Pentonimo Activities
http://www.mathsphere.co.uk/fun/pents/pents.html
This is one I found. You are given all the pentonimoes and must fill in a rectangle with them. It caused a lot of frustration because you can't flip them and place them perfectly together. It was very hard. I had to hit the help button.
http://pentomino-puzzle.toogame.com/play
This game is very similar, but you can use some of the pentonimoes more than once. You can also turn the shapes and make adjustments.
For the powerpoint, I completed the activities just fine.
Did you find any interesting websites you would use in your future classroom?
Pentonimo Narrow Passage
16 spaces
Was this difficult for you? How many spaces was your path? Did you have any strategies?
Tessellating T-Shirts
It is expected for students k-2 should work with putting together and taking apart two- and three-dimensional shapes. Grades 3-5 should be transforming shapes. Many teachers believe these concepts should be taught at a higher level. The best way to start introducing transformational geometry is by creating translating tessellations. When creating the shirts, the students need to use problem solving strategies. Students are more successful with large shapes.
What does it mean to tessellate?
Creating a repetitive connecting pattern.
Look online for different examples of tessellations and share what you’ve found.
I love the tshirt idea to try in my future classroom. How would you allow the students to create their tessellations? Would you provide shapes or allow them to create it?
Tangram Discoveries
triangle, square
Trapezoid, square
Parallelogram
Which polygon has the greatest perimeter? …the least perimeter? How do you know? (You must describe how you know this to be true.)
Greatest perimeter: trapezoid, parallelogram, an triangle,
Least perimeter: square
I gave my own lengths of sides and determined a value for each.
Which polygon has the greatest area? …the least area? How do you know?
The area is the same for each shape since they are using the same three shapes all the same size.
How did you figure these out?
Ordering Rectangles
1. My first thought was C had to have the smallest perimeter, but when I really examined them, C and D seem pretty close.
AGEFBDC Largest to Smallest
2. Smallest Area is c. Largest is G.
GAEFBDC Largest to Smallest
3. (A D E) B G C F Small to Large
I did horrible on this one. I am surprised how far off I was.
4. C D B A E F G Small to large
I did a lot better on are than perimeter. I only have a few displaced.
5. I need to remember that when looking at perimeter and area, area is the amount of space the shape takes up and perimeter is the outside length. Area and perimeter are different and can have different answers when comparing the two.
Was this difficult for you? In what way?
For Further Discussion
Multicultural mathematics offer rich opportunities for studying geometry. Research the art forms of Native Americans and various ethnic groups such as Mexican or African Americans. What kinds of symmetry or geometric designs are used in their rugs, baskets, pottery, or jewelry? Discuss ways you might use your discoveries to create multicultural learning experiences.
I see a lot of triangles, squares, and circles used for design.
I would make a connection of how various cultures used geometric shapes for design and use different images as examples. Then the students can create their own masterpiece using certain geometric shapes.
Did you find any interesting websites you would use in your future classroom?
ReplyDeleteI did find some that were interesting and fun. The first one I found had different levels such as easy, medium, and hard. I could not get past the medium level.
Was this difficult for you? How many spaces was your path? Did you have any strategies?
It was more difficult then I thought it was going to be. My path had 20 spaces. I did not have a strategy I just kept rearrange the shapes until I was happy with the path that I had made.
I love the tshirt idea to try in my future classroom. How would you allow the students to create their tessellations? Would you provide shapes or allow them to create it?
I loved the t-shirt idea as well. I think I would let the students create their own shapes to use.
How did you figure these out?
To figure the shapes out I just kept rearranging them until I got the correct shapes. It took awhile for me to get all of them.
Was this difficult for you? In what way?
At first, I was a little confused but when I stopped and thought about it I had to remember that perimeter means the outside and area is what is inside, after that I got it.