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Tangrams and fox fairies are the subjects of this intriguing lesson

Subjects:

Language Arts, Math  

Grades:

3, 4  

Title – Building Geometric Shapes with
Other Common Shapes-Tangrams
By – Courtney Gaertner
Primary Subject – Math
Secondary Subjects – Language Arts
Grade Level – 3-4

Standards:

      Mathematics-

        3MS4C1PO1-Build geometric shapes with other common shapes, such as tangrams.

      Reading-

        3MS2C1:P03-Sequence a series of events in a literary selection.

      Writing-

        3WS2C2:PO4-Use transitional words and phrases (e.g. next, then, so, but, while, after that, because) to connect ideas;

        3WS2C6:PO1-Use capital letters for a. proper nouns, b. titles, c. names of places, d. abbreviations;

        3WS2C6:PO2-Punctuate endings of sentences using a. periods, b. question marks, c. exclamation points;

      3WS2C6:PO12-Use subject/verb agreement in simple sentences.

Day 1

Anticipatory Set:

Teacher will give each student a ziplock bag with tangram pieces. T will give S 2 minutes to explore pieces. T will circulate to clarify S observations utilizing the natural approach.

T will ask S to TPS what they are and how they are used. T will post answers on the whiteboard.

T will tell S that these are tangrams and they are Chinese puzzles that are used today to make pictures. T will ask S to give a thumbs up/thumbs to the side if their prediction was correct. Each piece (teacher hold one up) is called a tan. T will post definitions on whiteboard.

Procedures:

Teacher will post the content and language objectives orally, visually and with graphics:

Overall Content Objective-Day 1:

Students will be able to demonstrate comprehension of the use tangrams by constructing geometric shapes and tangram fox.

Overall Language Objectives-Day 2:

Students will be able to demonstration application of sentence writing by constructing 3 sentences with correct subject/verb agreement, capitalization and punctuation.

T will say; “Tomorrow I am going to read you a Chinese story about fox fairies. A fox fairy is a fox that is magical and can change into different animals.” T shows a labeled picture. T and S chorally read word.

T says: “According to this Chinese folk tale, fox fairies live for eight hundred to one thousand years and can change themselves into any animal. In this story, I will use the tangrams to show the animals the fox fairies change into.”

Materials: Tangram puzzles, ziplock bags, whiteboard, fox fairy picture.

Evaluation:

T will observe each student to check for comprehension and clarify understanding. T will evaluate understanding by S participation.

Objective:

Students will be able to demonstrate comprehension of tangrams by completing cloze statements.

Students will be able to demonstrate knowledge of geometric shapes by labeling tangram pieces with 2-D geometric shapes (triangles, rectangles and squares).

Procedures:

T will handout cloze worksheet and post on the overhead projector. T will explain and visually point out to students that we will work together to complete the cloze statements:

———————————————

1. A tangram is a ___________.
2. A tangram begins with a _______.
3. A tangram has _____ pieces.
4. The shapes in a tangram are __________, a _____________ , and a ___________.

———————————————

T will show the class the seven pieces of the tangram puzzle on the overhead projector. T will ask S to TPS “What do you remember about what a tangram is?” Yes, a tangram is a Chinese puzzle used to make pictures.” T will say to S: “Let’s fill that in on our worksheet.” T will model completion. T will ask S: “What does the tangram begin with?” T will say: “Yes, a tangram begins with a square.” T will say to S: “Let’s fill that in on our worksheet.” T will model completion. T will ask S: “How many pieces are there in a tangram?” T will say: “Yes, a tangram is divided into seven pieces. You can arrange the seven pieces to create a picture of anything you want.” T will say: “Let’s fill that in on our worksheet.” T will model completion. T will say to S: “What shapes are in a tangram?” T will say: “Yes, there are triangles, a square…” The last piece is a trapezoid. T holds up the piece and says: ” A trapezoid is a rectangle in which two sides are heading in the same direction.” T uses TPR to model the shape and say the word. T says the word slowly emphasizing and clapping the syllables. T asks S to find their trapezoid pieces and hold it up. T and S say word chorally. T says: “Now, let’s fill in the name of the pieces on our worksheet.”

