Curator: Jamie Bailey
This fun applet allows for students to practice their understanding of geometric shapes. The students are given various figures to aim for, any object hit that does not fall into that counts against their score.
Grade Level: grades 5 and
up
PSSM Content
Standard: Geometric Shapes
CCSSM Content
Standard: 5.G.3. Understand that attributes belonging to a category
of two-dimensional figures also belong to all subcategories of that category.
For example, all rectangles have four right angles and squares are rectangles,
so all squares have four right angles.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties.
5.G.4. Classify two-dimensional figures in a hierarchy based on properties.
Math Content: Geometric
Shapes
Evaluation
What is being
learned? What mathematics is the focus of the activity/technology? Is
relational or instrumental understanding emphasized?
The
students are learning about classification of shapes. The technology related to this activity is
beneficial because it adds an element of game to the activity. The students become engaged in the learning
and forget that they are learning.
How does learning
take place? What are the underlying assumptions (explicit or implicit) about
the nature of learning?
The underline
assumptions that take place while learning is that students have a basic
understanding of what it is that classifies a shape. While the standard deals with 5th
grade, the principles are ones that all students will use, allowing this to not
only be used as supplement to a lesson but also serve as review.
What role does
technology play? What advantages or disadvantages does the technology hold for
this role? What unique contribution does the technology make in facilitating
learning?
Technology plays a vital role for this activity because the students are playing a game. The various shapes are now the targets. This allows for the students to speed up their skills at identifying the various shapes.
How does it fit
within existing school curriculum? (e.g., is it intended to supplement or
supplant existing curriculum? Is it intended to enhance the learning of
something already central to the curriculum or some new set of understandings
or competencies?)
This can
be used both as supplement or supplanting the current curriculum. To supplement the curriculum, older students
can use this as a review of the various shapes, thereby engaging the students
more than a lecture review. To supplant
existing curriculum the younger students can use this to introduce the various
shapes and their properties.
How does the
technology fit or interact with the social context of learning? (e.g., Are
computers used by individuals or groups? Does the technology/activity support
collaboration or individual work? What sorts of interaction does the technology
facilitate or hinder?)
This activity
can be done in groups so that each person could try to achieve the higher
score. While the students would
individually participate in the activity, the overall scores could be compared
thereby allowing students to engage with each other.
How are important
differences among learners taken into account?
Different learners are taken into account because the principle of hitting the target (shapes). The simple concept is one that students can easily master at their own pace.
What do teachers and
learners need to know? What demands are placed on teachers and other
"users"? What knowledge is needed? What knowledge supports does the
innovation provide (e.g., skills in using particular kinds of technology)?
The teachers and learners need to know the basic classification of
shapes. While this is not too demanding
on either party, it does allow for mastery of the concepts for students.
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