DOCUMENT RESUEE

ED 153 822 SE 024 117

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AUTHOR Kubota, Carcl . '

TITLE Tangrims: An Ancient 'Chinese Puzzle. A CcrcEptual,

. Skill Develcpmnt Kit fcr All Grade levels. ..

INSTITUTION Washington Office of the State Superinteplent of

Instructicn, Clyapia.
PUB DATE 76
NOTE 35p.

EDRS PRICE 8F-$0.83 HC -$2. 06 Plus postage.

DESCRIPTORS *Activity Units; Chinese Culture; Concept formation;
Elementary Secondary EducatiCn; Gecuetric Concepts,;
History; *Ilistructicral Materials; *Manipulative
Materials; *Mathematics Educaticn; Mathematics
Materials; Puzzles; *Fescurce Materials
'IDENTIFIERS *Tangrams

ABSTRACT
A multi-subject apprcach tc using tan9ram puzzles in
the classrcom is included along with a shcrt history sectici and
accompanying lessons. These lessons prcvide an introdtcticn to
tanqrams; methods for teaching bilingual and English-dcmirant
children concepts and skills through activities that .do notarequi ;e
strong English skills; and activities that ccnvEy histcric and
cultural information, while simultanectsly acquainting children with
Various conceptual skills. (MN)

SN

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*'' - from the original document. *
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....
 S, DEPARTMENT OF HEALTH,
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EDUCATION

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MATERIAL HAL, BEEN (,RANTED BY
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INFORMATION (,ENTER IER ICI ANU
USERS OF THE ERIT. SYSTEM
 .
7-

A-CONCEPTUAL,gigli,

4'
DEVELOP4NT'kIT

for all grade levels

'TANGRAMS:
.0
AN ANCIENT CHINESE PUZZLE
0

4
Written and Prepared by

CAROL KUBOTA s"-

Ot

SPI Pfoject Consultants

Larry*Matstida
fir
A. Barretto Ogilvie

\.9 Developed In The

Equal Educational Opportunities Section

Warren H. Burton, "Director

For )

Dr. Frank B. Brouillzt, Superintendent

4
Public Instruction
State of Washington'

Qe

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3
 ACKNOWLEDGEMENTS

The Superintendent of Public Instructo s Office

would like to acknowledge the contrib ions of

Ron Schafei and Ms. Bettie Kan the preparation

6
of this booklet. 4

. °

1, -

°
SPI Superintendent of Pu. lic Instruction
DR. FRANK B. BROUILLET OLD CAPITOL BL G., OLYMPIA, WASH. 98504.
A V

NoVember 12, 1976

A

This booklet attempts to provide tlieteapher with a multisubject approach

t.

to using tarigram puzzles in the classroom. A short'history section and

accompanying lessons are indlUded.

These lessons attempt to provide:

1. An introduction\to tangrams

2. 'Methods for teaching bilingyal and English dominant children

concepts and skills through activities that do not require

strong English skills.

.k

3. Activities that'convey historic and cultural information,

while simultaneously acquainting children with various conceptUal

skills.

By no means are the enclosed lessons meant to be complete or` definitive.

Primarily they serve as springboards to other exercisesor as ideas for

supplementary extra credit assignments.

LawrenpeMaftsuda .
Warren H. Burton,' Director
Asian American Program Administraeo Equal Educational 'Opportunities \.

Equal Educational Opportunities

Dr.\ack Frisk, Deputy Superintendent
A. Barretto Ogilvie Publ'1 Instruction
State Bilingual Consultant \,
Equal Educational, OpportUnities

5
 '

CONTENTS

PAGE

Introduction 1

History '

Tangram Design Pattern 3

'LESSON I: Getting Acquainted With Tangrams 1

5

LESSON II: A Little Tangramath' 13

v
,s
LESSON III: Art 18

LESSON I Really Puzzling Puzzles'(Logic) 26

1
Bibliography' 30' .

V e

. A

I Ap

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 0
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INTRODUCTION

