Title: Tantalizing Tangrams

Brief Overview:

In this unit, students will develop spatial-visualization skills by identifying geometric figures
in tangrams. Students will investigate attributes of symmetry, congruency, and similarity
as they create various shapes and figures with tangrams and then incorporate them into a
story.

NCTM 2000 Principles for School Mathematics:

• Equity: Excellence in mathematics education requires equity - high expectations and strong
support for all students.

• Curriculum: A curriculum is more than a collection of activities: it must be coherent,

focused on important mathematics, and well articulated across the grades.

• Teaching: Effective mathematics teaching requires understanding what students know and
need to learn and then challenging and supporting them to learn it well.

• Learning: Students must learn mathematics with understanding, actively building new
knowledge from experience and prior knowledge.

• Assessment: Assessment should support the learning of important mathematics and furnish
useful information to both teachers and students.

• Technology: Technology is essential in teaching and learning mathematics; it influences

the mathematics that is taught and enhances students’ learning.

Links to NCTM 2000 Standards:

• Content Standards

Number and Operations

• Understand numbers, ways of representing numbers, relationships among numbers, and
number systems; recognize equivalent representations for the same number and generate
them by decomposing and composing numbers; develop understanding of fractions as parts
of unit wholes, as parts of a collection, as locations on number lines, and as divisions of
whole numbers; use models, benchmarks, and equivalent forms to judge the size of
fractions; and recognize and generate equivalent forms of commonly used fractions,
decimals, and percents.
• Understand meaning of operations and how they relate to one another; understand various
meanings of multiplication and division; and understand the effects of multiplying and
dividing whole numbers.
• Compute fluently and make reasonable estimates; develop and use strategies to estimate
computations involving fractions and decimals in situations relevant to students’
 experience; and select appropriate methods and tools for computing with whole numbers
from among mental computation, estimate, calculators, and paper and pencil according to
the context and nature of the computation and use the selected method or tools.

Algebra
• Understand patterns, relations, and functions; and represent and analyze patterns and
functions, using words, tables, and graphs.
• Use mathematical models to represent and understand quantitative relationships; and model
problem situations with objects and use presentations such as graphs, tables, and equations
to draw conclusions.
• Analyze change in various contexts; investigate how a change in one variable relates to a
change in a second variable; and identify and describe situations with constant or varying
rate of change and compare them.

Geometry
• Analyze characteristics and properties of two-and three-dimensional geometric shapes and
develop mathematical arguments about geometric relationships; identify, compare, and
analyze attributes of two- and three-dimensional shapes and develop vocabulary to describe
the attributes; classify two-and three-dimensional shapes according to their properties and
develop definitions of classes of shapes such as triangles and pyramids; investigate,
describe, and reason about the results of subdividing, combining, and transforming shapes;
explore congruence and similarity; and make and test conjectures about geometric
properties and relationships and develop logical arguments to justify conclusions.
• Specify locations and describe spatial relationships using coordinate geometry and other
representational systems; describe location and movement using common language and
geometric vocabulary; make and use coordinate systems to specify locations and to describe
paths; and find the distance between points along horizontal and vertical lines of a
coordinate system.
• Apply transformations and use symmetry to analyze mathematical situations; predict and
describe the results of sliding, flipping, and turning two-dimensional shapes; describe a
motion or a series of motions that will show that two shapes are congruent; and identify and
describe line and rotational symmetry in two- and three- dimensional shapes and designs.
• Use visualizations, spatial reasoning, and geometric modeling to solve problems; build and
draw geometric objects; create and describe mental images of objects, patterns, and paths;
identify and build a three-dimensional object from two-dimensional presentations of that
object; identify an draw a two-dimensional representation of a three-dimensional objects;
use geometric models to solve problems in other areas of mathematics, such as number and
measurement; and recognize geometric ideas and relationships and apply them to other
disciplines and to problems that arise in the classroom or in everyday life.

Measurement
• Understand measurable attributes of objects and the units, systems, and processes of
measurement; understand such attributes as length, area, weight, volume, and size of angle
and select the appropriate type of unit for measuring each attribute; understand the need
for measuring with standard units and become familiar with standard units in the customary
and metric systems; carry out simple unit conversions, such as from centimeters to meters,
 within a system of measurement; understand that measurements are approximate and how
differences in units affect precision; and explore what happens to measurements of a two­
dimensional shape such as its perimeter and area when the shape is changed in some way.
• Apply appropriate techniques, tools, and formulas to determine measurements, develop
strategies for estimating the perimeters, areas, and volumes of irregular shapes; select and
apply appropriate standard units and tools to measure length, area, volume, weight, time,
temperature, and the size of angles; and select and use benchmarks to estimate
measurements.

• Process Standards

Problem Solving
• Instructional programs from pre-kindergarten through grade 12 should enable all students
to build new mathematical knowledge through problem solving; solve problems that arise
in mathematics and in other contexts; apply and adapt a variety of appropriate strategies
to solve problems; and monitor and reflect on the process of mathematical problem solving.

