Loading…
Loading…
Cue robots (1 per group)
tablets or compatible devices (1 per group)
Sketch Kit marker attachment (1 per group)
Sketch Kit dry erase markers (1 set per group)
Wonder Whiteboard Mat and/or butcher paper (1 per every 2 groups)
Cue Cards (1 set per group)
pencils
metric rulers (1 per group)
protractors (1 per group)
Before this lesson, it is recommended that students:
complete the Introduction to Sketch Kit lesson.
know how to identify the attributes of an equilateral, isosceles, and right triangles. practice measuring angles with a protractor.
practice measuring sides of various triangles in centimeters using a metric ruler.
know how to recognizing various types of triangles (e.g., equilateral, isosceles, and right triangles).
know how to recognize congruency in triangles.
practice programming in the Cue app.
practice programming Cue to draw lines using the Sketch Kit.
Fully charge the tablets and robots.
Install the Wonder Workshop Cue app on each tablet.
Arrange the classroom to make room for the Whiteboard Mat or butcher paper and accommodate partner and small-group work.
1. Review the different types of triangles:
Isosceles (two sides and angles are equal)
Equilateral (all three sides and angles are equal)
Right (one angle is right, i.e., 90º)
2. Ask, “What type of triangle contains a 90º angle?"
Sample response: “A right triangle.”
3. Ask, “What type of triangle contains two congruent sides/angles?"
Sample response: “An isosceles triangle.”
4. Ask, “What type of triangle contains three congruent sides/angles?”
Sample response: “An equilateral triangle.”
5. Ask, "What is the sum of all the angles of a triangle?"
Sample response: “180 degrees.”
Review how to attach the Sketch Kit marker attachment to Cue and insert a marker.
Refer to the Start Here Card that came with your Sketch Kit or visit the Wonder Workshop website for instructions and images to guide you.
1. Explain the goal of the lesson: Say, “During this lesson, you will work in small groups to program Cue to draw triangles based on the conditions presented on a Cue Card. You will need to determine whether the conditions described make it possible or impossible to draw one unique triangle or more than one triangle, and then explain your reasoning.”
2. Model demonstrating a given set of conditions that make it possible to draw one or more triangles. Sample conditions: Draw a triangle with the following angle measurements: 40°, 100°, and 40°.
Use Geogebra to draw a triangle(s) with these conditions at or draw with a pencil and paper using a protractor and ruler. (Note: You will only be able to see the measurements of two of the triangle’s angles in Geogebra.)
3. Ask, “Is it possible to draw one or more triangles with these conditions?”
Sample response: “Yes. The lines will intersect to form a triangle. You can create more than one triangle with these angles by changing the lengths of the sides.”
4. Model demonstrating a given set of conditions that make it impossible to draw a triangle. Conditions: Draw an isosceles triangle in which two of the angles measure 35° and 145°.
Use Geogebra to try to draw a triangle(s) with these conditions or draw with a pencil and paper using a protractor and ruler.
5. Ask, “Is it possible to draw one or more triangles with these conditions?”
Sample response: “No. Two of the sides will never intersect.”
1. Project your tablet screen and open the Cue app.
Navigate to the Code with Block and JavaScriptⓇ section.
2. Review how to program angles using turn angle blocks and lengths of sides using move distance blocks.
Ask, “When might it be useful to use a loop in your program?” (Sample response: “When programming an equilateral triangle. I would put a move distance block and a turn angle block set to 60° inside a repeat 3 times block.”)
3. Attach the Sketch Kit marker attachment to your robot and insert a dry erase marker.
Place Cue on the Whiteboard Mat or butcher paper.
4. Demonstrate programming Cue to prove whether it is possible or impossible to draw a triangle based on the conditions on the first Cue Card: Is it possible to program Cue to sketch an isosceles triangle with only one side measuring 40 cm?
After Cue has completed the program, label the measurements of each line and angle.
5. Guide a class discussion with questions like:
"Do the lines meet?"
"Can you change the length of any side(s) without changing the angles?"
"Can you change the measurement of any angle without changing the length of the side(s)?"
6. After completing the program for the Cue Card, ask, “Was it possible to draw one or more isosceles triangles given this set of conditions?”
Prompt students to respond and provide their reasoning. (Sample response: Yes, it was possible to sketch one or more triangles that met this condition, but they had different angles.)
Demonstrate writing their response at the bottom of the Cue Card.
Sample Program: Cue Card 1 - Isosceles Triangle 1
Sample Program: Cue Card 1 - Isosceles Triangle 2
What are the objectives of this assignment? (Sample response: “Program Cue to draw triangles based on a given set of Cue Card conditions. Discuss how the given set of conditions makes it possible or impossible to draw one or more triangles. Record this reasoning on the back of each Cue Card.”)
When would it be helpful to use a loop in your program? (Sample response: “When I need to program an equilateral triangle.”)
1. Arrange students into small groups around the Whiteboard Mats (or butcher paper).
Distribute robots, Sketch Kit marker attachments, Sketch Kit dry erase markers, tablets or Chromebooks, Cue Cards, protractors, metric rulers, and pencils to each group.
