Click Teacher Guide: September 2018

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Gordon Summers
5 years ago
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U33T Shapes and Patterns Shapes and patterns rganize and enhance ur surrundings.

Delve int this publicatin and encurage students t becme mre aware and better infrmed abut the wrld in which we live. CONVERSATION QUESTION Why are patterns and shapes an imprtant part f ur wrld?

Students will cmpare and cntrast tw different frms f symmetry. Students will identify and recrd tessellatins in their surrundings. Students will btain and recrd infrmatin stated in the text.

1 U33T Shapes and Patterns Shapes and patterns rganize and enhance ur surrundings. This issue f CLICK explres many different types f patterns and teaches yung readers the gemetric names fr varius shapes. Delve int this publicatin and encurage students t becme mre aware and better infrmed abut the wrld in which we live. CONVERSATION QUESTION Why are patterns and shapes an imprtant part f ur wrld? TEACHING OBJECTIVES Students will learn hw different types f symmetry are created. Students will learn abut special patterns called tessellatins. Students will learn the basic gemetry f plygns. Students will cmpare and cntrast tw different frms f symmetry. Students will identify and recrd tessellatins in their surrundings. Students will btain and recrd infrmatin stated in the text. Students will discver and define a third type f symmetry (translatinal). Students will explre the use f tessellatins in engineering, design, and nature. Students will research the rt wrds cntained in mathematical terms. In additin t supplemental materials fcused n cre STEM skills, this flexible teaching tl ffers vcabulary-building activities, questins fr discussin, and crsscurricular activities. SELECTIONS Seeing Symmetry Expsitry Nnfictin, ~450L Tessellatins Expsitry Nnfictin, ~850L Plly Shapes Graphic Nnfictin, ~350L

2 Seeing Symmetry pp. 8 12, Expsitry Nnfictin This article brings yung readers n a jurney int the wrld f symmetry. Simple text and refined phtgraphs present tw different frms f symmetry (line/rtatinal) with clarity and excitement. ENGAGE Cnversatin Questin: Why are patterns and shapes an imprtant part f ur wrld? Read alud the definitin f symmetry as explained in the first paragraph n page 9 f this article. Invite the children t lk arund the classrm and name bjects they think have symmetry. Pst respnses n the bard and read the article. Crrect/amend the list upn cnclusin f this lessn. Lexile Scre: ~450 RESOURCES Spectacular Symmetry OBJECTIVES Students will learn hw different types f symmetry are created. Students will cmpare and cntrast tw different frms f symmetry. Students will discver and define a third type f symmetry (translatinal). KEY VOCABULARY mirrr image (p. 9) an bject that is identical in frm t anther, but with the structure reversed reflectin (p. 9) the return f light frm a surface rtatinal (p. 11) relating t a circular mvement abut a center INTRODUCE VOCABULARY Divide the class int grups f three. Assign each child in the grup ne f the three key vcabulary terms. Instruct them t lcate and recrd a wrking definitin f the wrd. They will each be respnsible fr teaching their wrd t the thers in the grup. Upn cmpletin, students shuld have accurate definitins fr all three wrds recrded in their ntebks. READ & DISCUSS Have the students remain with their partners frm the vcabulary activity and read the article alud within their grup. Recnvene the class and use the fllwing questins t ensure a cmprehensive understanding f the article. Hw can yu tell if a shape r design has symmetry? What is the difference between line symmetry and rtatinal symmetry? D all bjects have symmetry? Why r why nt? CONCEPT/SKILL FOCUS: Cmpare and Cntrast INSTRUCT: Review the cncepts f line symmetry and rtatinal symmetry as defined the article. Infrm students that they will be using the Venn diagram, Spectacular Symmetry, t cmpare and cntrast bjects with the different types f symmetry. Allw students t wrk in pairs t cmplete the graphic rganizer and encurage cnversatin n the tpic as they wrk. Circulate and prvide clarificatin if necessary. ASSESS: Evaluate the students cmplete Venn diagrams. The brief written summary at the bttm f the page will identify any children in need f remediatin regarding the cncept f symmetry. EXTEND Mathematics Seeing Symmetry intrduces the students t tw types (line, rtatinal) f symmetry. Challenge the students t explre this branch f gemetry further and discver the ther main type f symmetry (translatinal). Assign them the task f defining this term in wrds and prviding graphic examples.

3 Name Spectacular Symmetry Line Symmetry Rtatinal Symmetry Bth

Tessellatins pp. 13 15, Expsitry Nnfictin Patterns are an imprtant, and ften beautiful, part f ur wrld.