Reasoning and Proof

• Instructional programs from pre-kindergarten through grade 12 should enable all students
to recognize reasoning and proof as fundamental aspects of mathematics; make and
investigate mathematical conjectures; develop and evaluate mathematical arguments and
proofs; and select and use various types of reasoning and methods of proof.

Communication
• Instructional programs from pre-kindergarten through grade 12 should enable all students
to organize and consolidate their mathematical thinking through communication;
communicate their mathematical thinking coherently and clearly to peers, teachers, and
others; analyze and evaluate the mathematical thinking and strategies of others; and the
language of mathematics to express mathematical ideas precisely.

Connections
• Instructional programs from pre-kindergarten through grade 12 should enable all students
to recognize and use connections among mathematical ideas; understand how mathematical
ideas interconnect and build on one another to produce a coherent whole; and recognize
and apply mathematics in context outside of mathematics.

Representation
• Instructional programs from pre-kindergarten through grade 12 should enable all students
to create and use representations to organize, record, and communicate mathematical ideas;
select, apply, and translate among mathematical representations to solve problems; and use
representations to model and interpret physical, social, and mathematical phenomena.
Grade/Level:

Grades 3-5.

Duration/Length:

This unit will take approximately three periods. Also included are extension activities.

Prerequisite Knowledge:

Students should have working knowledge of the following skills:

• Recognition of basic shapes i.e., triangle, right triangle, square, rectangle, parallelogram
(As appropriate: hexagon, pentagon, and trapezoid)
• Knowledge of congruence, similarity, and symmetry
• Knowledge of terms greater than / less than
• Experience with writing to express personal ideas

Student Outcomes:

Students will:

• Identify attributes of geometric shapes

• Compare geometric shapes
• Create characters for a story using tangrams
• Write a story incorporating the tangram pieces

Materials/Resources/Printed Materials:

• One tangram puzzle for each student, pre-made or cut from cardstock
• The book, Grandfather Tang’s Story
• Teacher Resource Sheets # 1-5
• Student Resource Sheets # 1-5
• Lined Writing Paper
• Pencils, markers, glue sticks

Development/Procedures:
Lesson 1:
Motivation:
• Explain the following performance assessment task to be completed at the end of the
unit. A publishing company is having a contest asking students to write a story.
Students need to design tangram shapes to represent characters in their story.
Students will incorporate tangram character shapes into their story.
 • Hand out tangrams. Teacher tells students that there is a problem to solve. She or
he has the seven geometric shapes in front of them. All seven shapes must fit
together to form a square.
• Students spend time manipulating the shapes.
• After a few minutes, teacher begins to give clues one at a time:
1. Hand out activity sheet with the size of the square outlined. Tell students the
pieces must fit inside the square (Student Resource Sheet # 1).
2. Place pieces of the tangram on the square, adding additional pieces until the
solution is found.
• After all clues have been given, teacher will share solution (Teacher Resource Sheet
#1). (tangram pieces can be displayed on the overhead, or on the board with cutout
shapes made from cardstock. *For constructing your own set of tangrams, refer to
website: http://mathforum.org/trscavo/tangrams/construct.html )

Activities:
• As a class, identify the shapes in the tangram. Label shapes. (Suggestion: keep
labeled shapes displayed for the duration of the unit.) Discuss their similarities,
congruency and lines of symmetry.
• As a class, read and discuss the history of tangrams (Student Resource Sheet # 2).
• Explore tangrams by manipulating tangrams into simple geometric shapes
(transparency of Teacher Resource Sheet # 2).
• Students create additional geometric shapes
(transparency of Teacher Resource Sheet # 3).

Assessment:
• Students will complete a journal activity defining tangrams using the following three
terms: geometric figures, tangrams, and seven.
• Journal Prompt: “Define tangrams using the following three terms: geometric
figures, tangrams, seven.”

Lesson 2:
Motivation:
• Activate prior knowledge by identifying the shapes and their attributes in a tangram
(Student Resource Sheet #3).

Activities:
• Read Aloud: Grandfather Tang’s Story.
On the overhead, display tangram figures as they appear in the story (Teacher may
create on their own).
• Students create character shapes following models displayed on overhead (Teacher
Resource Sheets #(4 A - 4J).

Assessment:
• Independently, students create 3-5 shapes that represent characters they will use in
the story they will be writing for the summative assessment. Students will save
character shapes to incorporate into the story that will be created in lesson three. *As
 an extension activity, teacher could lead students to participate in a gallery walk to
observe peer creations.

Lesson 3:
Motivation:
• Activate prior knowledge by having students manipulate tangram pieces to complete
activity. This activity will assess students’ understanding of area. (Resource Sheets
4A and 4B). Students will use the symbols for greater than, less than, and equal to
compare the area of the tangrams.

Activities:
• Review and discuss the plot and characters of Grandfather Tang’s Story.
• Present and discuss criteria for performance assessment activity (Teacher Resource
Sheet #5).
*Early finishers could visit an interactive web site to solve tangram puzzles:
http://www.tangram.i-p.com/

Performance Assessment:
• Students independently complete performance assessment activity.

