You are on page 1of 39

Exploring Geometric Figures and Relationships

Burris Chapter 10
By: Angela Karow and Jason McLead

Objectives:
List and describe the van Hiele levels and classify the level of a given geometric activity Use correct terminology and notations in describing and working with plane figures such as points, lines, rays, segments, angles, and polygons Plot points and determine the coordinates of plotted points in the Cartesian coordinate system Use correct terminology and notations in describing and working with space figures and nets of space figures Determine whether figures are similar or congruent Discuss and describe motions and symmetry Plan lessons and activities that incorporate geometric ideas into the early childhood classroom

Common Core Standards for Geometry Kindergarten


CCSS.Math.Content.K.G.A.1 Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. CCSS.Math.Content.K.G.A.2 Correctly name shapes regardless of their orientations or overall size. CCSS.Math.Content.K.G.A.3 Identify shapes as two-dimensional (lying in a plane, flat) or threedimensional (solid). CCSS.Math.Content.K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/corners) and other attributes (e.g., having sides of equal length). CCSS.Math.Content.K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. CCSS.Math.Content.K.G.B.6 Compose simple shapes to form larger shapes. For example, Can you join these two triangles with full sides touching to make a rectangle?

The Van Hiele Levels of Geometric Thinking

1. 2. 3. 4. 5.

Visual Level Descriptive Level Relational Level Deductive Level Rigor

Van Hiele continued


The Van Hiele levels of geometric reasoning are sequential. Students must pass through all prior levels to arrive at any specific level. These levels are not age-dependent. Geometric experiences have the greatest influence on advancement through the levels. Instruction and language at a level higher than the level of the student may inhibit learning

Visualization: Level 0
Students can name and recognize shapes by their appearance, but cannot specifically identify properties of shapes. Although they may be able to recognize characteristics, they do not use them for recognition and sorting. Suggestions for instruction using visualization sorting, identifying, and describing shapes manipulating physical models seeing different sizes and orientations of the same shape as to distinguish characteristics of a shape and the features that are not relevant building, drawing, making, putting together, and taking apart shapes

Visual Level Example


Students at this level recognize figures by their appearance. For example they may say that the shape on the left below is a square and the shape on the right is a diamond

Its a rectangle, because it looks like a door

Analysis: Level 1
The student analyzes figures in terms of their components and relationships between components and discovers properties/rules of a class of shapes empirically by folding measuring using a grid or diagram, ... He/she is not yet capable of differentiating these properties into definitions and propositions

Analysis Level Example


A square is a rectangle because it has all the properties of a rectangle.

Its a rectangle, because it has one long set of sides and one short set of sides, and opposite sides are parallel, and...

Informal Deduction: Level 2


The student logically interrelates previously discovered properties/rules by giving or following informal arguments The intrinsic meaning of deduction is not understood by the student The properties are ordered - deduced from one another

Informal Deduction Example


Its a rectangle, because it is a quadrilateral with four right angles

Deduction: Level 3
Students can go beyond just identifying characteristics of shapes and are able to construct proofs using postulates or axioms and definitions. A typical high school geometry course should be taught at this level.

Rigor: Level 4
This is the highest level of thought in the van Hiele hierarchy. Students at this level can work in different geometric systems Would most likely be enrolled in a college level course in geometry.

Implications for Instruction


Geometry taught in the elementary school should be informal. Such informal geometry activities should be exploratory and hands-on, in order to provide children with the opportunity to investigate, to build and take apart, to create and make drawings, and to make observations about shapes in the world around them. This provides the basis for more formal activities at higher levels.

If the students in this class are functioning at Level 0 (visualization), where they recognize a figure by its appearance, they will not be able to play the game focused in level 1 (analysis).

Points, Lines, Rays, and Segments in 1


minute and 7 seconds!

Parallel and Perpendicular


Two lines with the same slope are said to be parallel lines. If you graph them they will never intersect. Perpendicular lines are lines that intersect in a right angle

Angle Measurement
An angle is the union of 2 rays with a common endpoint The rays are called sides of the angle The common endpoint is called the vertex of the angle You measure an angle by determining how far one side must be rotated about the vertex to coincide with the other side of the angle. The measurement of an angle is given in degrees

Types of Angles
Right Angle Obtuse Acute Straight Reflex

Cartesian Coordinate System

Preliminary Ideas
Using the ideas of parallel and perpendicular allow us define a rectangular coordinate system for locating points on a plane. Introduce the concept of a grid Children first need to understand the terms row and column Row of stars: Column of smiles:

Ordered Pairs
Introduced in 3rd or 4th grade A pair of numbers used to locate a point where lines intersect on a grid

1. Where is the pumpkin located? 2. What is located at (6,3)

Cartesian Coordinate System Terminology


Two number lines called axes Horizontal= X axis Vertical= Y axis X is a cross= across Y points down= up and down

These two line segments intersect at a point called the origin Negative Coordinates are generally not introduced until the 5th and 6th grades

Negative Coordinates
Quadrant II (first coordinate negative, second coordinate positive) Quadrant I (First and second coordinate are both positive)

Quadrant III (First and second are both negative)

Quadrant IV (First positive, second negative)

Polygons and Polygon Terminology

Polygons
A polygon is a simple closed curve made up of line segments joined at their endpoints Segments of a polygon are called sides The endpoints of at which these segments are joined and called vertices A polygon must have at least 3 sides
Example Polygons Non Polygons

Types of Polygons
Examples:

Classifying Triangles

3 sides 3 interior angles Sum of the interior angles= 180 degrees Right Triangle Obtuse Triangle Acute Triangle

Classifying Quadrilaterals
Also classified in terms of side lengths, angles, and whether sides are parallel or not 4 sided polygon

Problem solving 2nd and 3rd Grade

How many rectangles can you find in this picture?

Space Figures
These Not These

Figures that are not flat, and cannot be drawn in the plane Can be first introduced as solids Examples: Spheres, Rectangular Prisms, Pyramids, Cones...

Teaching Space Figures


Visual Level 0: sorting, identifying, and describing shapes seeing different sizes and orientations of the same shape as to distinguish characteristics of a shape and the features that are not relevant building, drawing, making, putting together, and taking apart shapes

Analysis Level 1: Relationships Properties

Nets of Common Space Figures


Nets= Flat patterns that can be folded into common space figures. Example, a sheet of paper is a flat that can be rolled into a cylinder Allows students to relate solid figures to their faces

Determine whether Figures are Similar or Congruent


Congruent= Same shape and size Similar= Same shape but not necessarily the same size

Teaching Connections: Congruent and Similar


Scale Factor: A number which each side length of one figure may be multiplied to obtain the side lengths of the other

Discuss and Describe Motions of Symmetry


Symmetry is when one shape becomes exactly like another if you flip, slide or turn it Abundant in real world 3 Types of Transfomations (Rigid Motion): 1. Translations (Slides) 2. Rotations (Turns) 3. Reflections (Flips)

Translations (Slides)

Rotations (Turns)

Reflections (Flips)

Fin

You might also like