T will ask S to chorally read the completed cloze statements. T will circulate through the room to review S responses, listen to choral responses and evaluate.

Materials: Tangram transparency pieces, tangram diagrams, cloze worksheet, cloze transparency, overhead projector.

Evaluation: T observation, Completion of cloze statements (+/-), Naming of geometric shapes (+/-).

Objectives:

Students will be able to demonstrate application of tangrams by constructing various geometric shapes and a fox using tangram pieces.

Procedures:

T will bring class together in a circle on the floor. T shows the class the seven pieces of the tangram puzzle on the felt board. T will say: “Can we make geometric shapes, like squares, from 2 or more of these tangram pieces?” T asks for S volunteer to demonstrate. T uses natural approach to clarify the shapes the student is making and process of student used to make them.

T sends S back to desk to explore formation of geometric shapes using tangram pieces. T states that S have 5 minutes to use 2 or more pieces to make other geometric shapes. T circulates and clarifies S findings and scaffolding using the natural approach. After 5 minutes, T asks S to put their heads together and share with their table the shapes they made and how they made them. T asks for S volunteers to come up to the overhead and show the shapes that they made.

T will say: “Now I am going to use all seven pieces to make one of the fox fairies from the story.” T will model construction of the fox using a diagram as a reference. T will verbally model step by step procedures using sequencing words such as “first, then, next, after that, and, and finally.” T will say: “Now you will make a fox.” T will distribute diagram. T will instruct S explore making this first animal using the diagram as a reference. T will instruct S to share their efforts with their tablemates. T will circulate around the room and clarify S statements and scaffold using the natural approach. After S have explored, T will ask S to share their observations with the class. T will post observations on the whiteboard.

Materials: Tangrams, diagrams, felt board, overhead projector.

Evaluation: Teacher observation, completion of geometric shapes and tangrams.

Objectives: Students will be able to demonstrate comprehension of tangrams by drawing a picture of their tangram in their math journal and completing 3 sentences .

T will say: “Now that we’ve had a chance to explore our tangrams, you will draw a picture of your tangram in your math journal and write three complete sentences about what you learned today. You will use complete sentences in journal entries, including the correct subject/ verb agreement, capital letters and end punctuation.” T will instruct S to use their cloze statements to help them complete their journal entry. T will model procedure on the overhead projector. T will talk out loud as she completes the picture and the journal entry. T will use vocabulary and sequencing words as she works. T will inform S that they cannot use what the T just wrote.

Evaluation: Written Product (E, S, I, U)

Closure: Teacher will ask students to share about what they learned about tangram. T will show objective again and ask students to show Thumbs Up/Thumbs to the Side if the objectives were met.

Enrichment: As pictures and diagrams are shown, T will say: “There is also a dog, hawk, crocodile, goose, rabbit, squirrel, turtle, goldfish, and lion in the story. See how many you can make with your tangrams using the diagrams as a reference.” T will provide S with diagrams and list animals on a chart, so enrichment S can refer to the list. S will build animals. S will draw a picture of and label everything they built in their math journals.

Remediation: S uses diagram to place the pieces on. T will work with S to complete the diagrams. T will also scaffold journal writing.


Day 2

Anticipatory Set:

T will hold up book, Grandfather Tang’s Story . T will say: “I am going to read Gran dfather Tang’s Story . As we talked about yesterday, there are going to be fox fairies in this story.” (Teacher hold up pictures.) T will ask S to TPS what a fox fairy is. T says: “Yes, that’s right, a fox fairy is a fox that is magical and can change into different animals. In this story there are two. One is named Chou (teacher hold up the picture) and one is named Wu Ling. I will stop each time either Chou or Wu Ling uses its power to change into another animal.”

Procedures:

Teacher will post the content and language objectives orally, visually and with graphics:

Overall Content Objectives-Day 2:

Students will be able to demonstrate comprehension of the use tangrams by constructing tangram fox, dog, rabbit, squirrel, hawk, turtle, crocodile, goose, goldfish, and lion utilizing a tangram pattern as a reference.

