Materials
For each pair of students:
- Two copies of
Tetrominoes Cover-Up
Game Board
- A "Tetrominoes Die"
- One inch square tiles
- Crayons, markers,
scissors, glue
For the classroom:
- Overhead projector
- Overhead transparency
of "Tetrominoes Cover-
Up Game Board"
Instructional Procedures
Engagement
- Hand out square tiles to pairs of students. Demonstrate on the
overhead projector the rules for arranging the tiles:
- Each square must share a common side.
- Tiles must be laid flat; no stacking is allowed.
- Have the students use 4 squares to try to find as many two dimensional
tetrominoes as possible.
- Students trace the shapes onto 1" grid paper and cut them out,
checking for duplicate congruent shapes caused by rotations and flips. Demonstrate congruence by saying, "I can prove these are
congruent by rotating," or "I can prove these are congruent by
flipping."
- Discuss the class discoveries, using the following questions to
guide students' thinking:
- Do you have all possible tetromino shapes?
- How do you know?
- Are some of the tetrominoes the same?
- How can you prove it? (By turning, flipping, or sliding the
tetrominoes and placing them on top of each other, we can
prove they are the same or different. They are the same when
they fit exactly on top of each other, proving that they are the
same size and shape.)
Exploration:
- Students play "tetrominoes cover-up" with the tetrominoes they
have just made. The object of the game is to completely cover up
the 8 x 6 grid on the game board with their tetromino shapes.
They are to try to have the least amount of uncovered squares
with no overlapping.
- Hand out a die pattern and game board to each student and have
them make their own die. When the die is rolled, the figure that
appears on top is the tetromino to be used for that turn. A player
whose roll shows a "Free Choice" may play a piece of his or her
choice.
- Model on the overhead projector how to play the game. Each pair
will decide who will go first. Player 1 rolls the die to determine a
tetromino piece to play. They place the tetromino on their game
board so that one side touches either the bottom of the game
board or (after the first round) another tetromino. They may use
slides, flips, or turns to place the selected tetromino so that the
fewest squares will be left uncovered on the game board. The
player then colors the squares that are covered by the selected
tetromino.
- Player 2 rolls the die to determine the tetromino to be placed on
their game board. Play continues until no more tetrominoes can
be placed on either game board. The players determine their
scores by counting the total number of squares not covered on
their own game board. The winner is the player with the lowest
score.
Explanation
- When all the students have played the game at least once, discuss
with the whole class some strategies they have discovered. The
following questions can be used to guide the discussion:
- Do certain shapes fit together well?
- How did you decide where to place the tetrominoes?
- Was one tetromino shape more difficult to place than the
others? Why?
- What was the easiest tetromino shape to work with? Why?
- Review the terms; translation (slide), reflection (flip), and rotation
(turn).
Extension
- A variation to the above game would be to use six sets of
tetrominoes and only one game board. Instead of coloring
squares on the game board, the students can take turns rolling to
select a tetromino shape and then place the actual tetromino on
the game board. When all the pieces of a certain shape have been
used, the students either spin again or lose a turn. Play ends when
no tetrominoes are left to play or none of the remaining shapes
will fit on the playing region. The student that places the greater
number of tetrominoes on the game board is the winner.
- Explore playing the game with game boards of different sizes.
Have the students determine which game board was more
challenging and tell why.
- Use several tetromino pieces of the same shape and see which
tetrominoes tessellate or cover a surface without any gaps.
- Students fold the tetrominoes they made to determine which
tetromino pieces have symmetry. There may be more than one
line of symmetry for some tetrominoes.
- Students can determine area and perimeter of each tetromino
shape.
Bibliography
Adapted from an activity described in: National Council of Teachers
of Mathematics, (2001). Navigating through Geometry in Grades 3-5.
Reston, VA: Key Curriculum Press.
Created: 09/19/2003
Updated: 02/04/2018
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