'Tangram' Puzzle
'Cat'
Curator: Jamie Bailey
The is
applet allows for students to practice problem solving skills while using
geometric shapes.
Grade Level: grades 1 and
up
PSSM Content Standard:
Geometric Shapes and problem solving skills
CCSSM Content
Standard: CCSS.Math.Content.1.G.A.1 Distinguish between
defining attributes (e.g., triangles are closed and three-sided) versus
non-defining attributes (e.g., color, orientation, overall size); build and
draw shapes to possess defining attributes.
Math Content: Geometric
Shapes; problem solving skills
Evaluation
What is being
learned? What mathematics is the focus of the activity/technology? Is
relational or instrumental understanding emphasized?
The
students are learning problem solving skills using various geometric shapes to
build various pictures.
How does learning
take place? What are the underlying assumptions (explicit or implicit) about
the nature of learning?
The
underline assumption is students have a working understanding of geometric
shapes. Regardless of age, students are
developing the same set of skills.
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?
The technology allows for students to practice multiple puzzles with quick progression between the patterns.
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 fits
with existing curriculum by allow students to problem solve using manipulatives
to discover through exploration and discovery.
Students will use these as manipulatives to discover how various shapes
can be compiled to create larger shapes (example: 3 triangles can make a
trapezoid). This also aids helping
students understand and apply fractions in hands-on exploration.
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?)
Technology
fits into the interaction by having students work individually. The students are also able to use a tablet
that would allow them to move around the room and add an element of interaction
among their peers. Students can help
each other with an inquiry method to help each other out.
How are important
differences among learners taken into account?
Student learning styles are taken into account by allowing students to practice an inquiry method for discovery. Students who quickly figure out the pattern are able to help those that are struggling.
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 teacher needs to understand the basic principles on tangrams. While not all pictures have the same
solution, the same principles apply and having a working understanding of
tangrams is important.
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