Uw 003 Places for Polygons
Transcript of Uw 003 Places for Polygons
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Places for polygons Year level: 67Unit of work contributed by Anne Pillman, Marryatville Primary School, SA
Ab t th it
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Ab t th it
Focus questions 0hat makes a shape a polygon1
0hat is the same#different about different polygons1
0hat properties are needed to describe these polygons1
0here do we see polygons in the world around us1
0hy is knowing about the properties of polygons useful1
Resources
The Le@rning Federation digital curriculum resources
2334 +$ploring triangles
232- +$ploring %uadrilaterals
54.33 Prahran and St 6ilda arch, Melbourne, /7./
54.2. 0ool Arch during the 8ederation celebrations in Sydney, /7./
54.2/ American Arch, /7./
5499: ;olosseum, /779
5-7/- , /7:/
http://www.scootle.edu.au/ec/objects/view/R8055?pin=VOYLON&userid=12404http://www.scootle.edu.au/ec/objects/view/R8055?pin=VOYLON&userid=12404 -
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#quipment
Access to digital cameras for students to take own images
Polygon templates
Protractor, compass, ruler for each student
;onstruction straws and Goiners
$ther resources
Cmages of familiar sites in the community 'eg school)
%ttached printa&le resources
The following teacher&created learning resources referred to in the unit of work are
available for you to modify, print and use in your own teaching and learning conte$t!
uilding shapes task sheet
@uess who cards
Polygon templates
5ectangles task sheet
Polygon, triangle and %uadrilateral fact files
Polygons in their places task sheet
Polygons test task sheet
@l
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Teaching the unit
etting the scene
Resources
2334 +$ploring triangles
Cmages of buildings and other structures from The eHrning 8ederation, as identified in5esources 'page -)
Cmages of familiar site, eg school
=igital cameras for students to take own images
uilding shapes task sheet 'page /.)
Teaching and learning activities(uilding shapes
Students watch video from 2334 +$ploring triangles, about identifying triangles in buildings
I
Provide students with the uilding shapes task sheet 'page /.) in electronic form to
complete
Students look at the suggested images from The eHrning 8ederation to identify shapes in the
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- Cdentify properties of shapes!
concave#conve$
symmetrical#non&symmetrical
number and lengths of sides
number and si"es of angles
opposite sides e%ual#parallel
diagonals and bisection
lines of symmetry through opposite sides# angles
rotational symmetry
Investigating
Resources
Polygon templates 'page /-)
5ectangles task sheet 'page /9)
232- +$ploring %uadrilaterals
Teaching and learning activities
*roperties o! pol+gons
@ive students the 5ectangles task sheet 'page /9) and, as a class, ask them to list, label
d l i thi th b t t l i f th d
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level of understanding
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Students trace a different polygon Use the keywords to e$plain how it is similar to the first and
how it is different
#.tension activities
;heck your students understanding of %uadrilaterals using 232- F+$ploring %uadrilaterals
What polygons and properties does this learning object cover?
%ssessment@ive feedback on students work tracing polygons indicating the ne$t stage in their responses!
recognising and naming polygons eg this is an octagon because it has 4 sides
describing properties of polygons eg this octagon has 4 sides, 4 angles and 4 lines of
symmetry
describing patterns of properties eg regular polygons have the same number of lines of
symmetry as they have sides
(ringing it all together
Resources
@uess who cards 'page /?)
Polygon, triangle and %uadrilateral fact files 'pages -/J-9)
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/ +ach player chooses one of the coloured cards and puts it where they can see it but the
other player cant This is the card the other player is trying to guess
- Players take turns to ask yes#no %uestions of each other, trying to identify the shape Turn
face down those cards that are eliminated by each response
9 The first player to get to the last card that correctly identifies the shape wins
? imit the %uestions asked, eg!
have to include Fsides or Fangles
has to include Fsymmetry at least 9 times
have to include Fdiagonals
*ol+gon properties
;ontribute to a properties list for a regular and irregular polygon including!
sides 'e%ual#parallelK adGacent#opposite)
angles 'e%ual# rightK opposite#adGacent)
diagonals 'e%ualK intersect at right angles, bisect)
lines of symmetry
orders of 'rotational symmetry)
=iscuss patterns in properties, eg number of angles L number of sides, L number of lines of
t d d f t ti l t
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Students then use TesselMania to construct more comple$ tessellation patterns They could
also use Math cats FTessellation Town! http!##wwwmathcatscom'type Ftessellation town in
search field)
+mmetrical patterns
=emonstrate how to use a protractor and compass to construct a regular polygon -.
centimetres across
Eave students create a design showing rotational symmetry, and then repeat with reflection
Ask them to colour their designs to show the symmetry
Students can then use 0ord drawing tools or image&editing software to construct these designs
on the computer, and describe the similarities and differences between the two types of
symmetry
trong shapes;onstruct a range of polygons from straws with pipe cleaner Goiners Cnclude several e$amples
of triangles and %uadrilaterals and both regular and irregular polygons This can also be done
using Meccano or similar construction items, including toothpicks and fro"en peas Test them
for stability
Which is the weakest part?
