Shape Art: Teacher Notes

Activity Name: Shape Art
Mathematics Topic: Geometry — Shapes
Saskatchewan Math Curriculum Strand and Objective Numbers:

Geometry — Plane G-14, G-16 G-13 a,b
Numbers and Operations — Whole Number Foundation N-2

Cels:

Technological Literacy — Students will investigate the relationships of shapes in the environment and society and how everything is made up of shapes.

Learning Objective(s):

Students will be able to identify objects from their nature environment (classroom) and use them to trace and draw two-dimensional figures.

Students will be able to combine two-dimensional figures to make other figures and write a sentence to show the combination.

Grade Level:Grade 2/3
Activity Time:15 min.
Number of Students:Individual/Pairs
Materials Needed:

"Shape Art" worksheet
Markers, pencils
String
Scissors

Procedure:
Student’s Role:

Students will be given the "Shape Art" worksheet. They will have to move around the classroom looking for shaped objects. They will then put the shapes together to form a picture by tracing around them on the "Shape Art" sheet. Once they are done tracing they have to identify each shape name by writing them in a formula (sentence) that would be used to make that picture eg. one square + one circle + two triangles.. They can then color the picture. There will be a bulletin board up so they can look to it to get the names of the shapes. When they are done they can cut their picture and formula out and put it on the bulletin board.

Teacher’s Role:

Teacher circulates and questions students on the identity of the shapes that they are using to see if they know the names of the shapes. Teacher writes anecdotal records on student behaviour and whether created the right formula.
Adaptation(s)/Extension(s):

Students could trace the shapes separately on a piece of colored paper, name them and then create a mobile to hang over their desk as a reference for other activities.
The shapes could be put on a bulletin board and a shape mural could be formed that could be used as a reference.
Instead of writing the names of the shapes in the sentence they can just draw the pictures.

Resources:
Saskatchewan Education. (1992). Mathematics: A curriculum for the elementary level. Regina, SK: Author.
Assessment/Evaluation:

Anecdotal records — Teacher evaluates how students work, move about the room, and figure out how the shape names and formulas.
Bulletin Board— Check the formula to see if it is correct for the shapes that the student has used and whether all shapes were identified.

Reflection:

I did this activity with my pre-internship class during my geometry unit. I did it in an art class so the students thought of it as art. I let them find objects to trace and make the pictures. They kept saying that it was fun to move around the run and trace things. They were able to create some interesting pictures.

When it came to making the shape sentence they had a tough time at first so I stopped everyone and did another simple example. They seemed to understand what I said and then carried on with their work. When I went to some groups and asked what the formulas would be they were able to tell me. When I was observing one student he started to erase a shape and said "I subtracted a shape … should I write that down?" I said yes of course. One student even had half a shape and wrote it down as _ a circle. They seemed to catch on quickly. I see this is a good way of even teaching beginning adding and subtracting.

The students were able to use the names of the shapes effectively. They were forced to because I wanted to know how to make the pictures so they needed to use the names.

[back]