To introduce this excursion, distribute the Rectangle versus Parallelogram activity sheet to each member of the class.
Ask students to carefully examine the two shapes on the handout and brainstorm their similarities and differences. Elicit oral responses about the attributes unique to both the rectangle and parallelogram.
While the class-wide discussion is occurring, students should record the information in the corresponding boxes on the activity sheet.
After the students have recorded the similarities and differences brainstormed by the entire class, divide them into pairs or teams of three. They should work together to categorize the attributes listed on the activity handout
into groups. For example: can they categorize or group the shapes’ attributes according to length of sides, number of sides, number of angles, measure of angles, etc?
Once the teams have categorized the information, distribute the Things are Shaping Up activity sheet to each student.
Explain that the students will manipulate the dynamic rectangles and parallelograms in the interactive applet by dragging the corners (vertices) and sides (edges). They should look at the shapes on the handout and mentally
manipulate them before trying the activity online. In small groups, they should share their ideas surrounding this mental exercise.
Pose the following questions to students:
- Do you think it will be possible to transform the shape?
- Will the rectangle retain its attributes?
- Will the parallelogram retain its attributes?
Once they have had the opportunity to think about the manipulation, students will go to the Web site and use the applet to recreate the shapes listed on the Things are Shaping Up activity sheet.
As the students successfully re-create each shape, they should record a brief description describing the process they used to attain the goal. The teacher can share each of the teams’ solutions and model their problem solving
strategies throughout the activity. If students are having difficulty with specific shapes, they can also record the challenges being faced. The key element to this activity is for students to clearly describe the process they use to manipulate the shapes.
The closing should be structured so that students can review and pull together what they have learned. Include questions or tasks that encourage students to reflect on their work. For example, you could have students consider
questions similar to the questions (as found in the Questions for Students section) after they have finished the activity. In so doing they will consolidate what they have learned. Furthermore, this will provide an opportunity for you and the students to assess what they have learned and what they still want or need to understand. This will help you plan further instruction.
After completing the online activity, encourage students to reflect on the Things are Shaping Up activity. You could closing questions such as the following:
- What was the first attribute you noticed that was similar between the two shapes?
- What was the first attribute you noticed that was different between the two shapes?
- What attributes stayed true to each shape even through the manipulation process?
