This lesson will help students determine the area of a tangram piece without using formulas. After completing this activity students will use their knowledge to help them develop and use the formulas to determine the area of squares, rectangles, triangles, and parallelograms.
Additional Resources
Books
Tangrams are ancient Chinese puzzles. A tangram begins with a square that is then cut into seven pieces. Each individual piece is called a tan. The pieces are used to form different shapes or pictures. They must touch, but not overlap when you put them together to form a tangram (shape).
The Chinese invented paper 2,000 years ago and along with it they also invented origami, or the art of paper folding. The Chinese brought paper folding to Japan in about the year 600 A.D. Once the Japanese people learned origami they became wonderful origami artists.
Working with both tangrams and origami has proven to have a beneficial impact on students' spatial reasoning and can also be used to teach other math skills and principles.
Before doing the tangram activities students need a basic understanding of what area is and the formula for finding the area of a rectangle. This lesson will help them determine the area of each tangram piece without using formulas. After completing this activity students will use their knowledge to help them develop and use the formulas to determine the area of squares, rectangles, triangles, and parallelograms.
2. Become effective problem solvers by selecting appropriate methods,
employing a variety of strategies, and exploring alternative approaches to
solve problems.
3. Reason logically, using inductive and deductive strategies and justify
conclusions.
Invitation to Learn
Dress up as Grandfather Tang with a Chinese hat, a long mustache, and a tunic. Then read the book Grandfather Tang's Story. As you read the story make the twelve tangram pictures from the story on a large poster or flannel board. Cut the twelve sets of tangram pieces from construction paper or foam board so they will attach easily to the poster or flannel board.
Instructional Procedures:
It can be a student notebook or you can make a simple bound book for them to use. Dinah Zike's Foldables book has many different types of books that you could use as a journal.
This should make a complete set of tangrams: One small square; two small congruent triangles; two large congruent triangles; a medium size triangle and a parallelogram.
Give students a few minutes to experiment with making different animals from the tangrams like they saw in the Grandfather Tang book. Let them choose their favorite animal they made and glue it into their journals.
Give each student a set of plastic tangrams to use for this activity. They are easier to trace than the paper ones.
Review the definition of area: The measure of the number of square units needed to cover the surface of a plane figure. Write the definition in journals.
We will be figuring the area of each of our tangram pieces by comparing it to the small square. We will call the small square "one square unit". The length and width are both one unit so we multiply 1 x 1 and get one square unit.
Model each step on the overhead for the students, but give them time to try to determine how to make the shapes before you show them. This thinking and experimenting process will help them develop their spatial reasoning. On each step have the students trace the shape into the journals, then after determining the area, write it next to the shape.
You can extend this activity to finding the area of any other polygons constructed from the tangram pieces.
Make a square with an area of nine square units. Determine its length (3) and its width (3). Remember that a square is also a rectangle, then review how we multiply length x width to determine the area of a rectangle so 3 x 3 = 9 square units. Divide the square in half diagonally. Ask what shapes they have made. (Two triangles) Is a triangle half of the rectangle? What would the area be? Half of nine, which is four and one- half. Make several more rectangles, figure the area, and then divide each of them in half to form triangles. Lead students to discover that a triangle's area is half of the rectangle. It is too difficult to try and count the square units so instead we can again use the formula "length x width"...if we divide it in half. Go back and multiply to find each rectangle's formula, then divide the area in half and they will get the triangle's areas. Have them write the formula for finding the area of triangles in their journals. The area of a triangle = 1⁄2 (length x width). Explain that when we are just working with triangles, we use the words base and height in place of length and width. The official formula to find the area of a triangle is 1⁄2 b x h.
There is also another strategy for determining the area of a parallelogram. Trace the parallelogram tangram onto a sheet of graph paper and cut it out. You must be very accurate! Cut off one end of the parallelogram-follow a line on the graph paper and it will be easier to be accurate. Now take that piece and slide it to the other end, what shape do you have now? It is a rectangle. So we can now use the area formula of length x width which we use for rectangles. It is four squares long and eight squares wide so multiply 4 x 8 = 32 square units. Can you use this formula on a parallelogram without cutting it apart? Put your parallelogram back the original way. Count how many units tall it is (4) and how many units long it is (8). The formula for area works perfectly on parallelograms!
Use any of the activities from Origami Math by Karen Baiker to continue developing spatial reasoning and recognition of congruency and symmetry. You can also use other origami projects and simply adapt them yourself by looking for shapes formed as you fold, determining the area, lines of symmetry, and congruent shapes.
Formative Assessment can be done by observing students during the activities and evaluating their journals.
Final Summative Assessment "What's My Area?" is included in the activity.
Family Connections
Use "What's My Area?"pdf as a final assessment.
Research Basis Carter, J.A. (2003). Focus on Learning Problems in Mathematics: A survey of paper cutting, folding and tearing. Retrieved 12/14/2006 from www.findarticles.com
Origami or the art of paper folding receives substantial endorsement from current reform initiatives in mathematics education. Particularly, at the elementary school level, the National Council of Teachers of Mathematics in its Principles and Standards for School Mathematics recommends that students use paper folding for initial investigations in geometry. Students benefit from experimenting and exploring with physical materials and models, and learning opportunities that require students to visualize, draw, and compare figures that help them develop spatial sense. Silverman and Marzano (1996) noted that what is accomplished by using origami is no less than the planting and nourishing of the seeds of geometric thinking.
Sutton, J., Krueger A. (2002). EDThoughts What We Know About Mathematics Teaching and Learning, (90).
Mathematics achievement is increased through the long-term use of concrete instructional materials and active lessons at various grade levels. The more avenues there are to receive data through the senses, the more connections the brain can make. The more connections that are made, the better a learner can understand a new idea. Teachers must intervene frequently to help students focus on underlying mathematical ideas and to help build bridges from students' active work to their corresponding work with mathematical symbols or actions.