The tangram is an ancient puzzle which probably originated in China_

several thousand years ago. It was introduced to the West in the 1800's

where it was,known as the "puz zle of seven clever pieces". These geo-

metric pieces, sometimes elaborately constructed out of ivor or lacquer4

wood, consisted of 5-triangles; 1 square and 1 parallelogram. The. puzzle

involved manipulating these seven shapes into literally thousands of

patterns df.people, anitnalsr objects or geometric figures,

Students can benefit in many ways from the useof these concrete,

manipulative shapes, Several relate to areas of mathematics, art and

scientific thinking. Using the Tangram pieces can also contribute

to the development of psycho-motor andlogical thought processes.

References to Asian culture are, included wherever possible and it is

hoped students will learn not only thg concepts and skills:Tangrams can

facilitate, but also that they will come to appreciate a unique culture.

The cultural tidbits included arelrepres ntative of China's historical

\
past and are not meant to be descriptions of either panese-American
N7
culture or of Chinese culturettoday.

HISTORY

'Nothing is known about how Tangrams of "ginated. It is quite possible that the
tl

name, Tangrams, comes froin combining " am", a common ending denoting

mething written or drawn and "T'ang" whiCh refers to tee T'ang Dynasty,
Ar
one of the greatest in Chinese history. The Tang Dynasty existed from

618 - 906 A.D. and during/this period literature and art flouriihed and

printing was developed in China. ,Chinese Fivilization came into full4'

 bloom during this period and the age ofthe T'ang Dynasty is sometimes

referred to as the Golden Age of China.

Although there is little historical factual information regarding Tangrams,

there'is much historical fiction. In the early 1900s, Sam Loyd published

a book entitled The 8th Book of Tan, which contained hundreds of Tangram
4
-

puzzles. According to Loyd, there were seven previous books of,W compiled,

in China 4000 years prior to the eighth book. He reported that one set of

these books was printed in gold leaf upon parchment located in Peking.
a
He also reported the existence of these books as very "rare" - obviously

since he made up the whole story.

'Another myth regarding the origin of Tangrams deals \ith an ancient

'1/
re ,Chinese nobleman named TAn who possessed a valuable square ceramic tile.

One day he dropped this cherished tile and it broke into seven pieces.

`Tan spent -the rest of his life attempting.to-Tefit th seven pieces back

into the original shape. In the process he created hundreds of other

shilpes but not the original square.

It is fact, however, that the Chinese, enjoyed the Tangram puzzle and
O

made up many designs. Some of the designs appeared In print in,1813 and

1823 when two tangram books were published in China.

et,

14%
 PREPARATION

Tangrame\ are very personal things. Each child should have his/her own

set. Teachers can duplf.J:ate the pattern on'the next page and have your

Students cut their own seven pieces from it. Cardstock or plastic works
O

best and lasts longer than paper. You might provide envelopes to help

keep pieces from getting lost. Or you might.have them'construct their

own.
Example:
Chinese Folded Pocket

Tuck.In

p1

All lessons in tt4s packet are intended to serve as lleg'innings. i, Use

them as starting laces for ideas. You will, no doUbt, develop activities

of your own and you will probably receive good suggestions from your

(students. There a e several excellent books available with actIvities

using Tafigrams and hese are listed in the bibliography.

4
 C

10
 LESSON 1: GETTING ACQUAINTED. WITH TANGRAMS

Recommended age level: all ages

at

atirgkills and concepts:

Students begin g ze basic shapes and forms.

Manipulative s lls are increased.

Students begin to recognize spatial relationships between the

puzzle piece-. st
L

Students aresgener ly motivated to work at harder puzzles, if they

succeed early. ince it is easier to work within an outline, it is wise

to duplicate the silhouettes included and have the students fit their

Tangram pieces inside the putzle. This will also help the student who

finds it difficult to transfer a small image into a large'picture. They

will obtain practice with that concept later - for) now, it is important

that they exerience success.

PROCEDURE:

After the students have 'their pieces cut apart, giVe them all one or two

silhouettes. Ask, them to fit all their pieces within each puzzle outline.

