uw 003 places for polygons

8/13/2019 Uw 003 Places for Polygons

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Places for polygons Year level: 67Unit of work contributed by Anne Pillman, Marryatville Primary School, SA

Ab t th it


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Ab t th it

Focus questions 0hat makes a shape a polygon1

0hat is the same#different about different polygons1

0hat properties are needed to describe these polygons1

0here do we see polygons in the world around us1

0hy is knowing about the properties of polygons useful1

Resources

The Le@rning Federation digital curriculum resources

2334 +$ploring triangles

232- +$ploring %uadrilaterals

54.33 Prahran and St 6ilda arch, Melbourne, /7./

54.2. 0ool Arch during the 8ederation celebrations in Sydney, /7./

54.2/ American Arch, /7./

5499: ;olosseum, /779

5-7/- , /7:/
http://www.scootle.edu.au/ec/objects/view/R8055?pin=VOYLON&userid=12404http://www.scootle.edu.au/ec/objects/view/R8055?pin=VOYLON&userid=12404


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#quipment

Access to digital cameras for students to take own images

Polygon templates

Protractor, compass, ruler for each student

;onstruction straws and Goiners

$ther resources

Cmages of familiar sites in the community 'eg school)

%ttached printa&le resources

The following teacher&created learning resources referred to in the unit of work are

available for you to modify, print and use in your own teaching and learning conte$t!

uilding shapes task sheet

@uess who cards

Polygon templates

5ectangles task sheet

Polygon, triangle and %uadrilateral fact files

Polygons in their places task sheet

Polygons test task sheet

@l


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Teaching the unit

etting the scene

Resources

2334 +$ploring triangles

Cmages of buildings and other structures from The eHrning 8ederation, as identified in5esources 'page -)

Cmages of familiar site, eg school

=igital cameras for students to take own images

uilding shapes task sheet 'page /.)

Teaching and learning activities(uilding shapes

Students watch video from 2334 +$ploring triangles, about identifying triangles in buildings

I

Provide students with the uilding shapes task sheet 'page /.) in electronic form to

complete

Students look at the suggested images from The eHrning 8ederation to identify shapes in the


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- Cdentify properties of shapes!

concave#conve$

symmetrical#non&symmetrical

number and lengths of sides

number and si"es of angles

opposite sides e%ual#parallel

diagonals and bisection

lines of symmetry through opposite sides# angles

rotational symmetry

Investigating

Resources

Polygon templates 'page /-)

5ectangles task sheet 'page /9)

232- +$ploring %uadrilaterals

Teaching and learning activities

*roperties o! pol+gons

@ive students the 5ectangles task sheet 'page /9) and, as a class, ask them to list, label

d l i thi th b t t l i f th d


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level of understanding


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Students trace a different polygon Use the keywords to e$plain how it is similar to the first and

how it is different

#.tension activities

;heck your students understanding of %uadrilaterals using 232- F+$ploring %uadrilaterals

What polygons and properties does this learning object cover?

%ssessment@ive feedback on students work tracing polygons indicating the ne$t stage in their responses!

recognising and naming polygons eg this is an octagon because it has 4 sides

describing properties of polygons eg this octagon has 4 sides, 4 angles and 4 lines of

symmetry

describing patterns of properties eg regular polygons have the same number of lines of

symmetry as they have sides

(ringing it all together

Resources

@uess who cards 'page /?)

Polygon, triangle and %uadrilateral fact files 'pages -/J-9)


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/ +ach player chooses one of the coloured cards and puts it where they can see it but the

other player cant This is the card the other player is trying to guess

- Players take turns to ask yes#no %uestions of each other, trying to identify the shape Turn

face down those cards that are eliminated by each response

9 The first player to get to the last card that correctly identifies the shape wins

? imit the %uestions asked, eg!

have to include Fsides or Fangles

has to include Fsymmetry at least 9 times

have to include Fdiagonals

*ol+gon properties

;ontribute to a properties list for a regular and irregular polygon including!

sides 'e%ual#parallelK adGacent#opposite)

angles 'e%ual# rightK opposite#adGacent)

diagonals 'e%ualK intersect at right angles, bisect)

lines of symmetry

orders of 'rotational symmetry)

=iscuss patterns in properties, eg number of angles L number of sides, L number of lines of

t d d f t ti l t


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Students then use TesselMania to construct more comple$ tessellation patterns They could

also use Math cats FTessellation Town! http!##wwwmathcatscom'type Ftessellation town in

search field)

+mmetrical patterns

=emonstrate how to use a protractor and compass to construct a regular polygon -.

centimetres across

Eave students create a design showing rotational symmetry, and then repeat with reflection

Ask them to colour their designs to show the symmetry

Students can then use 0ord drawing tools or image&editing software to construct these designs

on the computer, and describe the similarities and differences between the two types of

symmetry

trong shapes;onstruct a range of polygons from straws with pipe cleaner Goiners Cnclude several e$amples

of triangles and %uadrilaterals and both regular and irregular polygons This can also be done

using Meccano or similar construction items, including toothpicks and fro"en peas Test them

for stability

Which is the weakest part?

