Shape puzzles with tangrams

As we have been exploring shapes and their attributes we created tangram puzzles. Using the outline of larger 2-dimensional figures students had to fill them in using smaller shapes. I tried to encourage students to see if they can come up with various combinations by not using the same shape as the outline. For example, if the outline was a triangle I asked students if they could fill it with squares or another shape. 

Using tangrams when teaching 2-D geometry is a very essential tool for students to use because it gives students a chance to use their own strategies and use their spatial sense and reasoning. An activity that is very effective is the read aloud: “Grandfather Tang’s Story.” After, I would have several animals outlined on a worksheet and ask students to fill in the animals using the tangrams. I’ve done this activity with my grade ones and it was interesting watching students spatially think to see which shape would go where. Some students had to try several times, others imagined it and drew it. Thus, integrating manipulatives with inquiry-based learning will enhance student learning because students will be engaged through hands-on activities and technology. 

Pattern Blocks

A set of Pattern Blocks consists of blocks in six geometric, color-coded shapes, shown as: green triangles, orange squares, blue parallelograms, tan rhombuses, red trapezoids, and yellow hexagons. The contact among the sides and angles makes it very easy to fit the blocks together to make tiling patterns that completely cover a surface (1).

Pattern Blocks are used to create, identify, and extend patterns. Students can use the pieces to explore fractions, angles, transformations, patterning, symmetry, and measurement (2).

 

Pattern Blocks can definitely enhance the understanding of the big idea of patterning and predicting in kindergarten. Using Pattern Blocks starts off with students exploring and making different designs by fitting blocks together. This eventually leads to other math concepts such as patterning and predicting what might come next. Students may have an initial tendency to work with others and to copy one another's designs/patterns. By duplicating a peers pattern with blocks, this can expand their experience and the ability to recognize similarities and differences. It can also provide an environment for developing math language related to geometry. Throughout their investigations, students are encouraged to talk about their creations. By expressing their thoughts out loud, students are able to clarify and extend their thinking. Once the teacher feels that students have had time to explore patterns using Pattern Blocks, it is important to teach that patterns can be shown in different contexts. For example, I want students to understand that red...red..green is the same as orange...orange...blue...is the same as square...square... hexagon and I do this using the Pattern Blocks. Teachers can then link this to using letters (e.g., AAB pattern). As well, I have noticed that through using Pattern Blocks within the classroom, students quickly begin to recognize patterns all around them (e.g., in pictures, on clothing, in nature...). 

Hands-on Task (3)

Game: Copycat

Purpose: To give children practice making and recognizing patterns

Materials:

• Thin strip of lightweight card about 15 inches long and 3 inches wide for each two students
• Pattern blocks for each child

How to play:

• Demonstrate first
• This activity starts with one child making a repeating pattern until half the strip of card is covered, then the second child finishes it
• Children trade places and the other takes a turn creating the repeat pattern and the first child finishes it

 References

(1) Pattern Blocks http://www.hand2mind.com/resources/glossary-of-hands-on-manipulatives/pattern-blocks 

(2) Pattern Blocks http://www.edugains.ca/newsite/math/manipulative_use.html

(3) Kindergarten Pattern Activities http://www.kindergarten-lessons.com/kindergarten-pattern-activities/