A short narrative of the puzzle is included to provide some brief back-

.

ground information. 4
I

in the Idst Chinese soldiers wore helmets

Helmet
of this type With a feather waving from'.

the top.. (puzzle illustration on p.7 )

This tube protected the long feathers

on the ceremonial dress helmets of

Chinese generals.. These helmets are

keather Tube
often very .conspicuous in actures of

scenes from Chinese operas which frequently

o included generals. (puzzle illustration

.
On p. )

5
 4!
Goldfish Originally, goldfish came from China.

They were later introduced in Japan'

where the raising of goldfish and carp

(a large' species of goldfish) became

an art. Goldfish are a symbol- of

longevity to the Japanese - you may

haVe seen kites'in goldfish'form

from Japan. (puzzle illustration

or p.9)

Dragon Boat On the fifth day 'of the fifth month,

the ancient Chinese celebrated the

Dragon Bogt Festival., River boats were

decorated to resemble floating dragons,

and raced up and darn the river.

(puzzle illustration on p.10).

Mulberry Hook These hooks were used for cutting and ,

trimming mulberry bushes and trees:

,
Mulberry eaves-constitute the staple of
- t 9
the sil All diet and.it was the
A
Chinese w o first discovered the

secret of making this tuxutious

fabric. (puzile illustration on

p.1.1 )

As the ttudents finish each puzzle, let them work.on another. By the time

they have finished all five puzzles, they should be well acquainted witli V

theit puzzle pieces. At*thie point, you may wish to do MORE activities

,Jr stop and continueinto the other lessons.,

MORE:

- Havt the stud ents make up their own designs, draw 'ground the silhouette

and ask a classmate to fit his/her own spieces-into the new puzzle.
.-

A
- Have the students try making the shapes'on page.12
, 12'
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 41,

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LESSON II: ALITTLE TANGRAMATH:

Recommended age level: 9 - let years

-Skills.and Concepts:

Students come to know the Tangram shapes by their names.

Fractional relationships (relative areas) of the pieces become

more,apparent to the student.

Students become more aware of the similarities and differences

a
between the pieces.
s-7

The concept of Conservation of Size is introduced (the same area

can occupy different shapes and therefore these shapes ate the

same size).

PROCEDURE:

Ask the students.to sort the Tangram piecesby shape. They sq#y form sets
\\\
such as these:

A 1
-e

. All 3 sided shapes All 4 sided shapes

(triangles)

1_.
. "
-OR-

All 3 sided shapes Square Rhombus f',

(triangles)

1319
 °

Talk abo their,sets and intro duce the names of the pieces. Next =sk the
.

students to sort their shapes by size.' You will robablsget various

4
4..

=responses to 1.6 request. If you get.s response 1 ice the one below

((chances are ver ood'hat you,will), run the student through the
a

rs
series ofs"-puzzles the neXt page.
. .

Large triangles' Small triangles "diuni triangle_ Rhombus Square

Conservation of Size may be a difficult concept for students to grasp.

The idea that the same,area can occupy different shapes and these shapes

are, tRerefore, the same size is fairly sophisticated. Di:mit push this
1
Conservation of Size concept - if the students still insist that the

rhombus, the square and tbe triangle are different dkzes let it go.

They are still - becoming familiar with the names of the shapes and the

puzzle itself.

Another approach to introducing,Conse4vation of Size is to ask your students .

r.
IP
*how may'different ways'they can make th,14r,g*triagle. If they have

trouble. finding more than one way, use the worksha t on page 20 . You can

slip in some work with fractions by asking them' how many little triangles

they would need to make the big triangle. 4

The most difficult pu;zles to solve are the polygons. It'is interesting that

a'rhombus, a triangle and a square can be formed using all the pieces.

Challenge students to make these ,shapes - each time usingill seven pieces.

