Mathematics: Geometry and Spatial Sense:
  • Construct polygons using a variety of tools, given angle and side measurements
  • Explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane
Knowledge of the basic Scratch Tips activities and familiarity with taking 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 polygons
  • On chart paper, make a list of the the polygons we know how to make (e.g.rectangle, square, triangles and parallelogram)
  • 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: rectangle, right angle triangle, acute triangle, a square and a parallelogram (highlight these on the chart paper)
  • Provide the two following requirements:
    1. Each polygon must have one side that is 70 units long
    2. One of the polygons needs to be placed in the first quadrant
  • 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 polygon at a time and then annotate their ideas
  • Perform the same lesson/activity and have partners present each other’s creations of the polygons.
  • 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/ .