Mathematics: Geometry and Spatial Sense
- identify and classify acute, right, obtuse, and straight angles
- construct triangles, using a variety of tools, given acute or right angles and side measurements
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 triangles and angles we know how to make (e.g.acute, right angle and obtuse )
  • Remind students they will be using that knowledge today
This is a screenshot of the Scratch program.

Scratch Screenshot

This is the action button.
  • Discuss with students that they will use Scratch to draw: a right angle triangle, acute triangle, an obtuse triangle (highlight these on the chart paper)
  • Review with students how Scratch allows you to use angles 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 a screenshot of the Scratch program.

Scratch Screenshot

This is the consolidation button.
This is a screenshot of the Scratch program.

Scratch Screenshot

  • 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 triangle at a time and then annotate their ideas
  • Perform the same lesson/activity and have partners present each other’s creations of the shapes.
  • Continuing to use Scratch to reflect, translate or rotate shapes.
  • Develop a game to share the students knowledge of geometry https://scratch.mit.edu/projects/1952443/ .