14 40
 - ,

If they have difficulty, ug"e the silhouFttes provided. ;One other"shape,

, . , . .
.
,

the rectangle,' is also incltkded: -Remind students that. 4.t is all right

to flip ths,pieces over. (HINT: you'should try these polygons yourself. Notice
.

that once you form d triangle from the 5 smaller-Tangram pieces, you need

only Change the positions of the large triangles to 6 tain any of-the polygons.
,x
Some bright student may catch this. Did you?)

tl
 *41

.- ,
MORE MATH: . ..

. ,
.

Ma thematical ideas of congruency and symmetry might be ifittoduced with

tha Tangram pieces. Possibilities:

What angles are,congrunet with the angles of the -square? triangle?

. . .

-rhombus?. Are any of the edges of the pieces congrUent (the same length)?
,
, .0140
"". .

11;w many lines of symmetry does a piece have? .

How many ways can a

piece fit into its "box"?

vo"
Fractions can be an intgiag part of Tan tams. Ask students how much of

the square (rhombus, large triangle% medium triangle) the small triangle covers.

-i

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e

1/

22 .

16
 c
S
Can you make the edium

triangle from t other pieces?

lei
/.
.4

Can you make the square from

ce

two other pieces?

1 4 %

,Can, you take the rhombus from

two,opher pieces?
, 1

Trace the jwo,pieces you used to make the medium triangle, the square and

the rhombus. What can you say abou the medium triangle, the square and

the rhombus?

,
23
:17
 LESSON III: ART:

. RecomMended age level: 9 - years

Skills and concepts:

Students are introduced to art forms, design and patterns.

Development of psycho-motor skills.

I.

BACKGROUND:

The Chinese have a rich art-heritage. While the Chinese civilization is not

I.
the oldest in the history of mankind, it is the oldest civilization still in

existence. Older civilizations such as the ones that thrived in Babylonia,

Egypt and along the Indus River Valley, liave long since crumbled.

While Europe was emerging from the Dark Ages, art, sculpture and printing

Ikewere flourishing in China during its Golden. Age. By the time' the f t

settlers arrived on the shores of America, the Chinese were manufacturing

delicate and elaborate merchandise of stood and iv ." They invented silks,

paper money, porcelain, lacquer and even the compass whiph helped the Europ-
N
eans cross the oceans to their.new home.

The intricate'and colOrful etchings found'on many Chinese boxes and other

objects is a small sample of richnessrof their art. Many of the bronze

pieces of early Chinese history were covered with simple but elegantegeometric

patterns. Miler designs were ,used to decorate floor tiles for courtyards

and interiors. In this lesson, sitdents form their on patterns for tale

from tangram piedes.

PROCOuPIL4
t.

Students will need plastic, tagboard or cardstock Tan ram pieces, crayons and

butcher paper. Familiarize students with the method of crayon rub gs.

.41,2 4
la

Ask them to 'tile a f1,13.-' or create a repeating pattern using Tangram

piece!5 They may choose tp "tile their floor" using one piece (show

them how they Can use one piece over and over by moving the piece under

:the paper and rubbing the crayon on the paper over the piece. They will

find' that any of the 3 or 5 sided shapes will tile a floor. (See examples). .

t'

A
c

25
19
 ,

,
They may also choose to use more than one piece to "tile the floor".

(See examples).

Two
Piece'
One'
Pattern
Piece
Pattern

Y
4

Different colors in the patterns will produce some s k4pigp-resultst

Encourage exploration of.patterns and colors. They will discover that

certain edges "fit together" (are,congruent), and that angles sea to

"fill up each other" (all'Tangram angles are 9e, 450, or 135°.)

Rather than "tilinga floor" you may wish to have students simply create

designs using the Tangram pieces.

1
MORE:

Any 3 or 4 sided shape - even an irregular one will tile a floor.

Have students cut some irregular'3 or 4 aided shapes to see if it

really works.

- Challenge students to find out if 5, 6 or 7 sided shapes will tile a

floor.

Have students research Chinese art and try to dualicate some designs with

their Tangram pieces.

- Make a self-contained tile.

