math games and

activities into the classroom instead of a typical pencil and paper lesson

creates a more positive and exciting environment for students. I really

enjoyed the idea of setting up a math game as a new addition to an indoor

recess station whiting the classroom. From a teachers position, I see this as

a clever way to have students practice their math concepts but also it is a

great way for students to understand that these math games are meant to

be fun!

Boote, S. K. (April 01, 2016). Choosing the Right Tool. Teaching Children Mathematics,

22, 8.)

Summary:

Stacy Boote is a former elementary teacher and is now a professor at the University of

North Florida. Boote discusses the significance of using the proper manipulatives for specific

mathematic units. Boote also recommends using affordable materials that are easily accessible
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such as craft sticks, straws and marbles to teach division and build conceptual understanding.

The article illustrates how important building students base-ten grounding is before moving on

to division. The author uses craft sticks as a manipulative available for students to learn base ten.

Boote divides the craft sticks in three different ways; baggies, bundle and sticks. Stick is an

individual craft stick, bundle is 10 sticks with an elastic around them and a baggie is 10 bundles

on the baggie.

Personal Reflection:

I agree completely with Boote when she says that students need to be familiar with base

ten before even considering moving on to division. Manipulatives that are everyday objects such

as craft sticks are sometimes better to use a manipulative because students can have an everyday

connection. I thought the idea of dividing the craft sticks up into individual sticks, bundles and

baggies is a fantastic idea to show not only place value concepts but also introduction to

fractions. I would like to use this in my classroom for a base-ten, subtraction and fraction unit.

One last thing that Boote mentioned that I found to be absolutely brilliant is to first introduce the

students to the new craft stick bundles before using them as a manipulative in a lesson. By doing

this, students will get their curiosities out of the way and be able to sit and use the manipulatives

for the lesson without loosing concentration.

Subject: Mathematics Date March 2nd, 2017

Topic: Geometry Grade Level: Four
New Brunswick Math Curriculum:
GCO:
Describe and analyze position and motion of objects and shapes
Describe the characteristics of 3-D objects and 2-D shapes, and analyze the relationships
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among them

SCO: SS4: Describe and construct rectangular and triangular prisms.

NCTM:
Pre-35 Expectations: In grade 3 through grade 5 each and every student should
Use visualization, spatial reasoning, and geometric modeling to solve problems
Investigate and predict the results of putting together and taking apart two- and three-
dimensional shapes.

NGSS:

3-5- ETSI-2- Generate and compare multiple possible solutions to a problem based on how well
each is likely to meet the criteria and constraints of the problem.

K-2- ETSI-2- Develop a simple sketch, drawing, or physical model to illustrate how the shape of
an object helps it function as needed to solve a given problem.
K-2-ETSI-1-Ask questions, make observations, and gather information about a situation peole
want to change to define a simple problem that can be solved through the development of a new
or improved object or tool.

ISTE:

Innovative Designer: Students use a variety of technologies within a design process to identify
and solve problems by creating new, useful or imaginative solutions.

Global Collaborator: Students use digital tools to broaden their perspectives and enrich their
learning by collaborating with others and working effectively in teams locally and globally.
Learning Objectives
Student will be able to identify what shapes they are using to build a 3D

Materials:
Pre-photocopied sheets of 3D cut out shapes
Liquid glue
Glue sticks
Hot glue gun
Cardstock paper
Recycled cardboard
Toilet paper rolls
Scissors
Large Fan (the bigger and stronger the better!)
Worksheets photocopied
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Pencils
A box top for each group

Summary of this lesson:

The goal of this lesson is for students to create a city scape filled with many
different building heights and widths by using 3 dimensional shapes.
Students will work in pairs to first design their city using physical graph
paper or computerized design paper on lucidchart.com. Each student will call
themselves engineers because they are taking part in engineering work.
Their design must be approved by the senior engineer (the teacher) before
building commences. Once they have been approved by the senior
engineer, the students may take one box top and use this as their base to
build their city. They must use the paper provided to create 3D shapes and
build their city. They will be given minimal material forcing them to use their
imaginations to experiment how to keep their city together during
environmental testing. Once completed, students will put their city through a
fan test which will act as high winds. Students will reflect on their work on a
worksheet and change anything that they believe should be altered from the
ind test. After this, students will put their city to the test for the second time.

Planning:

What Teacher does What Student Does

Divides students into groups
of two or three depending on
class size.
Show students the cut out 3D
shapes they will use to create
their city
Explain that their city will be
put through some
environmental tests so they
need to take this into account
when designing.
Students should be sitting at
their desk listening to the
teacher explain the process of
what they will be doing.
Students should begin dividing
into their groups once the
teacher names the students
off into their groups.

