Mathematics: Geometry and Spatial Sense:
  • identify and compare different types of quadrilaterals and sort and classify them by their geometric properties
  • relate the names of the benchmark angles to their measures in degrees
  • identify, perform, and describe reflections using a variety of tools
Knowledge of the basic Scratch Tips activities, experience creating polygons, knowledge of screencaptures and using a word processor program
These lessons provide opportunities for teachers and students to gather evidence through teacher, peer, and self-assessments; and learning goals and success criteria. See Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools, Chapter 4 for more information.
This is the minds on button.
  • Review with students how to construct angles and triangles
  • On chart paper, make a list of the the quadrilaterals and angles we know how to make (e.g.right angle or 90 degrees)
  • Remind students they will be using that knowledge today.
This is a screenshot of what students will be doing.

Screenshot of Scratch

This is the action button.
  • Discuss with the students that for this task they will use Scratch to draw: square, rectangle, rhombus and parallelogram (highlight these on the chart paper).
  • Review with students how Scratch allows use of angles.
ALT TAG FOR IMAGE.

Screenshot of Scratch.

  • Inform students that they should add a description to each of their scripts of code to explain how they know they have completed the task.
  • Students work at computers or mobile devices with Scratch.
  • Remind students to either save their files or take screenshots of their work and paste them into a word processor.
This is the consolidation button.
Screenshot of Scratch.

Screenshot of Scratch

  • The students will come back together and share how they made each shape.
  • Students share their script on chart paper and/or project on a large screen.
  • Students could work in partners or small groups.
  • The students could construct one shape at a time and then annotate their ideas
  • Perform the same lesson/activity and have partners present creations of the shapes.
  • Continuing using Scratch to reflect, translate or rotate shapes.
  • Develop a game to share the students knowledge of geometry https://scratch.mit.edu/projects/1952443/