Performance Assessment:
A publishing company is having a contest asking students to write a story. Students need
to design tangram shapes to represent characters in their story. Students incorporate tangram
character shapes into their story.

Extension/Follow Up:

• For constructing your own set of tangrams, refer to website:

http://mathforum.org/trscavo/tangrams/construct.html
• *Early finishers could visit an interactive web site to solve tangram puzzles. Refer to
website: http://www.tangram.i-p.com/
• As an extension activity, teacher could lead students to participate in a gallery walk to
observe peer creations.
• Supplemental book for younger grades: Three Pigs, One Wolf, And Seven Magic Stars.
• Additional information may be obtained from the International Tangram Society:
http://[email protected]

Authors:

Tricia Rueter Robin Rohrbaugh

Cromwell Valley Elementary School Baltimore Highlands Elementary School
Baltimore County Baltimore County
 Student Resource Sheet #1

*Get Tantalized with Tangrams!!

 Teacher Resource Sheet #1

Get Tantalized with Tangrams!!

 Student Resource Sheet #2

The tangram is a puzzle game that

originated in China many years ago.
There are many theories (ideas) about
when this puzzle was created. Some
people say it was created about 200
years ago, while others believe it was
created as many as 4000 years ago!
Wow!
The tangram consists of seven geometric pieces
called “tans.” All seven pieces were designed to
fit together to form a square.
The seven-tangram pieces are:
2 large right triangles
1 medium right triangle
2 small right triangles
1 medium square
1 parallelogram
These seven geometric pieces can be moved around to
form hundreds of shapes.
The tangram has an interesting name too!
Again, there have been many theories as to how it
got its name. Some people believe it was named for
Tan, a famous Chinese scholar. Others believe it
was named after the tanka, Chinese families who
lived on riverboats. Still others think tangrams
were named after the Tang dynasty, who were people
that ruled China from 618-907 A.D. That was
approximately 3000 years ago!
There are many interesting facts and theories
about the history of tangrams. The most
interesting one of all is that even after all these
years they are still a source of amazement and
enjoyment.
 Teacher Resource Sheet #2A

Let’s Create
Simple Geometric Shapes With
Tangram Pieces
use 2-4 Tangram pieces to create these shapes.

Small Square

Large Square

Rectangle

Parallelogram
Trapezoid
 Teacher Resource Sheet #2B

Let’s Create
Simple Geometric Shapes With
Tangram Pieces
use 2-4 Tangram pieces to create these shapes.

Hexagon

Pentagon
 Student Resource Sheet #3

Tantalizing Tangrams
Read to Perform a Task

Directions: Use your tangrams

to make the following shapes.

� A long rectangle
� A different long rectangle
� A large parallelogram
� A larger triangle
� A six-sided shape
� An animal or design of your
choosing
 Teacher Resource Sheet #3

Use your tangram to create the

following:

Desk Top
Ceiling Vent
Boat Sails
TV Screen
Kite
Arrow
Door
Blackboard
 Student Resource Sheet #4A

Name________________Date_______

Directions: Evaluate the area of the

following geometric figures.
Afterwards, put , or
Between the shapes.
Student Resource Sheet #4B
 Teacher Resource Sheet #4A

Lion
 Teacher Resource Sheet #4B

Goldfish
 Teacher Resource Sheet #4C

Crocodile
 Teacher Resource Sheet #4D

Squirrel
 Teacher Resource Sheet #4E

Dog
 Teacher Resource Sheet #4F

Rabbit
 Teacher Resource Sheet # 4G

Hawk
 Teacher Resource Sheet #4AH

Fox Fairy
 Teacher Resource Sheet #4I

Turtle
 Teacher Resource Sheet #4J

Goose
 Teacher Resource Sheet #5
Tantalizing Tangrams Performance
Assessment
Rubric for Math
Score Criteria
Story contains a minimum of 3 tangram figures.
Each figure is constructed using all seven pieces
3 of the tangram.

Story contains a minimum of 2 tangram figures.

Each figure is constructed using all seven pieces
2 of the tangram.

Story contains a minimum of 1 tangram figure.

The figure is constructed using all seven pieces of
1 the tangram.

Story does not contain a tangram figure or

figure(s). Figures do not contain all seven pieces
0 of the tangram.
Rubric for Story
Score Criteria
Story contains a beginning, middle and end.
Correct use of capitalization, punctuation and
3 spelling. Sentence/paragraph structure is well
developed.
Story contains a beginning, middle and end. Few
errors in capitalization, punctuation, and spelling.
2 Sentence/paragraph structure is developed.

Story does not contain a clear beginning, middle

or end. Some errors in capitalization, punctuation,
1 and spelling. Sentence/paragraph structure is
poorly developed.
Incomplete story that does not have a clear
beginning, middle or end. Many errors in
0 capitalization, punctuation, and spelling.
Sentence/paragraph structure is not, or poorly
developed.