Explain
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What Teacher does
Explain to students that they
are going to be designing and
building their own city.
Demonstrate to students how
they can cut out the 3D
shapes and connect them
together using the different
materials available that they
choose.
Explore- Build your own Shape City
What Teacher does
The senior engineer (the Students must bring their completed
teacher) must check the
students work before students
can begin building their city.
Make sure students have
enough paper with the specific
shapes.
Walk around the room
observing student
participation, make sure
students follow their original
plan.
Answer any question student
have surrounding their
building plan.
Teacher will take anecdotal
notes
Elaborate- Test it against a hairdryer, high-speed fan.
What Teacher does
The senior engineer (the
teacher) will handout the
reflection and hypothesis
Sheet.
The senior engineer (the
teacher) will pick a childs
name from the popsicle stick
What Student Does
Students in their groups will
have the choice of sketching
their design on physical graph
paper or they can use a
specific website to create an
online design on graph paper.
Website for online chart paper
design www.lucidchart.com
(FREE).
What Student Does
plan to the teacher.
Students will begin creating
their shape city based on the
cut out shapes: Cylinder, cone,
triangular prisms and
triangular pyramids.
Students will cut out each
shape and glue them together
and use a box top as a base
for the city.
When students have
completed their building, they
can them move on to making
the city look esthetically
pleasing by using decoration
the teacher has available in
the class such as markers,
glitter, sand, pipe cleaners
etc.
What Student Does
Students must fill out the
reflection and hypothesis
sheet before their city will be
put through various testing to
see its sturdiness.
When students are called up,
the student will bring their
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name jar and have the student
and their partner bring their
Shape City up to be tested
firstly by the fan, then the
shake test (teacher shakes the
table underneath the base of
the city).
After testing the city out, the
city with them and they will
place the city in front of the
fan. The fan will be turned on
and they can make
observations on what they
need to change to make it
sturdier.
students will go back to their
work space and fill out the
second part on the reflection
and hypothesis sheet.

Evaluate- Students will redesign their work and try it again

What Teacher does
The senior engineer (the teacher),
will look at the changes made to the the senior engineer (the teacher)
students city and approve it for before beginning round 2 of testing.
testing.
Assess
What Teacher does
Teachers will assess students on the
ability to use visualization, spatial
reasoning, and geometric modeling to
solve problems and create their city.
Students will be assessed based on
completion for the handout as well as
participation.
What Student Does
Students must get their redesign to
When students have completed the
second round of testing they can go
back to their working space and
complete their final observation and
comments on the reflection and
hypothesis sheet.
What Student Does
Student completes the
handout sheet and submits to
the teacher.

Example of online chart paper Shape city design:

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Reflection and Hypothesis sheet

Before Testing your City

What is the name of your shape city: ________________________

What shapes did you use and how many of each?

What do you think will happen to your city when the wind hits?

Observations from the wind test:

Reflection: What should be changed and why?

What have you changed on your city?

What do you think will happen to your city during the second wind test?

Anecdotal Notes
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Students Name Observation

Kenneth

Rebecca

Jenna

Oliver

Marc

Melanie

Jake

Nicole

Jason

Kirk

Sarah

Maicie

Riley

Destiny

Anna

Other Areas of Interest

Lesson Plan: Geometric Shapes and their Properties

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Mathematics Grade: 2
Length: 1 hour

Stage 1: Pre- Lesson Planning

Lesson Title: Geometric Shapes and their Properties

Rationale/ Outcome:
The outcome of this lesson is to build on the knowledge of the
properties of geometric shapes. This lesson also aims to explore how shapes
fit together to form larger shapes and how the classification and sorting can
occur with two or more attributes. Students will be required to sort shapes
based on the different attributes asked, as well as create their own division
of shapes based again, on their attributes. Students will also be asked to use
their spatial sense of shape and space and rotate shapes in order to fit all
shapes together forming a full shape. Ancedotal records will be kept through
the entire lesson by the teacher.

Purpose of this lesson:

This lesson is a great for a grade two geometry unit. The lesson is
designed to accommodate kinesthetic learners by having three centers
where students will rotate. The lesson is also designed to accommodate all
learning styles by incorporating visual representations, hands on experiences
and individual work.

Reflection of this lesson:

This lesson is fantastic to engage children while learning geometry. The
lesson is divided into groups in order to create an exciting atmosphere in the
class. The centers do a fantastic job of engaging students in many forms of
geometry while having fun using manipulatives, and games.

New Brunswick Curricular Objectives:

GCO: Shape and Space (SS): Describe 3-D objects and 2-D shapes, and
analyze the relationships

o SCO:

o SS6: Sort 2-D shapes and 3-D objects using two attributes, and
explain the sorting rule. [C, CN, R, V]

o SS8: Describe, compare and construct 2-D shapes, including:

triangles squares rectangles circles.

o SS9: Identify 2-D shapes as parts of 3-D objects in the

environment
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NCTM
Pre-K2 Expectations: In pre-K through grade 2 each and every
student should
recognize, name, build, draw, compare, and sort two- and three dimensional
shapes;
describe attributes and parts of two- and three-dimensional shapes;
investigate and predict the results of putting together and
taking apart two- and three-dimensional shapes.