Whi h i th t t h ? H t t it?
http://www.mathcats.com/http://www.mathcats.com/http://www.mathcats.com/


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*ol+gons test

Students complete the attached Polygons test 'page /:) Tasks offer students opportunity

to demonstrate their understanding of polygons and properties at a range of levels

What have you learnt about how polygons are similar and how they differ?

What has helped you develop your understanding?

% word a&out pol+gons

Eave students construct a glossary about polygons using the @lossary on page /4 as a

guide @ive each student a term to define and illustrate to contribute to the class chart


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(uilding shapes

8ame 2lass 0ate

/ ook at how triangles are used in buildings using 2334, F+$ploring triangles Select FNideo0atch the video about triangles in buildings

- ook for other shapes in buildings and structures in these suggested images!

54.33 Prahran and St 6ilda arch,Melbourne, /7./

54.2. 0ool Arch during the 8ederation

celebrations in Sydney, /7./

54.2/ American Arch, /7./

5499: ;olosseum, /779

5-7/- ,

/7:/

5:?4: Antonio @audi & To a =ancing

@od, /7:? @audi the perfectionist

5?49- rick veneer house construction,

-../ & asset /

59./- ullock team and horses at;obargo, c/7..&/.

5499- Parthenon illuminated at dusk

593:: >Port Arthur during occupation,

A= /42.

5-7.4 Tropical Bueensland house, /733

593.. St Andrew>s ;ollege, /44?&/7/:

5499? Stonehenge, -../

54992 Temple of ;oncord in Sicily, -..9

5-.:? Theatre 5oyal, Adelaide

54.3- Clluminated towers, Melbourne,

/7./

543-7 Monomono 'patchwork %uilt)


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3


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*ol+gon templates


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Rectangles

8ame 2lass 0ate

/ =raw a rectangle

-


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9uess who cards

+%uilateraltriangle

Csoscelestriangle

Scalenetriangle

5ight&angledtriangle

Dbtuse&angledtriangle

Acute&angledtriangle

S%uare 5ectangle 5hombus Parallelogram

6ite Arrowhead Trape"ium 5egularpentagon

5egularhe$agon


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*ol+gons in their places

8ame 2lass 0ate

Ke+ words

Side parallel angle e%ual diagonal bisect

concave#conve$

regular#irregular

symmetry reflection rotation centre

/ Eere is a floor plan of our classroom!

0hat type of polygon is it1 '0rite as much as you can about it using the keywords abel thediagram to help)

- These structures are based on regular polygons Cn the table, record which polygon eachstructure is based on


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;hoose one of the two structures 'either the honeycomb or the Pentagon) and write as much asyou can about it using the keywords

9 =esign a building that is based on a polygon

Provide drawings to show!

floor plan, showing at least 9 rooms

front

regular or semi regular tessellating pattern for floor tiles

symmetric design for wall paper using one polygon

feature wall design using as many different polygons as possible diagonals string art J a series of framed designs to feature in a hallway involving

diagonals of different polygons

0rite -.J3. words about each of your diagrams using each of the keywords at least once inthe whole assignment

%ssessment ru&ric


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*ol+gons test

8ame 2lass 0ate

/


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9lossar+

%cute:angledtriangle

A triangle that contains angles that areall less than 7. degrees

%d3acent


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#qual angles

Two angles are e%ual if the angles atthe verte$ are e%ual

This is shown with matching curvedlines

#qual sides

Two sides are e%ual if they are thesame length from verte$ to verte$This is shown with matching crossmarks

I! ; then ;logic

+g %fa regular polygon has 3 sides thenit has 3 lines of symmetry, or ifapolygon has an internal refle$ anglethenit is concave

Isoscelestriangle

A triangle where two sides are thesame length 'and two angles are thesame si"e)


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=uadrilateral A four&sided polygon

Regularpol+gons

Eave e%ual sides and e%ual angles

calenetriangle

A triangle where all sides are differentlengths 'and all angles are thereforealso une%ual)

+mmetrical

Eas either!& mirror line 'also called a line of

symmetry)& centre of rotation 'also called point of

symmetry)


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*ol+gon !act !ile


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Triangle !act !ile


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=uadrilateral !act !ile

uw 003 places for polygons

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