Grade 4: Shapes by Mavis Okyere https://padlet.com/mavisokyere020/8bjvmyqixmkr Made with big dreams en-us 2018-08-03 18:04:48 UTC 2025-09-25 22:57:36 UTC hello@padlet.com Students will be able to: mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271907781 2018-08-03 18:10:53 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271907781 Teacher guides students to perform the following activities: mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271951716 2018-08-04 15:27:18 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271951716 The main ideas to be developed in each activity are: mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271953328
 
]]> 2018-08-04 16:21:28 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271953328 Materials needed for the activities include: mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956056 1. 2-D shapes (attribute blocks)

]]> 2018-08-04 17:57:48 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956056 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956557 2018-08-04 18:18:43 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956557 2. 3-D shapes (Prisms) mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956768 2018-08-04 18:28:57 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956768 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956829 2018-08-04 18:31:22 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956829 3. Grid paper or dotted paper mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956833 2018-08-04 18:31:40 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956833 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956984 2018-08-04 18:37:37 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271956984 2. Distinguish 3-D shapes by their properties mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960923 2018-08-04 21:34:22 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960923 3. Describe relationship among 2-D and 3-D shapes. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960943 2018-08-04 21:35:04 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960943 4. Form tessellations using 2-D or 3-D shapes. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960950 2018-08-04 21:35:31 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960950 5. Describe positions and motions of shapes on a given tililing mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960957 2018-08-04 21:36:10 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960957 1. Distinguish 2-D shapes by their properties. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960970 2018-08-04 21:36:49 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960970 1. students sort 2-D shapes with one attribute, two attributes, and/or three attributes differences. Examples of attributes/properties: a. have equal sides b. have a right (90⸰ ) angle c. have opposite sides parallel. etc mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960993 2018-08-04 21:38:23 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271960993 2. students sort 3-D shapes using attributes. Example: a. have triangular faces b. have a circular base c. have rectangular faces. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961009 2018-08-04 21:39:05 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961009 3. students talk about the relationship between 2-D and 3-D shapes. a question like the one below may serve as a clue for the discussion; a. which attribute do all triangular or rectangular prisms have? b. what 2-D shapes make up the rectangular prism or the triangular prism? mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961017 2018-08-04 21:39:30 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961017 4. let students extend activity 3 with stars mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961032 Tile using stars and other polygons (at least up to 6-point stars)]]> 2018-08-04 21:40:02 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961032 5. Let students talk about motions and positions of shapes in their various tessellations. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961042 2018-08-04 21:40:28 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961042 1. students should not just sort polygons by their shapes but by their properties to establish the differences between them. What make the square different from the rectangle? what is the difference between the rectangle and the trapezium? The emphasis of this activity is to establish the differences among properties of shapes. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961186 2018-08-04 21:45:51 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961186 2. Emphasis on the characteristics of the triangular and the rectangular prism. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961299 A prism is named base on the shape of its base. if the base is a square it is called a square prism and so on.]]> 2018-08-04 21:50:53 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961299 3. The prisms are made up of the simple polygons. the faces and the bases are all polygons. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961384 2018-08-04 21:53:48 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961384 4. Students make tessellations from one or more simple polygons. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961552 you can begin with one type of shape and when students become more familiar with tessellation, then they can move on to combine different types of shapes.]]> 2018-08-04 22:01:52 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961552 5. discuss the various motions on students tessellations: translation, reflection and rotation. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961581 Also, discuss the various congruent shapes on the students tessellations. [position or orientation of a shape does not change the size and area of the shape] 
Talk about translation and rotation]]> 2018-08-04 22:04:01 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961581 6. on the dotted or grid paper let students draw their tessellations and continue to discuss the motions and positions of the various shapes. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961624 2018-08-04 22:06:11 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961624 Example of the drawing of tessellation made with squares and equilateral triangles is shown below mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961735 (this can also be viewed as a tiling with 4-point star]]> 2018-08-04 22:11:40 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/271961735 3. let students make tessellation with 2-D shapes with the following rules: a. no gaps between the shapes. b. shapes do not overlap. c. pattern can go on forever in all directions. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272091834 2018-08-06 15:50:10 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272091834 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272093743 2018-08-06 16:07:46 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272093743 Arabi/Islamic geometry 01: A background to two dimensional design-geometry and pattern. http://catnaps.org/islamic/geometry.html mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272094065 2018-08-06 16:11:21 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272094065 Howse, T. D., & Howse, M. E. (2015). Linking the Van Hiele Theory to Instruction. Teaching Children Mathematics,21(5), 304-313. doi:10.5951/teacchilmath.21.5.0304 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272095240 2018-08-06 16:24:16 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272095240 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 mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272095852 2018-08-06 16:30:05 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272095852 Alberta Education (2016). Mathematics Kindergarten to Grade 9. Alberta, Canada mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272109068 2018-08-06 18:41:28 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/272109068 Bellos, A. (February, 2015). Muslim rule and compass: the magic of Islamic geometric design The Guardian: https://www.theguardian.com/science/alexs-adventures-in-numberland/2015/feb/10/muslim-rule-and-compass-the-magic-of-islamic-geometric-design mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/274194451 2018-08-21 01:30:58 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/274194451 6. Identify reflection symmetry on a tessellation mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333484 2018-08-25 20:16:28 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333484 7. guide students to identify various symmetrical lines (mirror lines) that can be found on their drawn tessellations. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333514 2018-08-25 20:17:32 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333514 8. on a dotted paper, make a piece of tessellation and indicate various mirror lines and ask children to make images of the tessellation using the mirror lines as lines of reflection. mavisokyere020 https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333563 2018-08-25 20:19:05 UTC https://padlet.com/mavisokyere020/8bjvmyqixmkr/wish/275333563