Published 3 months ago by Ann Baker
It was great to work on a 2D shape unit with the teachers at Morphett Vale East Primary School this week. I am particularly impressed by the way they have moved well beyond a reliance on worksheets.
We did not begin by looking at the Australian Curriculum. Yes, we did come to it after sharing our initial ideas, to ensure we were on track.
It is my belief that a Shape Unit, no matter what the age, should not start with nouns (names of shapes, etc) and adjectives (properties etc). This will inevitably lead to teaching only those things and likely ending up with boring worksheet pages that have students colouring the triangles green or mindlessly and pointlessly filling in a properties shape table.
OMG, I did that when I was at school a hundred years ago!
We started with action verbs that relate 2D shape to what we do in the real world.
As a sewer (pronounce that sower, please), I fold, cut, join, manipulate and transform shapes to create garments. Graphic designers visualise how to place shapes in a design for best effect. Landscape gardeners reduce trees, shrubs, garden beds into their simplest forms as they design.
The following list of verbs that we created is not definitive but is a starting point to get the cogs whirring.
None of the above are likely to happen on a worksheet. Students have to be hands-on, doing stuff for the active verbs to become reality.
Leading on from my last blog, is our play with a simple square piece of paper.
A warning here; have extra pieces available because many students have had limited experience with folding and cutting (not just the littlies).
For all ages , Step 1 is to fold the square askew similar to the one shown below.
Depending on skill level and development, students are asked questions such as:
Step 2 is to fold through the fold and fold again so that they now have something that looks a bit like this:
Questions like the previous ones are asked again, before opening up the piece of paper to check.
Many students do not have the vocabulary to talk about and name the shapes that they see. This is a great opportunity to introduce terms such as polygons, quadrilaterals, irregular shapes, regular shapes and as happened in the book Perfect Squareheptagon or octagon.
It is surprising how many students, even in the upper grades, think that an irregular shape is 'not a shape' or that cannot recognize and name an irregular shape such as this.
Cut along the folds, shuffle up the pieces and turn some over. Challenge the students with: “Now put the shape back together.”
Some students actually say it can't be put back together because … “it’s different now.”
Some students do not think about finding those corners that were the right angles that made the square. Some students will be really quick, and some will struggle because they do not visualise flips and turns. Some do not think about flipping a piece over even though they have seen some being flipped.
It’s also fun to use the pieces to make something that looks a bit like a house or a boat by visualising, rotating, turning and joining pieces.
It’s even more fun to combine with a friend and repeat the steps. Throughout this phase, using the language of shape, properties and transformations is of the essence. For instance:
Let’s investigate and conjecture. Students can explore:
We tracked back from this activity and found every one of the verbs had been applied. We also checked against the Australian Curriculum and found that we had ‘excelled’!
No doubt you can think of other ideas – we ran out of time.
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