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Totally Tangrams
         Kelly Hines
         McLeansville Elementary
         School


         kellyhines1@gmail.com
Common Core Connection
 K: Identify and describe shapes; Analyze,
  compare, create, and compose shapes.
 1, 2 & 3: Reason with shapes and their
  attributes.
 4: Draw and identify lines and angles, and
  classify shapes by properties of their lines
  and angles.
 5: Classify two-dimensional figures into
  categories based on their properties.
Back in the day…
 Funday
 Spatial Reasoning
 Mathematical story telling



                …Moving Forward
           Justification
                     through Construction
         Mathematical & Spatial Reasoning
Modeling for You
 It’syour turn to the be the student.
 You will receive these presentation slides if
  you want to use this lesson with your
  students, so sit back and participate!
 If you are going to write
anything, track the geometry
terms that we use and apply.
Step One
Describe the paper you have in front of you.
Step Two
Make your paper into a square. Before you cut,
describe how you are positive, without a ruler, that
you have a square.
Step Three

Make your square into two congruent, right
triangles.
How are these two triangles related to one another?
How else could you classify them?
Step Four
Divide one of those triangles into two right,
congruent triangles.
How do these two triangles relate to one another?
How do they relate to the original triangle?
How do they relate to the square you started with?

Put the two smaller triangles to the side.
Step Five
Find the midpoint of the hypotenuse of the larger
triangle.
Fold the opposite vertex to meet that point.
What two shapes do you have?
How would you describe them?
How do they relate to one another?
Set aside the third triangle.
Step Six
Close the corner of the trapezoid.
Cut the fold you made.
Describe the shapes you’ve made.
How do they relate to one another?
How would you classify each one?
Which ones can go together? Why?
Steps Seven & 8
 Use the last triangle you cut to size the square
 shape.
 Use the same triangle to create another triangle
 congruent to it.
 When you finish this step, you will have 2 congruent
 triangles, 1 square and 1 trapezoid.
 Whew!
All Done
Put your name on all of your pieces!

Describe the shapes you’ve made.
How do they relate to one another?
How would you classify each one?
Which ones can go together? Why?
Through
Construction

What
mathematical
practices did we
apply?
What’s Next?
Connect to Reading
Read Grandfather Tang’s Story

•  Students will create shapes in story
•  Make cultural connections
•  How does the use of tangrams enhance
the story that Grandfather tells?



Other literature connections:
http://www.mathwire.com/geometry/tangrams.html
Connect to Writing
•   Have each student write all of the attributes of
    each piece on that piece.
•   Look for key terms for them to use.
•   Eliminate a word and make them write
    descriptions. For example, have them describe
    each piece but “outlaw” the words “triangle”
    and “quadrilateral.”
•   Write your own story that you can create
    tangram characters for.
Connect to More Math
•   Use rulers and protractors to analyze relationships
    among the pieces more.
•   Have students create 3 different scaled versions
    of the tangrams. Describe the relationships of the
    pieces to one another, as well as analyze the
    process for making it.
•   Don’t give the students any of the steps I gave
    you, and make them figure it out!
Find this & more resources
at…
http://kellyhines.wordpress.com/totally-tangrams

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Totally Tangrams

  • 1. Totally Tangrams Kelly Hines McLeansville Elementary School kellyhines1@gmail.com
  • 2. Common Core Connection  K: Identify and describe shapes; Analyze, compare, create, and compose shapes.  1, 2 & 3: Reason with shapes and their attributes.  4: Draw and identify lines and angles, and classify shapes by properties of their lines and angles.  5: Classify two-dimensional figures into categories based on their properties.
  • 3. Back in the day…  Funday  Spatial Reasoning  Mathematical story telling …Moving Forward  Justification through Construction  Mathematical & Spatial Reasoning
  • 4. Modeling for You  It’syour turn to the be the student.  You will receive these presentation slides if you want to use this lesson with your students, so sit back and participate!  If you are going to write anything, track the geometry terms that we use and apply.
  • 5. Step One Describe the paper you have in front of you.
  • 6. Step Two Make your paper into a square. Before you cut, describe how you are positive, without a ruler, that you have a square.
  • 7. Step Three Make your square into two congruent, right triangles. How are these two triangles related to one another? How else could you classify them?
  • 8. Step Four Divide one of those triangles into two right, congruent triangles. How do these two triangles relate to one another? How do they relate to the original triangle? How do they relate to the square you started with? Put the two smaller triangles to the side.
  • 9. Step Five Find the midpoint of the hypotenuse of the larger triangle. Fold the opposite vertex to meet that point. What two shapes do you have? How would you describe them? How do they relate to one another? Set aside the third triangle.
  • 10. Step Six Close the corner of the trapezoid. Cut the fold you made. Describe the shapes you’ve made. How do they relate to one another? How would you classify each one? Which ones can go together? Why?
  • 11. Steps Seven & 8 Use the last triangle you cut to size the square shape. Use the same triangle to create another triangle congruent to it. When you finish this step, you will have 2 congruent triangles, 1 square and 1 trapezoid. Whew!
  • 12. All Done Put your name on all of your pieces! Describe the shapes you’ve made. How do they relate to one another? How would you classify each one? Which ones can go together? Why?
  • 15. Connect to Reading Read Grandfather Tang’s Story • Students will create shapes in story • Make cultural connections • How does the use of tangrams enhance the story that Grandfather tells? Other literature connections: http://www.mathwire.com/geometry/tangrams.html
  • 16. Connect to Writing • Have each student write all of the attributes of each piece on that piece. • Look for key terms for them to use. • Eliminate a word and make them write descriptions. For example, have them describe each piece but “outlaw” the words “triangle” and “quadrilateral.” • Write your own story that you can create tangram characters for.
  • 17. Connect to More Math • Use rulers and protractors to analyze relationships among the pieces more. • Have students create 3 different scaled versions of the tangrams. Describe the relationships of the pieces to one another, as well as analyze the process for making it. • Don’t give the students any of the steps I gave you, and make them figure it out!
  • 18. Find this & more resources at… http://kellyhines.wordpress.com/totally-tangrams