Objective:

Students will classify two-dimensional shapes by their properties using physical manipulatives. They will also identify lines of symmetry and explain how patterns in geometry relate to computational thinking concepts, such as problem-solving and recognizing patterns in data.

Materials Needed:

• Paper cutouts of different shapes (triangles, quadrilaterals, etc.)

• Protractors and rulers for measuring angles and sides

• Large poster boards with labeled points for students to draw geometric figures and identify lines of symmetry

• Shape classification cards (e.g., "Find all shapes with right angles" or "Classify all triangles by type")

Steps:

• Introduction:

  • Review different types of lines and angles, such as parallel, perpendicular, right, acute, and obtuse angles. 

  • Explain that students will classify shapes based on these properties and then identify any lines of symmetry.

• Group Activity:

  • Students will work in small groups with paper cutouts of various shapes. 

  • They will classify the shapes according to their angles and lines (e.g., "Isosceles triangle" or "Parallelogram with perpendicular lines"). 

  • Afterward, they will use rulers and protractors to draw their own shapes and measure angles.

• Identifying Symmetry:

  • Students will analyze the shapes they classified to see if they have lines of symmetry. 

  • They will fold the paper cutouts along potential symmetry lines and use this method to visually check if the two sides of the shape match.

• Discussion and Pattern Recognition:

  • After completing the activity, students will discuss how identifying symmetry and classifying shapes requires recognizing patterns in data—similar to how computers process information and detect patterns. 

  • They will reflect on how geometric properties, like angles and lines, provide structure, similar to how algorithms provide structure in coding.

Equity and Access:

Provide pre-cut shapes and clear instructions for students who need additional support. Use differentiated shapes for varying levels of complexity, ensuring all students can participate in the classification activity.

Real-World Application:

Connect the lesson to the importance of symmetry in nature and design, such as how buildings and bridges often use symmetrical designs for structural integrity. Explain how computers use pattern recognition to process shapes and data in fields like digital graphics and architecture.

CS Practice(s):

• Recognizing and Defining Computational Problems: Students analyze shapes and angles to classify them, recognizing patterns and applying rules to solve classification problems.

• Developing and Using Abstractions: Students use shape properties like angles and lines to create simplified models of complex geometric concepts.

Standard(s):

• CA CCSS Mathematics 4.G.2

• CA CS 3-5.AP.13

Objective:

Students will use robots like Bee-Bots or Spheros to navigate a large grid that represents different types of lines and angles. As they program the robot to trace various shapes, they will learn to identify and classify geometric figures by properties of their lines and angles, integrating coding and computational thinking concepts.

Materials Needed:

• Bee-Bots or Spheros

• Large floor grid with marked points, lines, angles (right, acute, obtuse), and parallel/perpendicular lines

• Tablets or computers to program robots

• Geometry cards with specific shapes and angles for the students to replicate on the grid

Steps:

• Introduction:

  • Begin by reviewing different geometric concepts such as points, lines, line segments, rays, and angles. 

  • Explain how the class will use robots to draw and identify these shapes by programming them to move along the grid, reinforcing how geometry and coding connect.

• Programming the Robot:

  • In pairs, students will receive a geometry card that describes a shape with specific attributes (e.g., a right triangle, an obtuse angle, or a figure with perpendicular lines). 

  • They will then program the robot to trace the shape on the grid, moving along pre-determined points and using code to turn the robot at the correct angles.

• Testing and Refining:

  • After programming, students will run the robots on the grid to see if they correctly form the required shape. If the shape is not accurate, they will adjust their program and test again until the robot follows the correct path. 

• Presentation and Discussion:

  • Each group will present their robot's completed shape and explain the properties of the lines and angles used. Encourage students to discuss how coding the robot to follow the correct path helped reinforce their understanding of geometric properties.

Equity and Access:

Offer visual support such as grid templates with labeled points or pre-programmed shapes, for students who need additional guidance. Pair students with different experience levels to encourage collaboration.

Real-World Application:

Discuss how robots are used in construction and engineering to help draw precise designs and layouts. Understanding angles, lines, and shapes is essential in fields like architecture and coding.

CS Practice(s):

• Creating Computational Artifacts: Students program robots to trace geometric shapes, using coding to model mathematical concepts.

• Testing and Refining Computational Artifacts: Students test their robot's path and refine their program to accurately represent the desired shapes.

Standard(s):

• CA CCSS Mathematics 4.G.2

• CA CS 3-5.AP.12

• CA CS 3-5.AP.13

• CA CS 3-5.AP.17