Objective:

Students will analyze, compare, and create 2D and 3D shapes using sticks and clay. They will develop computational thinking by abstracting shapes into basic components, composing larger structures from smaller ones, and comparing the attributes of shapes.

Materials Needed:

• Sticks (e.g., craft sticks or straws)

• Clay or playdough for connecting sticks

• Chart paper or whiteboard for recording shape descriptions

• Markers for drawing shapes

Steps:

• Introduction:

  • Begin by showing students different 2D and 3D shapes, such as triangles, squares, cubes, and cones. 

  • Ask students to describe these shapes using informal language, focusing on attributes like the number of sides, vertices, or faces. 

  • For example, “A triangle has three sides and three corners, and a cube has six faces.” 

  • Then, ask, “How can we build these shapes using sticks and clay?”

• Group Activity:

  • Divide students into small groups and provide them with sticks and clay. 

  • Have them first build 2D shapes, like triangles and rectangles, by connecting the sticks with clay balls. 

  • Encourage them to compare the shapes they build, describing similarities and differences in terms of the number of sides and corners. 

  • Next, students will build 3D shapes, such as cubes and pyramids, using the same materials.

• Building and Composing Shapes:

  • After creating individual shapes, challenge students to combine shapes to form larger ones.

  • For example, they can combine two triangles to form a square or combine several shapes to build a simple structure, like a house or a bridge.

  • As they work, prompt them to describe how they are composing their shapes, similar to how computer programs combine smaller parts into larger solutions.

• Testing and Refining:

  • Once the students have completed their shapes, ask them to review their creations by counting the sides, vertices, and faces. 

  • They can refine their models by adjusting the angles or reshaping the clay to ensure the shapes are correctly formed.

• Presentation and Discussion:

  • Each group will present their shapes, explaining how they used sticks and clay to build them.

  • Students will describe the attributes of their shapes, such as the number of sides and faces, and explain how they composed smaller shapes into larger structures.

  • Lead a discussion on how combining smaller parts is a common problem-solving approach in both math and computer science, such as how computers process information by breaking it down into smaller steps.

Equity and Access:

Provide pre-built examples of shapes for students who may need extra guidance in building them. Encourage peer collaboration so that all students can engage in the activity and build shapes together.

Real-World Application:

Relate the activity to real-world scenarios like construction, where workers use shapes to build structures, or art, where shapes are used in design. Emphasize how understanding shapes and their attributes helps in various fields, from architecture to product design.

CS Practice(s): 

• Developing and Using Abstractions: Students abstract real-world shapes into simple components like sticks and clay and compose them into more complex structures.

Standard(s): 

• CA CCSS Mathematics K.G.4

• CA CS K-2.AP.13

Objective:

Students will use a digital app to analyze, compare, and create 2D and 3D shapes. They will compose larger shapes from smaller ones, explore how shapes can be manipulated, and develop an understanding of geometric attributes through computational thinking.

Materials Needed:

• Tablets or computers 

• Pre-drawn digital shapes (e.g., triangles, squares, circles, cubes)

Steps:

• Introduction:

  • Begin by discussing the differences between 2D and 3D shapes. 

  • Show students examples of shapes like triangles, circles, cubes, and spheres using a digital app.

  •  Explain how shapes can be described by their sides, corners (vertices), or other attributes like size or orientation. 

  • Ask, “How can we combine shapes to make bigger shapes?”

• Group Activity:

  • In pairs, students will use a digital app to drag and drop and/or draw shapes onto the canvas. 

  • They will compare the attributes of different shapes, such as the number of sides or vertices. 

  • Encourage students to describe the shapes using informal language, like “the square has four equal sides” or “the cube has six faces.” 

  • Next, they will use these shapes to create larger ones, such as joining two triangles to form a rectangle.

• Creating and Composing Shapes:

  • After analyzing shapes, students will model shapes in the world by composing new ones using digital components. 

  • For example, they can combine a circle and a rectangle to create a picture of a car or arrange multiple squares to form a larger rectangle. 

  • Encourage them to experiment with different configurations.

• Testing and Refining:

  • Students will review their composed shapes, ensuring they correctly formed larger shapes from smaller ones. 

  • Allow time for them to refine their designs and make adjustments as needed.

• Presentation and Discussion:

  • Each group will present their digital creation, describing how they combined smaller shapes into larger ones and explaining the attributes of the shapes they used. 

  • Lead a discussion on how composing shapes from smaller components helps us understand geometry.

Equity and Access:

Provide templates in Jamboard with pre-arranged shapes for students who need additional support. Encourage collaboration, pairing students with different digital fluency to promote peer learning.

Real-World Application:

Relate the activity to real-world tasks like designing buildings or creating art. Discuss how professionals such as architects, and engineers use shapes to model structures and solve design challenges by combining smaller components into larger systems.

CS Practice(s): 

• Creating Computational Artifacts: Students create digital shapes and larger compositions using.

• Recognizing and Defining Computational Problems: Students analyze and compare shapes based on attributes like sides, vertices, and orientation.

Standard(s):  

• CA CCSS.Mathematics K.G.4

• CA CS K-2.AP.13