Polygon Properties

Equipment list

  • 4 Large dice

  • 4 Clipboards with paper or 8 x 10 whiteboards

  • 4 or more pencils or dry-erase markers

  • Pool noodles cut to different lengths. Approximately enough pieces for each group to be making a six-sided polygon.

  • 16 cards with questions printed on them, 4 cards per group

Explanation

Students will be expected to name, describe, compare, create, and sort regular and irregular polygons, including triangles, quadrilaterals, pentagons, hexagons, and octagons according to the number of sides.

Students will be divided into four small groups and stationed in each corner of the gymnasium, or outdoor space. In the center of the gymnasium are four large foam dice. (Note: if done outside the dice would be placed in middle of the field).

To begin, one member of each group will run to the center and roll the dice. This is the number of sides they will use in the construction of their 2-D shape. If a student rolls 0, 1, or 2, they must run back to their group and tag-in another team member who will then go to the center and roll the dice again.

Once students have rolled 3 or higher, they will use the pool noodles (cut in pieces of varying lengths) to make a 2-D outline of their shape matching the number of sides from the roll of the dice.

When the shape is built, one member of each group will run to the center to get the first question which is on the floor. They will then run back to their team-mates with the question. The group will answer the question on the whiteboard/clip board. Next, a different student will run to the center (bringing question one with them) to get question 2. They will repeat this process until all questions have been obtained and answered by the group.

When all questions have been answered, the entire team must stand in a circle (facing outwards) and link elbows together. The teacher will then come to review the provided answers/discuss further.

Each group will need to complete the entire exercise three different times to create three different shapes. (Note: in their second or third attempt, if they roll a number that they have already completed, the student would need to go back to the team and tag-in another student to go roll until they get a number they have not already completed).

Questions students must answer on their whiteboard:

1) What is the name of your shape?

2) How do you determine the name of your shape?

3) Is your shape regular or irregular? Why?

4) Can you think of an example of this shape in the world around you?

Variation/progression

When reviewing student's answers, teachers will also ask students:

If another group also created a shape using the same number you rolled on your dice, will your shape look exactly the same as their shape? Why or why not? What will be the same every time?

Group reflection questions:

· What was your favourite shape that you created?

· What was the polygon with the most sides?

· What was a shape that you may not see in the world around you?

· Did you find making the shape with the pool noodles help?

- Did you get a lot of repeat numbers when you rolled the dice?

- Did we have fun today?

ASK ID 2024-02-28-053-E

Grade 3 - 4Gasta DesignMathematics