2. Have students attach the Sketch Kit to their robot and insert a marker.
3. Have groups program Cue to draw triangles based on the conditions on their Cue Cards.
Have them discuss how each given set of conditions makes it possible or impossible to draw one or more triangles.
Then have them record their reasoning on their Cue Card.
4. Circulate to assist and assess as students work together
Have students write a proof that establishes a set of rules for when it is possible or impossible to draw a unique triangle or more than one triangle. Then have them illustrate their proof and present it as a poster.
Have students devise a set of given conditions for new Cue Cards. Then have them swap and challenge other groups.
Set criteria for programming triangles (e.g., using conditionals, events, sensors, and loops) and have students create programs using these criteria.
After students are finished, have each group share their triangles for each Cue Card and their corresponding reasoning with the class.
Define and explain a rule for why a given set of conditions makes it possible or impossible to draw one triangle? More than one triangle?
Can the lengths of the sides of a triangle change under a given set of conditions?
What did your group find most challenging about this assignment? How did you overcome this challenge?
Could you program Cue to draw two triangles that share a side? How?
Use our Evaluation Rubric to review students’ work and presentations.
[Optional] Share your students’ work with the world using @logicsacademy and #cue
CCSS.MATH.CONTENT.7.G.A.2: Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
MS-ETS1-1 Engineering Design: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution,
MS-ETS1-2 Engineering Design: Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
P5.1: Design projects that combine hardware and software components to collect and exchange data.
P5.2: Design and iteratively develop programs that combine control structures, including nested loops and compound conditionals.
P3.2 Decompose problems and subproblems into parts to facilitate the design, implementation, and review of programs.
1A-AP-08: Model daily processes by creating and following algorithms (sets of step-by-step instructions) to complete tasks.
1A-AP-12: Develop a plan that describes a program’s sequence of events, goals, and expected outcomes.
1A-AP-10: Develop programs with sequences and simple loops, to express ideas or address a problem.
1A: Articulate and set personal learning goals, develop strategies leveraging technology to achieve them and reflect on the learning process itself to improve learning outcomes.
1B: Build networks and customize their learning environments in ways that support the learning process.
1C: Use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
4D: Exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
5A: Formulate problem definitions suited for technology-assisted methods such as data analysis, abstract models and algorithmic thinking in exploring and finding solutions.
5C: Break problems into component parts, extract key information, and develop descriptive models to understand complex systems or facilitate problem-solving.
6C: Communicate complex ideas clearly and effectively by creating or using a variety of digital objects such as visualizations, models or simulations.
6D: Students publish or present content that customizes the message and medium for their intended audiences.
7A: Use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints.
7C: Contribute constructively to project teams, assuming various roles and responses.
- describe and compare the angles and sides of regular polygons and irregular polygons.
- generalize the sum of interior angles for triangles and quadrilaterals.
- Component 10 (iii) - MEDIA AND TECHNIQUES: Students will use media and techniques, with an emphasis on more indirect complex procedures and effects in drawing, painting, print making, sculpture, fabric arts, photography and technographic arts.
CTF is planning, creating, appraising and communicating in response to challenges.
I plan in response to challenges.
I make decisions in response to challenges.
I adapt to change and unexpected events.
I solve problems in response to challenges.
I create products, performances or services in response to challenges.
I appraise the skills, knowledge and technologies used to respond to challenges.
I communicate my learning.
CTF is working independently and with others while exploring careers and technology.
I determine how my actions affect learning.
I develop skills that support effective relationships.
I collaborate to achieve common goals.
Reasoning and analyzing
Use logic and patterns to solve puzzles and play games
Use reasoning and logic to explore, analyze, and apply mathematical ideas
Estimate reasonably
Demonstrate and apply mental math strategies
Use tools or technology to explore and create patterns and relationships, and test conjectures
Model mathematics in contextualized experiences
Understanding and solving
Apply multiple strategies to solve problems in both abstract and contextualized situations
Develop, demonstrate, and apply mathematical understanding through play, inquiry, and problem solving
Visualize to explore mathematical concepts
Engage in problem-solving experiences that are connected to place, story, cultural practices, and perspectives relevant to local First Peoples communities, the local community, and other cultures
Communicating and representing
Use mathematical vocabulary and language to contribute to mathematical discussions
Represent mathematical ideas in concrete, pictorial, and symbolic forms
Connecting and reflecting
Reflect on mathematical thinking
Connect mathematical concepts to each other and to other areas and personal interests
perimeter of complex shapes
area of triangles, parallelograms, and trapezoids
angle measurement and classification
triangles
Applied Technologies:
- Select, and as needed learn about, appropriate tools and technologies to extend their capability to complete a task.
- Identify the personal, social, and environmental impacts, including unintended negative consequences, of the choices they make about technology use.
- Identify how the land, natural resources, and culture influence the development and use of tools and technologies.
SS1: Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45°, 90° and 180° as reference angles
determining angle measures in degrees
drawing and labelling
SS2: Demonstrate that the sum of interior angles is:
180° in a triangle
360° in a quadrilateral.