MATERIALS

General
o Bristol Boars
o Velcro
o Labels
Centre 1
o Bag of mixed cut out shapes with different attributes.
o Pre-determined questions to ask students on how to divide their
shapes
Centre 2
o Ziplock bags filled with shape names and attributes
o Play dough, different colours
Centre 3
o Ziplock bags with tangram puzzles. Each Ziplock bags should have the
childs name written on it.
o Scissors
o Glue

Stage 2: Lesson Planning and Implementation

Introduction (10 Minutes)
As a class, go over geometric attributes as a review. Ask the class if
they can name some attributes of a shape (ex: colour, size). Use a
bristol board divided into 2 halves labeled Attributes and non-
attributes.
Have examples of attributes and non- attributes cut out with Velcro on
the back. Pull one example out of the bag one by one and ask the
students if this is an attribute or not and place it on the board
accordingly.
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As you pull out words of shapes, ask the class If they can point to
something in the room that is a square.

Explanation of centers
This lesson is meant as a review, therefore the class will have some
background knowledge. The class will be divided into three Centers. Each
center will have something different for the students to do. Each center will
last 10-12 minutes.

Centre 1- Division of shapes based on attributes

What the teacher will do:
Activity (10- 12 Minutes)
o Teacher must bring over
attribute board.
o Teacher will pull names of
students from popsicle
sticks for the FIRST round
only.
o Teacher must take
anecdotal notes on this
centre.
What the students will do:
o One partner collects a bag
that holds multiple shapes
with different attributes.
o Partner one will begin by
choosing one of the attributes
that was posted with Velcro on
our attribute board and begin
dividing their shapes based on
the chosen attribute.
o It is important that partner
one does not let partner 2
know of the attribute they are
using to divide their shapes
by.
o When they are finished
dividing, they must ask
partner 2 to guess what
attribute they divided by.
o Once partner two guesses
correctly, he or she then
collects the shapes and
chooses their own attribute
and has partner one guess the
attribute this time.

Centre 2- Mold a shape based on description

What the teacher will do: What the students will do:
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Activity (10-12 Minutes)
o Teacher will pull names of
students from popsicle
sticks for the FIRST round
only.
o Teacher must take
anecdotal notes on this
centre.
Centre 3- Tangram Puzzles
What the teacher will do:
Activity (10-12 minutes)
o Teacher must take
anecdotal notes on this
centre.
EVALUATION
o Students will work in groups of
two.
o Partner 1 will take a bag from
the table.
o Partner 2 gets ready to mold a
shape from play dough.
o Partner 1 will choose one
paper from a zip lock bag
which contains shape names
and attributes. Partner one will
have a few seconds to think
how they can describe that
shape and its attributes to
partner two.
o Partner two begins to mold the
shape they think it is based on
the description partner one is
telling them.
o Partners switch roles.
What the students will do:
o Students will work by
themselves for this activity.
o Each student will receive a
bag with their name on it that
has a paper outline and
various shapes.
o They must use their special
sense to try and get all shapes
to fit into the paper outline.
o They can flip, and turn their
shapes as needed. Once they
have fit every shape into the
outline, they can glue the
shapes in.
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Centre 1- Division of shapes Anecdotal notes on whether or

based on attributes not students understand how
to divide by attributes, and
whether students understand
how to see the division based
on attributes.

Centre 2- Mold a shape based on Anecdotal notes on whether or

description not they can describe the
shape using geometric
language and whether or not
they can follow those
directions and understand the
attributes.

Centre 3- Tangram Puzzles Collect students finished work

of the tangram game based
on completion.

Differentiati This lesson provides students with various learning

on styles the ability to use their preference.
Provides hands on experience with reference to what
is considered a geometric attribute.
Examples of shapes and their names can be
provided for reference.

Teachers Resources

Online Resources: Shapes and Space in Geometry:

www.learner.org/teacherslab/math/geometry
o This is a useful website to educate the teacher on different aspects of
geometric thinking and come up with different ways in visually
representing these to students.

Books: The Greedy Triangle (Burns, 1995)

o This book is absolutely a wonderful tool to show students how
one shape can be found in many areas in our world.

Articles: Fonstad, C., & McGarvey, L. (October 01, 2010). Quick images
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with Victoria and Joshua. Teaching Children Mathematics, 17, 3, 200.

References

National Council of Teachers of Mathematics. (2000). Principles and

standards for
school mathematics. Reston, VA: National Council of Teachers of
Mathematics.

New Brunswick Department of Education. (2009). Mathematics Grade 2

Curriculum. Retrieved February 4th, 2017, from
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/M
ath/Math-Grade2.pdf

Van de Walle, K., Folk, S., Karp, K., Bay-Williams, J., & McGarvey, L. M. (2015).
(4thCanadian ed.). Elementary and middle school mathematics: Teaching
developmentally. Toronto, ON: Pearson