Tag Archives: Geometry
In my last post, Tangrams: A World of Geometry, Part Two, I talked about the thirteen convex polygon shapes that can be formed with the seven tangram pieces. In the video, I showed how to make five of them, and then I left a challenge for you to look for the remaining eight convex shapes. By way of encouragement, I provided downloads of two of the eight shapes, but left it to you to put the puzzle pieces together to form these two shapes.
In the following video, I review putting together the five shapes. You’ll see that I’ve made the tangram pieces in two different colors. I think it makes it easier to notice patterns and relationships between the shapes and the way the pieces go together to form the shapes.
Now we’ve reviewed putting the five shapes together, and you’ve seen how the colors help us think about the different ways the pieces can be put together. The next video will start by showing those two shapes for which I provided you with downloads in my previous post. Then we follow that up with finding the remaining six shapes. For some of these shapes, there may be multiple ways they can be put together. I don’t claim to have exhausted all of those ways.
Below are several attachments that you can download. The first shows all of the convex polygon shapes that are possible; the second shows one way to put the pieces together to form each shape. Then, there are three pages that have templates for all 13 of the shapes, and finally there are two pages of multiple copies of the tangram pieces in case you want to run them off on two different colors of cardstock.
It is my hope that many of you will find ways to use the tangrams as way to challenge students to look at composing and decomposing shapes. Each of these quadrilaterals, pentagons, and hexagons are composed of the same pieces and so have the same area.
For students in seventh and eighth grade it might be interesting to look at the perimeters of these thirteen shapes. If we took a side of the square tangram piece as the unit of length measure, what would be the lengths of the sides of each of the pieces? Then we could ask about the perimeters of each of the shapes.
Well, maybe that will be a future post.
Click here for “Tangrams: A World of Geometry, Part Two”.
How early should we teach words like half, thirds, and fourths to children? I know that I have often heard that we give young children things they are not developmentally ready for, and I agree. But when it comes to having language identify a concrete experience, I think children can handle it. I was measuring… Continue Reading
In two previous blog posts I talked about a puzzle made up of five two by two squares, where each square was cut in two along a line from a vertex to the midpoint of a side. The challenge, which I gave in the first post, was to put the ten pieces together to form… Continue Reading
I’m often puzzled by the way we use phrases like twice as big. What does that mean? For example, I understand that if my debt 5 years ago was $10,000 and today it’s $20,000, then my debt is twice as big today as it was 5 years ago. I also understand that if one two-by-four… Continue Reading
In earlier posts I’ve mentioned Friedrich Froebel and his geometric gifts. The third of his geometric gifts was a box containing eight cubes. Instead of the students simply opening the lid and dumping the cubes on the table, he would have the students place the box with the lid down on the table, slide the… Continue Reading
In an earlier post, One Object Three Shapes, we posed the problem of finding an object that would appear to be a triangle when viewed in one way, a square when viewed in another way, and a circle when viewed in yet a third way. The challenge was to create an object that would fit… Continue Reading
Front and back, top and bottom, and left and right are ideas that we use to describe objects in our three-dimensional world. Young children learn these positional words in Kindergarten. In fact, learning the meaning of these words is one of the Common Core Kindergarten geometry standards. In reality these are big ideas that are… Continue Reading
This post is a continuation of the story of Froebel’s geometric gifts that was introduced in my previous post. I ended with a promise to tell a story about the famous architect, Frank Lloyd Wright. In 1876, when Wright was eight or nine years old, his mother attended the Philadelphia Centennial Exposition. Wright describes in… Continue Reading
I’ve spent forty years teaching mathematics to undergraduate and graduate students in mathematics education. Through all these years, it was geometry that I most enjoyed teaching. I still have a passion for geometry, and it is this passion and some of the things I’ve learned and continue to learn that I hope to share in… Continue Reading