Overall Language Objectives-Day 2:

Students will be able to demonstrate application of transitions by using them to sequence a list of “fox fairy” transitions.

Procedures:

T says: “Before we begin, let’s review what we learned yesterday and look at some vocabulary words we will read in the story.”

T posts cloze worksheet on the overhead and asks S to take out their completed cloze worksheets from yesterday. T asks S to help her complete the cloze statements. 1. “A tangram is___________. 2. A tangram begins with a _______. 3. ” A tangram has _____ pieces.”, and 4. The shapes in a tangram are __________, a _____________ , and a ___________. ”

T says: “Now let’s look at some new vocabulary that we will hear in the story.” T holds posts picture and definition of each word. T uses TPR to T says the words slowly, breaking the words into syllables. T ask S to say and clap each new word. The words are:

Whiskers, Shivered, Hawk, beak, shell, claws, scales,spiked, goose, squirrel, bow

Materials: Overhead transparency, overhead projector, cloze statements, vocabulary/pictures

Evaluation: T observation, S participation

Objective:

Students will be able to demonstrate synthesis of story content by predicting story content.

Procedures;

T will do a book walk with the students. T will show some of the pages. T will probe S to see if they have any predictions about what the book may be about. T will point out vocabulary words and show S where they are so S will be prepared. T asks S to set purpose for reading. T and S reviews sequencing words, such as: first, next, then, finally, last, etc. T will instruct S to listen for story sequence.

T will explain that S will work in pairs. One S will be Chou and one will be Wu Ling. Each will change your tangram pieces into the new animal. T will stop each time either Chou or Wu Ling change. T will state that S will help tell the story.

T will give each S a set of tangram pieces. T will assign pairs by providing S with tags with the names of either Chou or Wu Ling.

T will post on the overhead the tangram picture of the fox. T will instruct each S that we will begin the story by making the fox. T will model assembling the fox from tangram pieces using talk aloud to identify transition word, clarify vocabulary and processes. T will instruct each S to place his or her pieces into the form of the fox.

T will begin to read the story. The first page has Wu Ling changing into a rabbit. “I can change myself into a rabbit as quick as a wink,” boasted Wu Ling. T will ask S for Wu Ling to raise their hands. T will say: “All those S who are Wu Ling make your rabbit.” T will post a picture of the rabbit on the overhead to use as a reference. T gives S ample time to make a rabbit. T states that partners may help each other, if asked.

T continues reading until “not bad” said Chow. “But watch me do better than that.” And before Wu Ling could blink, Chou changed from a fox into a dog!” T asks those S who are Chou to raise their hands. T will say: :”All those S who are Chou make the dog.” T will post a picture of the dog on the overhead to use as a reference. T gives S ample time to make a dog. T states that partners may help each other, if asked.

T continues with this format. T encourages teamwork and verbal sharing.

After reading the book, T will review the sequence of the story with the entire class. T and S will generate a list of the transformation of Wu Ling and Chou. T will instruct S that they sequence animal transformations in their math journals using transition words and the names of the animals they turned into. T will review sequencing words with S. T will model completion of cloze statements

__(sequencing word)_______ he changed into a ____(name of animal)________.

Closure: Teacher will ask students to share about what they learned about tangram. T will show objective again and ask students to show Thumbs Up/Thumbs to the Side if the objectives were met.

Materials: Book, Sequencing Chart, Name tags, animal transparencies, animal photocopies.

Extension: S will be given a story format and will create a new story using tangrams

Remedial: S use diagram to place the pieces on. T will work with S to complete the diagrams and journal entries.


Pre/Post Assessment-Tangrams

Name:________________________

1. What is a tangram?

A tangram is

_____________________________________________

_____________________________________________

_____________________________________________

2. How many pieces in a tangram?

      A. 5
      B. 7
      C. 10
    D. 20

3. A tangram begins with a _____________________.

4. The geometric shapes I can made with a tangram are a

      _________________, a _________________,
      and a ________________________.

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