Difference between revisions of "Regular Polygons"
From wikisori
(New page: === Age === <br> === Materials === <br> === Preparation === <br> === Presentation === <br> === Control Of Error === <br> === Points Of Interest === <br> === Purpose...) |
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=== Age === | === Age === | ||
| − | <br> | + | 6-9.<br> |
=== Materials === | === Materials === | ||
| − | <br> | + | *Reading labels: "pentagon", "hexagon", "octagon", "nonagon", "decagon" |
| + | * A series of ten cards: "</angulus", "3/tria-", "4/quatuor-", "5/pente", "6/hex-", "7/hepta-", "8/okto-", "9/nonus or ennea", "10/deca-", "n/polys-" | ||
| + | *Drawer 3 | ||
| + | *The frame and inset of triangle and square from the presentation tray.<br> | ||
=== Preparation === | === Preparation === | ||
| − | <br> | + | <br> |
=== Presentation === | === Presentation === | ||
| − | <br> | + | #Position the two extra insets to the left of the drawer in line with the top row. |
| + | #Isolate the triangle. | ||
| + | #Invite the child to identify an angle. | ||
| + | #Identify one on the square also. | ||
| + | #Isolate the decagon and invite the child to identify an angle. | ||
| + | #Feel it and compare it to the triangle and square. | ||
| + | #This angle is less sharp than the angles f the triangle. | ||
| + | #Present the symbol card which represents angle (<). | ||
| + | #Identify the angles on the triangle and count them. | ||
| + | #Place the 3 card and the angle card side by side over the inset frame. | ||
| + | #Continue with each of the other figures, counting the angles, and placing the corresponding numeral card with the angle card. | ||
| + | #Since there is only one angle card, it floats from one inset to the next as needed. | ||
| + | #Isolate the triangle inset and the two cards 3 <. | ||
| + | #The child identifies the figure and gives the meaning of its name. | ||
| + | #Then turn over the cards reading the Latin words which were made into a compound word to get triangle. | ||
| + | #Return the inset to its frame with its number card. | ||
| + | #Isolate the square inset and cards: 4 <. | ||
| + | #Turn over the cards to find that 4 angles was quatuor angulus, from which our word quadrangle was derived. | ||
| + | #Go on naming the other figures in this way using the Greek word for angle - gonia. Note: nonus - ninth, and ennea - nine. | ||
| + | #After ten we have no more figures in our materials. | ||
| + | #Imagine a figure with any number of sides... 15, 20, 100, any figure with more than three sides. | ||
| + | #We can indicate this number by n. | ||
| + | #Bring out the card and place next to it the angle sign. | ||
| + | #Turn over the cards: polys - many, and gonia - angle. | ||
| + | #Any figure that has more than three sides is a polygon. | ||
| + | #All of these figures we've examined up to now are polygons. | ||
| + | #Beginning with the triangle turn all of the figures in their frames to show that the sides and angles are equal. | ||
| + | #All of these are "regular polygons". | ||
| + | #Name each figure: regular triangle is an equilateral triangle; a regular quadrangle is a square; a regular pentagon; a regular hexagon... and so on. | ||
| + | #Do a three-period lesson and give the reading labels.<br> | ||
=== Control Of Error === | === Control Of Error === | ||
| − | <br> | + | <br> |
=== Points Of Interest === | === Points Of Interest === | ||
| − | <br> | + | <br> |
=== Purpose === | === Purpose === | ||
| − | <br> | + | <br> |
=== Variation === | === Variation === | ||
| − | <br> | + | <br> |
=== Links === | === Links === | ||
| − | <br> | + | <br> |
=== Handouts/Attachments === | === Handouts/Attachments === | ||
| − | <br> | + | <br> |
| − | [[Category:Mathematics]] | + | [[Category:Mathematics]] [[Category:Mathematics_6-9]] |
Latest revision as of 04:38, 15 October 2009
Contents
Age
6-9.
Materials
- Reading labels: "pentagon", "hexagon", "octagon", "nonagon", "decagon"
- A series of ten cards: "</angulus", "3/tria-", "4/quatuor-", "5/pente", "6/hex-", "7/hepta-", "8/okto-", "9/nonus or ennea", "10/deca-", "n/polys-"
- Drawer 3
- The frame and inset of triangle and square from the presentation tray.
Preparation
Presentation
- Position the two extra insets to the left of the drawer in line with the top row.
- Isolate the triangle.
- Invite the child to identify an angle.
- Identify one on the square also.
- Isolate the decagon and invite the child to identify an angle.
- Feel it and compare it to the triangle and square.
- This angle is less sharp than the angles f the triangle.
- Present the symbol card which represents angle (<).
- Identify the angles on the triangle and count them.
- Place the 3 card and the angle card side by side over the inset frame.
- Continue with each of the other figures, counting the angles, and placing the corresponding numeral card with the angle card.
- Since there is only one angle card, it floats from one inset to the next as needed.
- Isolate the triangle inset and the two cards 3 <.
- The child identifies the figure and gives the meaning of its name.
- Then turn over the cards reading the Latin words which were made into a compound word to get triangle.
- Return the inset to its frame with its number card.
- Isolate the square inset and cards: 4 <.
- Turn over the cards to find that 4 angles was quatuor angulus, from which our word quadrangle was derived.
- Go on naming the other figures in this way using the Greek word for angle - gonia. Note: nonus - ninth, and ennea - nine.
- After ten we have no more figures in our materials.
- Imagine a figure with any number of sides... 15, 20, 100, any figure with more than three sides.
- We can indicate this number by n.
- Bring out the card and place next to it the angle sign.
- Turn over the cards: polys - many, and gonia - angle.
- Any figure that has more than three sides is a polygon.
- All of these figures we've examined up to now are polygons.
- Beginning with the triangle turn all of the figures in their frames to show that the sides and angles are equal.
- All of these are "regular polygons".
- Name each figure: regular triangle is an equilateral triangle; a regular quadrangle is a square; a regular pentagon; a regular hexagon... and so on.
- Do a three-period lesson and give the reading labels.
Control Of Error
Points Of Interest
Purpose
Variation
Links
Handouts/Attachments