Whi h i th t t h ? H t t it?
http://www.mathcats.com/http://www.mathcats.com/http://www.mathcats.com/ -
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*ol+gons test
Students complete the attached Polygons test 'page /:) Tasks offer students opportunity
to demonstrate their understanding of polygons and properties at a range of levels
What have you learnt about how polygons are similar and how they differ?
What has helped you develop your understanding?
% word a&out pol+gons
Eave students construct a glossary about polygons using the @lossary on page /4 as a
guide @ive each student a term to define and illustrate to contribute to the class chart
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(uilding shapes
8ame 2lass 0ate
/ ook at how triangles are used in buildings using 2334, F+$ploring triangles Select FNideo0atch the video about triangles in buildings
- ook for other shapes in buildings and structures in these suggested images!
54.33 Prahran and St 6ilda arch,Melbourne, /7./
54.2. 0ool Arch during the 8ederation
celebrations in Sydney, /7./
54.2/ American Arch, /7./
5499: ;olosseum, /779
5-7/- ,
/7:/
5:?4: Antonio @audi & To a =ancing
@od, /7:? @audi the perfectionist
5?49- rick veneer house construction,
-../ & asset /
59./- ullock team and horses at;obargo, c/7..&/.
5499- Parthenon illuminated at dusk
593:: >Port Arthur during occupation,
A= /42.
5-7.4 Tropical Bueensland house, /733
593.. St Andrew>s ;ollege, /44?&/7/:
5499? Stonehenge, -../
54992 Temple of ;oncord in Sicily, -..9
5-.:? Theatre 5oyal, Adelaide
54.3- Clluminated towers, Melbourne,
/7./
543-7 Monomono 'patchwork %uilt)
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*ol+gon templates
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Rectangles
8ame 2lass 0ate
/ =raw a rectangle
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9uess who cards
+%uilateraltriangle
Csoscelestriangle
Scalenetriangle
5ight&angledtriangle
Dbtuse&angledtriangle
Acute&angledtriangle
S%uare 5ectangle 5hombus Parallelogram
6ite Arrowhead Trape"ium 5egularpentagon
5egularhe$agon
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*ol+gons in their places
8ame 2lass 0ate
Ke+ words
Side parallel angle e%ual diagonal bisect
concave#conve$
regular#irregular
symmetry reflection rotation centre
/ Eere is a floor plan of our classroom!
0hat type of polygon is it1 '0rite as much as you can about it using the keywords abel thediagram to help)
- These structures are based on regular polygons Cn the table, record which polygon eachstructure is based on
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;hoose one of the two structures 'either the honeycomb or the Pentagon) and write as much asyou can about it using the keywords
9 =esign a building that is based on a polygon
Provide drawings to show!
floor plan, showing at least 9 rooms
front
regular or semi regular tessellating pattern for floor tiles
symmetric design for wall paper using one polygon
feature wall design using as many different polygons as possible diagonals string art J a series of framed designs to feature in a hallway involving
diagonals of different polygons
0rite -.J3. words about each of your diagrams using each of the keywords at least once inthe whole assignment
%ssessment ru&ric
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*ol+gons test
8ame 2lass 0ate
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9lossar+
%cute:angledtriangle
A triangle that contains angles that areall less than 7. degrees
%d3acent
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#qual angles
Two angles are e%ual if the angles atthe verte$ are e%ual
This is shown with matching curvedlines
#qual sides
Two sides are e%ual if they are thesame length from verte$ to verte$This is shown with matching crossmarks
I! ; then ;logic
+g %fa regular polygon has 3 sides thenit has 3 lines of symmetry, or ifapolygon has an internal refle$ anglethenit is concave
Isoscelestriangle
A triangle where two sides are thesame length 'and two angles are thesame si"e)
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=uadrilateral A four&sided polygon
Regularpol+gons
Eave e%ual sides and e%ual angles
calenetriangle
A triangle where all sides are differentlengths 'and all angles are thereforealso une%ual)
+mmetrical
Eas either!& mirror line 'also called a line of
symmetry)& centre of rotation 'also called point of
symmetry)
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*ol+gon !act !ile
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Triangle !act !ile
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=uadrilateral !act !ile