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1. Guide children to identify the faces, vertices and edges of 3-D shapes.

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1. Guide children to identify the faces, vertices and edges of 3-D shapes.

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2. Present children with set of polygons and let them sort them into different sets according to number of sides

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2. Present children with set of polygons and let them sort them into different sets according to number of sides

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3. Let children find all the lines of symmetry of the following shapes

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3. Let children find all the lines of symmetry of the following shapes

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1. Describe 3-D shapes according to the number of faces, vertices and edges

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1. Describe 3-D shapes according to the number of faces, vertices and edges

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2. sort regular and irregular polygons according to number of sizes [3-sided to 8-sided polygons]

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2. sort regular and irregular polygons according to number of sizes [3-sided to 8-sided polygons]

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3. identify symmetrical shapes and find lines of symmetry of both regular and irregular shapes

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3. identify symmetrical shapes and find lines of symmetry of both regular and irregular shapes

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4. tile with the different polygons and tell which polygon can not be used for tiling and why.

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4. tile with the different polygons and tell which polygon can not be used for tiling and why.

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4. Predict and draw: let children draw shapes according to given descriptions. Examples:

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4. Predict and draw: let children draw shapes according to given descriptions. Examples:

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a. 3 sided with no line of symmetry.
b. 3 sided with more than 1 line of symmetry.
c. 8 sided with no line of symmetry.
d. 8 sided with 1 line of symmetry

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5. Make 4-8 point stars using equilateral triangles or rhombus. and make tessellations with the stars.

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5. Make 4-8 point stars using equilateral triangles or rhombus. and make tessellations with the stars.

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5.Encourage children to make tessellations with stars. at least with a 4-point star (emphasize the appearance or the repetitions of the star)

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5.Encourage children to make tessellations with stars. at least with a 4-point star (emphasize the appearance or the repetitions of the star)

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Arabic/Islamic geometry 01: A background to two dimensional design-geometry and pattern. http://catnaps.org/islamic/geometry.html

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Arabic/Islamic geometry 01: A background to two dimensional design-geometry and pattern. http://catnaps.org/islamic/geometry.html

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a. 3 sides
b. 4 sides
c. 5 sides
d. 6 sides
e. 7 sides
f. 8 sides

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A shape is said to be symmetrical when a line of symmetry can be drawn on it. some shapes have more than one line of symmetry and some shapes do not have symmetry at all.

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A shape is said to be symmetrical when a line of symmetry can be drawn on it. some shapes have more than one line of symmetry and some shapes do not have symmetry at all.

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students realize that just as regular pentagons alone can not tile without gaps, the five point stars go with regular pentagons and there are gaps that will need to be filled with other shapes. let children find shapes to fill the gaps 

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students realize that just as regular pentagons alone can not tile without gaps, the five point stars go with regular pentagons and there are gaps that will need to be filled with other shapes. let children find shapes to fill the gaps 

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Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402

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Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402

# data[].attributes.headline
Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402

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Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402

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Alberta Education (2016). Mathematics Kindergarten to Grade 9. Alberta, Canada

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Alberta Education (2016). Mathematics Kindergarten to Grade 9. Alberta, Canada