Pre-test

Construct a square using all 7 pieces. Work individually to ensure accuracy.

Time yourself: how much time has it taken to make the square? _______min ______sec.
Sketch you square below (not only the borderline but also location of each piece in the
square).

What strategy have you used to construct the square? Explain below.

Have you ever worked with Tangrams before? (Circle one) YES NO
 Tangram Activity

Warm up activity.
Construct your own design using all 7 pieces of the tangram. Be creative: you could
make a house, a cat, a person, a strange-looking tree, etc.
Time yourself: how much time has it taken to make your design? _____min____sec.
Trace the borderline of your design below to ensure you can remember your design
(you may use a blank paper if your design doesn’t fit below).

Exchange your sketch with your classmate so you could recreate her design and he/she
can recreate yours. Time yourself again: how much time has it taken to recreate it?
_____min____sec.
 Learning about the Tangram Pieces
1) Look at each piece and tell what shape it is.
2) Are some pieces congruent? Show congruent pieces and explain why they are
congruent.
3) Are some pieces similar? Show similar pieces and explain why they are similar.

# Sketch the Name the Area of the Side Lengths Number of Area of
Tangram Tangram Tangram of the Congruent Congruen
Piece Piece Piece Tangram Pieces t Pieces
Piece

1. Square 1 a =1 1 1

2.

3.

4.
5.

List different side lengths Total area

of the Tangram pieces: of all 7
pieces:

Side Lengths and Areas

Complete the table below using the previous activity to fill out the possible side lengths and the
corresponding square areas.

Side Length
a= 1 2

(√2)2
Process 12

Area of
Square 1 unit2 8 unit2
 Core Activities
Construct squares using 1, 2, 3, 4 pieces. You will work in small groups to share your ideas, build on
others input, support diverse thinking, and reach a consensus so everyone agrees on the construction of
the squares. Small groups are about cooperation not competition. Each group will get a set of Tangrams.
Pick a piece you want to represent. Two people in the group will be two congruent pieces (the two small
isosceles triangles or the two large isosceles triangles.) Sketch your squares below* (including interior
lines):

a) 1 piece

b) 2 pieces

c) 3 pieces

d) 4 pieces

*For some arrangements there is more than one way to make a square. What are they and why?
 Reflection-1

Think aloud about strategies that you have used to construct squares and write your
thoughts below.
 COLLABORATING ON STRATEGY LEVELS
What are the different strategies your group used in creating a square with 3 and 4
pieces? As a class, let’s co-construct some levels using dialogue and engagement and
categorize these strategies.

Level 1

Level 2

Level 3
 Mid-test

Construct a square using only 6 pieces. Work individually to ensure accuracy. When
you have completed the task or cannot continue, write down your time___min___sec.
Sketch you square below (not only the borderline but also location of each piece in the
square).

What strategy did you use? Explain below.

1)

Reflection-2
An arrangement with six pieces in constructing a square is not possible. Think aloud
and write your thoughts below about why it is not possible.
 Post-test

Construct a square using 5 pieces. Work individually for accuracy.

Time yourself: how much time has it taken to make the square? ______min_____sec.
Sketch you square below (not only the borderline but also location of each piece in the
square).

What strategy have you used to construct the square? Explain below.