Objective: 

Students will explore and classify quadrilaterals (e.g., rhombuses, rectangles, squares) by constructing different shapes with tangrams. They will decompose complex shapes into smaller shapes and recognize shared attributes to classify them. This lesson emphasizes computational thinking by guiding students to break down the process of shape creation and classification into smaller, manageable steps, akin to how problems are decomposed in computer science.

Materials Needed: 

• Tangram sets

• Paper

• Geometry charts

• Markers

Steps:

• Introduction: 

  • Start by reviewing different types of quadrilaterals and their attributes, such as the number of sides and angles. 

  • Discuss how breaking down complex shapes into simpler parts can help identify common properties. 

  • Connect this idea to computational thinking, explaining that programmers also decompose complex tasks into smaller, more manageable ones.

• Decomposing Shapes: 

  • Demonstrate how a tangram can be decomposed into simpler shapes. 

  • For example, take a large square and show how it can be split into triangles or smaller quadrilaterals. 

  • Explain that students will use tangram pieces to decompose and create quadrilaterals, paying attention to attributes like equal sides or right angles.

• Group Activity: 

  • In pairs, students will use tangram sets to create quadrilaterals and other shapes. 

  • Encourage them to decompose larger shapes into smaller parts, identifying quadrilaterals within the larger figure. 

  • For example, they might combine two triangles to form a square or a rectangle. 

  • As they work, they will record the attributes of the shapes they create and decompose (e.g., "This shape has four equal sides, so it’s a square").

• Classifying Quadrilaterals: 

  • After creating their shapes, students will classify them into categories like squares, rectangles, and "other quadrilaterals." 

  • They will use a chart to mark which attributes the shapes share (e.g., four sides, equal angles), identifying common patterns, just as computer scientists look for patterns when solving problems.

• Reflection and Discussion: 

  • Bring the class together for a discussion. 

  • Ask questions like, “How did breaking down the larger shapes into smaller pieces help you classify them?” 

  • Guide students to see how the process of decomposing and recognizing patterns in the shapes mirrors how computer scientists approach complex problems by breaking them into smaller, solvable pieces.

Equity and Access: 

Provide visual aids and templates for students needing extra support in decomposing shapes. Encourage collaboration by pairing students with varying skill levels.

Real-World Application: 

Connect this activity to real-world examples like design and architecture, where decomposing complex structures into basic shapes helps with construction and visualization.

CS Practice(s):

• Decomposing Problems: Students decompose complex shapes into simpler parts, similar to how programmers break down problems into smaller tasks.

• Recognizing and Defining Computational Problems: By recognizing the shared attributes of different shapes, students classify quadrilaterals based on these common characteristics, mirroring how patterns and problems are recognized in computational thinking.

Standard(s): 

• CA CCSS for Mathematics 3.G.1

• CA CS 3-5.AP.11

Objective: 

Students will use Scratch or another coding platform to design polygons, focusing on quadrilaterals such as squares, rectangles, and rhombuses. They will use variables to control attributes like side length, color, and line thickness, exploring how modifying variables changes the properties of shapes and comparing their designs to other works of art.

Materials Needed: 

• Computers or tablets 

Steps:

• Introduction: 

  • Begin by reviewing the concept of quadrilaterals and their attributes. 

  • Discuss how polygons like squares and rectangles share certain properties, and explain that students will use a coding platform to create these shapes. 

  • Introduce variables as a tool to store and modify data in programming, such as the side length and color of a shape.

• Creating Polygons: 

  • Students will work in pairs to create polygons using a coding platform like Scratch. 

  • They will use variables to control the number of sides, side length, and other attributes like line color and thickness. 

  • For example, students can set the side length of a square to 50 pixels and later modify the variable to create a rectangle with different side lengths.

• Using Variables to Compare Shapes: 

  • After creating their shapes, students will experiment with changing the variables to explore how modifying attributes affects the shapes. 

  • They can compare their digital artwork to other polygon-based art pieces, reflecting on how changing variables is like using different tools and media in traditional art.

• Testing and Debugging: 

  • As students modify their shapes, they will test their programs to ensure the variables correctly adjust the properties of the polygons. 

  • They will also add comments in their code to explain why they chose certain variables, helping others understand their design choices.

• Presentation and Discussion: 

  • Each pair will present their digital artwork, explaining how they used variables to modify the shapes and how they experimented with different attributes to create unique designs. 

  • Lead a discussion comparing how creating digital art with variables mirrors the process of creating traditional art with different materials.

Equity and Access: 

Provide pre-made code templates for students who need additional guidance. Pair students with different levels of experience to promote collaboration and peer learning.

Real-World Application: 

Discuss how using variables to modify designs is common in fields like graphic design, architecture, and computer graphics, where programmers adjust parameters to create customized visuals.

CS Practice(s):

• Creating Computational Artifacts: Students create digital polygons in a coding platform using variables to control their attributes, building an understanding of how data can modify visual elements.

• Developing and Using Abstractions: Students use variables as abstractions to simplify the control of polygon attributes like side length and color, similar to how programmers use variables to manage complex data.

Standard(s): 

• CA CCSS for Mathematics 3.G.1

• CA CS 3-5.AP.11