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CHAPTER 7 STUDENT BOOK PAGES 188–189 Getting Started: Shape Hunt Initial Assessment Grade 4 Skills/Concepts • Investigate the attributes of two-dimensional shapes using concrete materials and drawings. • Identify and sort shapes according to their attributes. • Identify similar and congruent figures. • Measure angles using a protractor. Use these pages as an opportunity for initial assessment, to give you a sense of students’ ability to identify common shapes and to demonstrate an understanding of congruency. At this time, it’s important to draw the students’ attention to the various attributes of polygons in terms of sides and angles. Are any side lengths the same? Are any angles equal? Observe what students can do and what they’re having difficulty with. Record your notes using Initial Assessment Summary (Tool 1) for each individual. Preparation and Planning Pacing 30–40 min Activity 10–20 min Do You Remember? Materials •scissors (1 pair/student) •protractor (1/student) •ruler (1/student) Masters •Shape Hunt p. 65 •Venn Diagram 1, Masters Booklet p. 54 •Optional: Scaffolding pp. 63–64 •Optional: Scaffolding p. 66 •Assessment: Initial Assessment Summary, Masters Booklet p. 2 Vocabulary/ Symbols rectangle, triangle, parallelogram, rhombus, pentagon, hexagon, octagon, sides, angles, parallel, Venn diagram, similar, congruent Using the Activity (Whole Class) ➧ 30–40 min Have students look at the picture in the Student Book page 188. Ask students to identify the 2-D shapes shown in a picture. Briefly discuss the attributes of each shape. For example, a parallelogram has four sides and four angles, and the opposite sides are parallel and equal in length. The opposite angles are also equal. Provide copies of Shape Hunt p. 65 so that students can cut out the shapes. If extra support is required, guide those students and provide copies of Scaffolding pp. 63–64. Make sure students know that they are looking for shape identification rather than what the shape represents in real life. Review how to sort the shapes using a Venn diagram. Read through prompts A to C. Prompt A Students can trace the shapes from the Student Book or cut out the shapes from copies of Shape Hunt p. 65. Circulate and make sure that students understand the task. Prompt B Guide students to look at the shapes more closely. Make sure that students are following the questions and have an idea of what the attributes of the shapes are. 10 Chapter 7: 2-D Geometry Prompt C Provide copies of Venn Diagram 1, Masters Booklet p. 54. Ask students to identify some attributes that they can use to sort shapes. • I can sort shapes that have equal angles into the circle on the right. These shapes include the eight-sided cushion, the six-sided shape on the soccer ball, the square design on the picture on the wall, and the top triangle on the kite on the wall. • I can sort shapes that have parallel sides into the circle on the left. These shapes include the eight-sided cushion, the six-sided shape on the soccer ball, the square design on the picture on the wall, bed frame, the four-sided cushion on the bed, and the side face of the dresser. • Shapes that have equal angles and parallel sides belong in the middle where the two circles overlap. These shapes include the eight-sided cushion on the chair, the six-sided shape on the soccer ball, and the square design. The airplane wing doesn’t have equal angles or parallel sides, so I put it outside the two circles. Copyright © 2005 by Thomson Nelson Answers A. For example, I can see a cushion that has eight sides on the chair and the six-sided shape on the soccer ball. I can also see the five-sided shape of the footboard on the bed. B. For example, the cushion shape has eight equal sides, the sides that are opposite are also parallel, and I think that the angles are all equal. The six-sided shape on the soccer ball has equal sides, the opposite sides are also parallel, and the angles are all equal. The bed frame has five sides, it has two sets of equal sides, and one side is longer than the rest. There is one set of parallel sides. The angles are not all equal—the ones at the bottom are equal, but the angle at the top is different. C. For example, Odd number of sides Using Do You Remember? (Individual) ➧ 10–20 min Observe individual students to see if they can correctly answer each question. If extra support is required, guide those students and provide copies of Scaffolding p. 66. 1. Students might have difficulty remembering the vocabulary for the various shapes. Students may not know that a rhombus and square are also parallelograms, and that a square is also a rectangle. 3. Students might not know that all congruent shapes are similar, but not all similar shapes are congruent. Congruence is having the same size and shape, whereas two shapes are similar when they have the same shape, but not necessarily with the same size. Copyright © 2005 by Thomson Nelson Equal angles 1. a) hexagon is E b) octagon is F c) parallelogram is A or B d) pentagon is D e) rectangle is B f ) rhombus is A or B g) square is B h) triangle is C 2. 45°, 45°, and 90° 3. a) For example, the shapes that might be similar are G and I, and H, J, and K. b) For example, the shapes that look congruent are H and K. Getting Started: Shape Hunt 11 Initial Assessment What You Will See Students Doing… Shape Hunt When Students Have an Area of Strength When Students Have an Area of Need Prompts A & B (Understanding of Concepts) • Students will correctly identify and cut out most shapes with straight sides. • Students will cut out shapes with curved edges as well as straight sides. Use manipulatives to show straight edges. • Students will correctly describe the attributes of the shapes in terms of side and angle properties: if all sides are equal or just opposite sides, and if all angles are equal or opposite angles. • Students will describe the attributes of the shapes in general terms, such as big, small, four sided, or a triangle. Students will not be able to comment specifically on side and angle properties. Model how to measure lines and angles, and recognize parallel lines. • Students will correctly sort the shapes using a Venn diagram, and will use the properties of side lengths and angle measures to sort. • Students will incorrectly use a Venn diagram. Make sure that students know the purpose of a Venn diagram and how to use it. Prompt C (Understanding of Concepts) • Students will not sort according to side and angle attributes, but will sort in general terms such as “a triangle and not a triangle,” and “odd number of sides and even number of sides.” Label each circle and guide students to use the criteria to sort the shapes. Do You Remember? When Students Have an Area of Strength When Students Have an Area of Need Question 1 (Understanding of Concepts) • Students will correctly match the names with the shapes, using some of the shapes more than once. • Students will run out of shapes to match to the names, and will not be able to recognize that some shapes have two names. Provide students with a chart of the attributes associated with each name so that students can use the information to match the shapes with the names. Question 2 (Application of Procedures) • Students will use a protractor correctly to measure the angles of the triangle. • Students might attempt to use the protractor to measure the angles but will not arrive at the correct measure. Model the correct use of a protractor. Question 3 (Understanding of Concepts) • Students will correctly identify the similar shapes and the congruent shapes. • Students will not be able to differentiate between similar and congruent shapes. Make sure that students understand the terms similar and congruent. Provide tracing paper so that they can cut out the shapes and physically compare them. • Students will identify the congruent shapes as also being similar. • Students may not understand that congruent shapes are also similar. Use simpler language to help students understand that similar means same shape. Math Background In the van Hiele model of the development of geometric thinking there are five levels, numbered 0 to 4. In Level 0 (Visualization or Recognition), students recognize and name a shape on the basis of its overall appearance and not on its characteristics. In Level 1 (Analysis or Description), students begin to observe component parts of a shape, such as number of sides and size of angles. These Getting Started activities require students to work towards Level 1 and to begin to look at shapes in the components of sides, side lengths, and angle measures. 12 Chapter 7: 2-D Geometry Students who are working primarily at Level 0 may be able to identify some shapes in the picture, but will not be able to describe their attributes in terms of side lengths and angle measures as prompted. They will also find it difficult, for example, to match a rhombus or square shape to the name parallelogram, or a square shape to the name rectangle. They will need further opportunities to experience the properties of shapes in different ways. Copyright © 2005 by Thomson Nelson