A
 Nr
LESSON IV: REALLY 4HZZLING PUZZLES (LOGIC):

Recommended age levels: 10 - 15 years

Skills and concepts:

.
Students will be able to accurately reproduce a larger version of

a small picture.
4

' Students logical thinking processes will be developed:

BACKGROUND:

Legend has it that the first Chinese dynasty began 4000 years ago and was

called the Hgia Dynasty. There are no knov6h remnants of this dynasty. Remains

have-been found of what is considered to bethe'second dynasty - the Shang

asty which controlled China from 1766 B.C. - 1122 B.C:, Chinese histbry

recor s a total of 25 dynasties ruling China - some for as little as 15 years

and some for as long as 8 centuries. The name China is derived from the

Ch'in Dynasty which, although very short-lived, destroyed the existing

system of independent states, established a centralized monarchy and

'created the extensive Chinese Empire 2000 years ago. (Dynasty refers to

a, royal family which hands down its rule from one member to another).

The Chou Dynasty (1122 B.C.- 256 B.C.) ruled the longeseid Chinese, history -7

8 1/2 centuries. During the last few' centuries of the Chou Dynasty, the

thoughts of a man named Confucius had considerbale effect on the Chinese.

Some people say that Confucianism influenced the lives of more people

than any other body of thought in all history. Bonn in 479 B.C., Confucius

' taught an ethical' system, a way.of thinking that ushered in the Age of

Philosophers for the ,Chinese people. The development of the Spirit Of Inquiry

resulted'in great schools of philosophy and thought. .

a,

31-
26 ,
 Of course, Tangrams.were not invented yet but perhaps the type of paradoxical

puzzles which can be derived from Tangrams would have interested some of

"these philosophers so concerned with the development of logical.thinking.

This lesson presents some of the paradoxes found in the Tangrams puzzles.

r".

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 I Os
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PROCEDURE:
4

If the st cents hve.not yet reproduced small ptizzles with their Tangrams,
.

they 8,11 uld first try the list page of Lesson 1 bdore they attempt these more

difOCult puzzles.

When the students are fairly. proficient at solving puzzlds from a given

picture, they are ready to try the really puzzling puzzles on the Billowing

page. You can duplicate this page,or make an overhead transparency for

the class.

*If you must have the answers:

CS

28
 4

IF

REALLY PUZZLING PUZZLES

These two men appear to be similar except that one has,lost his foot. Can

you'put both men together uetng all seven of your 'Tangram pieces for each

Man?
J
1.

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0

r
Ali four of thecevases seem to 'be the dame size. -But one is chipped and

two have holes - but of different sizes. Can you solve each puzzle and

make the vases with all seven of your Tangram pieces each time?

29
34.
 W, a

ON YOUR OWN:

.The lessons and activities in this pamphlet served as i roductions

to Tangrams.

For more information refer to the following bibliography:

BIBLIOGRAPHY:

A.- More Tangram Puzzles

1 ;. Tangrams 330 Fuzzles

k
Ronald C. Read
Dover Publicatiofit, Inc., New York
AS.

Available at Pacific Science Center Book Store

2. The Eighth Book of Tan

Sam Loyd
Dover Publications, Inc., New York

Available at Pacific Science Center.Book Store

B. Using Tangrams As'A TeachingTooi

1. It's A Tangram World

Lee Jenkins and PeggyAeLean
Educational Science Consultants
Los Gatos, California

2. Math Experiments With The Tangram

Dr. John L. Ginther .

Midwest Publications Company, Inc.

Troy,, Michigan -

*kJ
3. Tangramath
Dale Seymour
Crea tive ,Publications
Palo Alto, California

C. Tangram - A 3 minute color film

ailable through the Washington Stliite Film Library c/o The Evergreen
St to CollegeiOlympia, WA 98504. (No charge)

D. s an Culture and History

1. China
Hyman Kub;in
,Houghton Mifflin Company
Boston, Massachusetts

2. Asian Cultures
Paul Thomas Welty
J.B. Lippincott Co. 35
Fhil., and New York.

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