different design (e.g., a with the four triangles (where each “tree”) triangle touches at least one other triangle) and have one student draw and name the design. group’s The students should look at one to see if they another design’s are the same or different and explain why. Ask the students to create different designs, each time using six green triangles. Each triangle must touch at least one other triangle. Ask the students to tell what object the design reminds them of, draw the design, and show how the same design could be created with other pattern blocks. Gather the whole class together to sort their drawings. Encourage them to find different ways to sort the drawings. Some examples may be by the type of drawings that are congruent or by the type of object the design represents. Next, ask the students to choose any set of four shapes they wish that are not all triangles and to make as many different designs with their set as possible. They should draw their design in their math journal and answer the following question: How can I put shapes together and take them apart to form other shapes? Extension: Show the students a pattern block picture(see attachment) and encourage the students to find all the different sets of blocks that could be used to create the picture. Activity 2 SMP 1: Make sense of problems and Tell the students that they will make pattern block designs. The persevere in solving them - Students blocks in their design should touch. They should use 2 or more create designs using two or more colors UDL Components colors of blocks. Try making a design with a total of 5 pattern of block with a total of five blocks. Multiple Means blocks. of Give students time to work. Then have a volunteer show his SMP 2: Reason abstractly and Representation design to the group. quantitatively Students share their – Multiple Means thinking about the Guiding Questions Tell the students to repeat this activity, but try to find as many
different design (e.g., a “tree”) with the four triangles (where each triangle touches at least one other triangle) and have one student draw and name the group’s design. The students should look at one another design’s to see if they are the same or different and explain why. Ask the students to create different designs, each time using six green triangles. Each triangle must touch at least one other triangle. Ask the students to tell what object the design reminds them of, draw the design, and show how the same design could be created with other pattern blocks. Gather the whole class together to sort their drawings. Encourage them to find different ways to sort the drawings. Some examples may be by the type of drawings that are congruent or by the type of object the design represents. Next, ask the students to choose any set of four shapes they wish that are not all triangles and to make as many different designs with their set as possible. They should draw their design in their math journal and answer the following question: How can I put shapes together and take them apart to form other shapes? Extension: Show the students a pattern block picture(see attachment) and encourage the students to find all the different sets of blocks that could be used to create the picture. Activity 2 UDL Components Multiple Means of Representation Multiple Means Tell the students that they will make pattern block designs. The blocks in their design should touch. They should use 2 or more colors of blocks. Try making a design with a total of 5 pattern blocks. Give students time to work. Then have a volunteer show his design to the group. Tell the students to repeat this activity, but try to find as many SMP 1: Make sense of problems and persevere in solving them - Students create designs using two or more colors of block with a total of five blocks. SMP 2: Reason abstractly and quantitatively – Students share their thinking about the Guiding Questions