4 Tessellatins pp , Expsitry Nnfictin Patterns are an imprtant, and ften beautiful, part f ur wrld. This article intrduces students t special repeating patterns (tessellatins) and invites them t discver where they can be fund in the wrld arund them. Lexile Scre: ~850 RESOURCES Tessellatin Quest OBJECTIVES Students will learn abut special patterns called tessellatins. Students will identify and recrd tessellatins in their surrundings. Students will explre the use f tessellatins in engineering, design, and nature. KEY VOCABULARY arranged (p. 13) put int a neat, attractive, r required rder gaps (p. 13) breaks r spaces between tw bjects repeating (p. 13) recurring unifrmly ver a surface ENGAGE Cnversatin Questin: Why are patterns and shapes an imprtant part f ur wrld? Gather the class and tell them that they will be learning abut special types f patterns. Depending n the level f yur class, shw sme visual representatins f basic patterns (AB, ABB, etc.) that they may be familiar with. Next, shw them sme examples f tessellatins and ask questins that will guide them t ntice similarities and differences between typical patterns and tessellatins. Refer back t this discussin as yur read. (Tip: Mst children LOVE big wrds tell them that tessellatin will be the bnus wrd n this week s spelling test!) INTRODUCE VOCABULARY List key vcabulary terms n the bard and have students use resurces t define them accurately. Next, challenge the class t list synnyms and antnyms fr each wrd. Share the wrd wrk alud. READ & DISCUSS Reinfrce the main cncepts in this article by requiring the students t write cmplete answers t the questins belw. Review and discuss the respnses t ensure the children have clarity befre prceeding t the fllwing activities. What is a pattern? What is a tessellatin? Hw can tessellatins be created using different methds? CONCEPT/SKILL FOCUS: Identify and Recrd INSTRUCT: Review the definitin f tessellatin frm the article. Arrange fr the class t g n a search (schl, playgrund, etc.) fr tessellatins. Distribute the graphic rganizer, Tessellatin Quest, and instruct students t recrd their findings. Allw the class t share their wrk upn cmpletin. Encurage them t teach the wrd tessellatin t smene at hme and take anther Tessellatin Quest fr HW. ASSESS: Engage the class in discussin during the quest and prvide clarificatin if necessary. Cllect student wrksheets t further evaluate understanding. EXTEND Histry Thrughut histry, humans have used tessellatins in architecture and design. Additinally, we can find tessellatins in nature. Have students wrk in grups t find examples f tessellatins in each f these categries (architecture, engineering, nature). Assign them the task f finding graphic examples (cmputer printed r drawn) t share and discuss with their classmates. As a challenge, have them create their wn tessellatins. Bind finished wrk int a class bk fr yur science center.

5 Tessellatin Quest Where did yu see it? Draw/Describe tessellatin Bathrm wall tiles

Plly Shapes pp. 16 21, Graphic Nnfictin G n an adventure with Plly as she learns hw t use special names t categrize shapes.

6 Plly Shapes pp , Graphic Nnfictin G n an adventure with Plly as she learns hw t use special names t categrize shapes. This article is presented in a child-friendly frmat and prvides a strng intrductin int the mathematical discipline f gemetry. Lexile Scre: ~350 RESOURCES Perfectly Particular Plygns OBJECTIVES Students will learn the basic gemetry f plygns. Students will btain and recrd infrmatin stated in the text. Students will research the rt wrds cntained in mathematical terms. KEY VOCABULARY parallelgram (p. 19) a fur-sided flat shape with straight sides and parallel ppsite sides plygn (p. 16) a tw-dimensinal shape with clsed, straight sides quadrilateral (p. 17) a fur-sided plygn rhmbus (p. 20) a parallelgram with fur equal sides trapezid (p. 19) a quadrilateral with nly ne pair f parallel sides ENGAGE Cnversatin Questin: Why are patterns and shapes an imprtant part f ur wrld? Distribute the article Plly Shapes and instruct students t explre the text and graphics t activate prir knwledge. Listen t predictins regarding the cntent f the text. Cnfirm that they will be learning abut special shapes and intrduce the term, gemetry. INTRODUCE VOCABULARY List the key vcabulary terms n the bard with the heading, Plygns. Tell the class that all f the ther wrds belng under this categry title. Draw visual representatins f the ther wrds and elicit definitins frm the class. Assist them with accuracy if necessary. Draw attentin t the wrds as they are disclsed in the text and encurage students t add ther shape definitins that are revealed as they read. READ & DISCUSS Reinfrce cmprehensin f the cncept in this article by utilizing the fllwing prmpts t direct discussin. What must a shape have in rder t be classified as a plygn? Hw d plygns get named? What are parallel lines? List sme shapes that are NOT plygns and give reasns. CONCEPT/SKILL FOCUS: Obtaining Infrmatin INSTRUCT: Althugh Plly Shapes is written in a graphic frmat, guide the class t acknwledge the fact that there is a large amunt f data cntained in the text. Instruct the students t use the chart prvided (Perfectly Particular Plygns) t recrd the imprtant infrmatin. Emphasize that cmplete and accurate drawings and details are necessary when cmpleting their rganizers. ASSESS: Circulate and have mini-cnversatins with the students as they are wrking n their graphic rganizer. Cllect their charts t further evaluate individual understanding. EXTEND Language Arts Review the cncept f breaking wrds int different parts t arrive at their meanings. Prvide sme basic examples. Pst the wrd plygn n the bard, demnstrating that ply=many and gn=angles. Plygn, therefre, can be defined as a shape with many angles. (Be sure they clearly understand what a side and an angle are in gemetry.) Instruct the students t select ther mathematical terms frm the article t decnstruct and define accurately. Challenge the class t ntice a crrelatin between the number f sides and the number f angles in the plygns.

7 Perfectly Particular Plygns Draw the plygn listed in the space prvided and list specific details that define that shape. Plygn square Characteristics Clsed figure with fur straight sides Oppsite sides parallel All sides equal in length 4 (right) angles rectangle triangle pentagn hexagn trapezid rhmbus Why are sme shapes (circle, val) NOT plygns?

Course: Grade 9 Applied Mathematics (MFM1P)

Course: Grade 9 Applied Mathematics (MFM1P) Curse: Grade 9 Applied Mathematics (MFM1P) Unit 2: Plane Gemetry Unit 2 Plane Gemetry Sectin Activity Page 2.1.1 I Remember 3 2.1.2 Plane Gemetry Recrd Sheet 6 2.1.4 Parallel Lines Explratin Optinal 9