SS3: Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
SS4: Construct and compare triangles, including:
scalene
isosceles
equilateral
right
obtuse
acute
SS5: Describe and compare the sides and angles of regular and irregular polygons.
SS6: Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
SS3: Perform geometric constructions, including:
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors.
SS5: Perform and describe transformations (translations, rotations or reflections) of a 2-D shape in all four quadrants of a Cartesian plane (limited to integral number vertices).
Spatial Sense
E2.2 use a protractor to measure and construct angles up to 360°, and state the relationship between angles that are measured clockwise and those that are measured counterclockwise
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves conditional statements and other control structures
C3.2 read and alter existing code, including code that involves conditional statements and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Spatial Sense
E1.1 describe and classify cylinders, pyramids, and prisms according to their geometric properties, including plane and rotational symmetry
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves events influenced by a defined count and/or sub-program and other control structures
C3.2 read and alter existing code, including code that involves events influenced by a defined count and/or sub-program and other control structures, and describe how changes to the code affect the outcomes and the efficiency of the code
Spatial Sense
E1.3 use scale drawings to calculate actual lengths and areas, and reproduce scale drawings at different ratios
Algebra
C3.1 solve problems and create computational representations of mathematical situations by writing and executing code, including code that involves the analysis of data in order to inform and communicate decisions
C3.2 read and alter existing code involving the analysis of data in order to inform and communicate decisions, and describe how changes to the code affect the outcomes and the efficiency of the code
P6.3 Extend understanding of patterns and relationships by using expressions and equations involving variables.
a. Analyze patterns arising from the determination of perimeter of rectangles and generalize an equation describing a formula for the perimeter of all rectangles.
SS6.1 Demonstrate understanding of angles including:
identifying examples
classifying angles
estimating the measure
determining angle measures in degrees
drawing angles
applying angle relationships in triangles and quadrilaterals.
SS6.2 Extend and apply understanding of perimeter of polygons, area of rectangles, and volume of right rectangular prisms (concretely, pictorially, and symbolically) including:
relating area to volume
comparing perimeter and area
comparing area and volume
generalizing strategies and formulae
analyzing the effect of orientation
solving situational questions.
SS6.5 Demonstrate understanding of single, and combinations of, transformations of 2-D shapes (with and without the use of technology) including:
identifying
describing
performing
SS7.3 Demonstrate an understanding of 2-D relationships involving lines and angles.
Identify, with justification, line segments on a diagram that are parallel or perpendicular.
Use technology to construct parallel lines, perpendicular lines, angle bisectors, and perpendicular bisectors.
Use geometric constructions to create a design or picture, and identify the constructions present in the design.
6SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles, using 45°, 90° and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
6SS3 Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
6SS6 Perform a combination of translations, rotations and/ or reflections on a single 2-D shape, with and without technology, and draw and describe the image.
7SS3 Perform geometric constructions, including:
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors.
SS1 Demonstrate an understanding of angles by:
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45°, 90 and 180° as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
SS3 Develop and apply a formula for determining the:
perimeter of polygons
area of rectangles
volume of right rectangular prisms.
SS6 Perform a combination of translation(s), rotation(s) and/or reflection(s) on a single 2-D shape, with and without technology, and draw and describe the image.
SS3 Perform geometric constructions, including: perpendicular line segments; parallel line segments; perpendicular bisectors; angle bisectors
6.SS.1 Demonstrate an understanding of angles by
identifying examples of angles in the environment
classifying angles according to their measure
estimating the measure of angles using 45º, and 90º, and 180º as reference angles
determining angle measures in degrees
drawing and labelling angles when the measure is specified
6.SS.3 Develop and apply a formula for determining the
perimeter of polygons
area of rectangles
volume of right rectangular prisms
6.SS.6 Perform a combination of transformations (translations, rotations, or reflections) on a single 2-D shape, and draw and describe the image.
7.SS.3 Perform geometric constructions, including
perpendicular line segments
parallel line segments
perpendicular bisectors
angle bisectors
describe angles as a measure of rotation (turn)
identify and classify angles as acute, obtuse, right, straight, or reflex
explain, using models, how the perimeter of any polygon (2-D shape) can be determined
generalize a formula for calculating perimeter (distance around the outside)
model, identify, and describe a combination of transformations (flips, slides, or turns) on 2-D shapes
P2: Students will be expected to use digital tools to develop ideas and original works in innovative ways.
TOC1: Students will be expected to
safely use many forms of current technology for learning with growing competence
demonstrate conceptual understanding of how information and communication technology, digital tools, and authorized networks support their learning
use terminology related to information and communication technology
Perform geometric constructions, including:
perpendicular line segments,
parallel line segments,
perpendicular bisectors,
angle bisectors.
GCO1: Students will be expected to design, develop, evaluate, and articulate technological solutions
GCO2: Students will be expected to operate and manage technological systems
Describes quadrilaterals (e.g. parallel segments, perpendicular segments, right angles, acute angles, obtuse angles)
Observes and produces frieze patterns and tessellations
using translations
