(Francais) Dash & Dot: Géométrie avec Dash (4e et 5e année)

Grade 5 – Mathematics

Shape and Space

1. Identify 90º angles. [ME, V]

2. Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations. [C, CN, PS, R, V]

7. Identify and sort quadrilaterals, including:

• rectangles
  
• squares
• trapezoids
• parallelograms
• rhombuses according to their attributes.

Grade 5 (Division 2) - Information and Communication Technology

Foundational Operations, Knowledge and Concepts

F1 - 2.1 apply terminology appropriate to the technologies being used at this division level

F3 - 2.2 work collaboratively to share limited resources

F3 - 2.3 use appropriate communication language and etiquette

F6 - 2.1 power up and power down various technologies and peripherals correctly

F6 - 2.3 use peripherals, including printers and scanners

Grade 4 – Mathematics

Measurement

– estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre) (e.g., a pencil that is 75 mm long);

– estimate, measure using a variety of tools (e.g., centimetre grid paper, geoboard) and strategies, and record the perimeter and area of polygons

– pose and solve meaningful problems that require the ability to distinguish perimeter and area (e.g.,“I need to know about area when I cover a bulletin board with construction paper. I need to know about perimeter when I make the border.”);

Geometry and Spatial Sense

– identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);

– identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g.,“The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”)

– relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90º);

Grade 5 – Mathematics

Content

• area measurement of squares and rectangles
  
• relationships between area and perimeter

Curricular Competencies

• Use technology to explore mathematics
  
• Model mathematics in contextualized experiences
  
• Develop, demonstrate, and apply mathematical understanding through play,
  
• inquiry, and problem solving
  
• Visualize to explore mathematical concepts
  
• Represent mathematical ideas in concrete, pictorial, and symbolic forms

Grade 5 – Applied Design, Skills and Technologies

Content

Students are expected to use the learning standards for Curricular Competencies from Applied Design, Skills, and Technologies 4–5 in combination with grade-level content from other areas of learning in cross-curricular activities to develop foundational mindsets and skills in design thinking and making.

Curricular Competencies

• Use materials, tools, and technologies in a safe manner, and with an awareness of the safety of others, in both physical and digital environments
  
• Identify the skills required for a task and develop those skills as needed
  
• Use familiar tools and technologies to extend their capabilities when completing a task
  
• Choose appropriate technologies to use for specific tasks
  
• Demonstrate a willingness to learn new technologies as needed

Grade 4 - Mathematics

Shape and Space

SCO: SS4: Describe and construct rectangular and triangular prisms.

SCO: SS5: Demonstrate an understanding of line symmetry by:

- identifying symmetrical 2-D shapes

- creating symmetrical 2-D shapes

- drawing one or more lines of symmetry in a 2-D shape.

SCO: SS6: Demonstrate an understanding of congruency, concretely and pictorially.

Grade 5 - Mathematics

Shape and Space

SCO: SS1: Design and construct different rectangles given either perimeter or area, or both (whole numbers) and draw conclusions.

SCO: SS2: Demonstrate an understanding of measuring length (mm and km) by:

- selecting and justifying referents for the units mm and km.

- modelling and describing the relationship between mm and cm units, and between mm and m units.

- modelling and describing the relationship between m and km units.

Description

Cette leçon de géométrie a pour but d'utiliser Dash & Dot et la programmation pour identifier, classer, décrire et trouver le périmètre de quadrilatères. Les élèves créeront des quadrilatères en construisant un porte-crayon pour Dash (optionnel) et en utilisant des boucles, des angles et les distances parcourues.

Objectifs

• Les élèves dessineront et mesureront des quadrilatères.
• Les élèves seront en mesure de rédiger des algorithmes pour créer des quadrilatères.

Robotique et accessoires

Autres accessoires

• Tablettes - (liste des appareils compatibles)
• Grandes feuilles de papier
• Rapporteurs d'angles

Préparation et revue

Voir le PDF pour la préparation et les objectifs

Leçon et contexte

Les élèves consultent le site savant sur les quadrilatères et planifient la création de leurs quadrilatères. Sur une grande feuille, les élèves dessinent leurs quadrilatères avec du ruban-cache ou un marqueur et une règle.

Activité avec Dash et Dot

On a demandé aux élèves de remplir les cartes de tâche (PDF)

Activité complémentaire de conception et d'ingénierie : créer un porte-crayon pour dessiner les quadrilatères sur du papier de boucherie ou pépier affiche. Les élèves auront besoin de connecteurs de briques LEGO, de 2 élastiques et de marqueurs.

Résumé

• Quelles formes sont les plus faciles à créer si on utilise des boucles ?
• Quelles formes peut-on créer en n'utilisant pas de boucles, mais uniquement des lignes individuelles ?
• Pouvez-vous dégager des modèles ?
• Y a-t-il des types de quadrilatères que l'on ne peut créer en utilisant Blockly et Dash ?