Teaching and Learning Overview s17

MATHEMATICS STAGE 2 TEACHING AND LEARNING OVERVIEW TERM: STRAND: Measurement & Geometry SUB-STRAND: 2D WORKING MATHEMATICALLY: Space 2 MA2-1WM & MA2-2WM OUTCOMES: MA2-15MG Manipulates, identifies and sketches two dimensional shapes, including special quadrilaterals, and describes their features

CONTENT: Compare and describe two-dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies  Combine common two-dimensional shapes, including special quadrilaterals, to form other common shapes or designs, e.g. combine a rhombus and a triangle to form a trapezium  Describe and/or name the shape formed from a combination of common shapes  Follow written or verbal instructions to create a common shape using a specified set of two or more common shapes, eg create an octagon from five squares and four triangles  Use digital technologies to construct a design or logo by combining common shapes. ASSESSMENT FOR LEARNING Pre-Assessment (PRE-ASSESSMENT) Print some shapes on different coloured card for easy identification, then cut each shape up into other common shapes. Ask students to reconstruct the puzzle and then identify the shape they made. WARM UP / DRILL Make or print a set of “Who Has, I Have Cards” to play and consolidate existing knowledge of shapes and their attributes. http://www.primaryresources.co.uk/maths/mathsA2.htm TENS ACTIVITY If I was to give you one or more rhombuses to create a hexagon, how many would I need to give you? NEWMAN’S PROBLEM INVESTIGATION QUALITY TEACHING INTELLECTUAL QUALITY QUALITY SIGNIFICANCE ELEMENTS LEARNING ENVIRONMENT  Deep knowledge  Explicit  Background knowledge  Deep understanding quality  Cultural knowledge  Problematic knowledge criteria  Knowledge integration  Higher-order thinking  Engageme  Metalanguage nt  Inclusivity  Substantive communication  High  Connectedness RESOURCES Worksheet, pattern blocks, pattern mats, iPads, and “Who Has” game.

TEACHING AND LEARNING EXPERIENCES WHOLE CLASS INSTRUCTION MODELLED GUIDED & INDEPENDENT ACTIVITIES ACTIVITIES  Explicitly communicate lesson outcomes and LEARNI  Pattern Blocks: Provide students with pattern blocks and pattern sheets and have students complete the expectations of work quality. N provided patterns.  Define and reinforce metalanguage used in the unit, G  Digital Tangrams: Students complete the online tangram puzzle using basic shapes. shape, two-dimensional shape (2D shape), circle, http://www.mathplayground.com/tangrams.html triangle, quadrilateral, parallelogram, rectangle, S E rhombus, square, trapezium, kite, pentagon, hexagon, Q octagon, regular shape, irregular shape, orientation, U features, properties, side, parallel, pair of parallel sides, E opposite, length, vertex (vertices), angle, right angle, N symmetry, line (axis) of symmetry and rigid. C  Develop background knowledge where students will E need to:  Identify their two-dimensional shapes and their Remed attributes. i  Revise all shapes including special quadrilaterals. a  Combine them together to create new shapes. t  Discuss how to explain what they have achieved. i  Revision of shapes and their attributes: Show this o YouTube clip of the greedy triangle or read the book if n you have it. S1 or https://www.youtube.com/watch?v=kPuI4XyyZUE E  Pause periodically to discuss the shapes and their a attributes. Predict what shape will be next and what r items each shape could be. l  Revising using shapes to make pictures. y As a whole class complete the online activity which involves creating pictures using shapes. Revise the terms S translate, rotate and reflect whilst constructing the 2 pictures. http://illuminations.nctm.org/Activity.aspx?id=3577 LEARNI  Digital Shapes to Pictures: Students use the online program to combine shapes to create pictures. N http://illuminations.nctm.org/Activity.aspx?id=3577 G  Investigation: Provide students with a copy of the attached worksheet and have them physically investigate how many of each shape makes up the new shape. Complete worksheet. S  Assessment: Students combine pattern blocks to create their own unique shape. Students trace E Q their new shape in their math books. Students create a name for their new shapes and list their U attributes. E N C E

LEARNI  Race Against the Clock: This online activity can be used on iPad or computer. Students race against N the clock to construct shapes. G http://mrnussbaum.com/shape-maker/  Tangram Puzzle Maker: This is an advanced tangram puzzle maker. Using 2D shapes to construct S pictures. This enables students to see how joined shapes create new shapes. E Q http://britton.disted.camosun.bc.ca/tangram.swf U  Activity 3: In groups students create their own “Who Has, I Have” game using all their acquired E knowledge. They make this fun by inventing new shapes and using the game to describe their N attributes. C http://www.primaryresources.co.uk/maths/mathsA2.htm E This site enables you to make your own printable cards.

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S 3 EVALU Student Engagement: Achievement of Outcomes: ATION & Resources: Follow Up: REFLEC TION