Resource Icon Resource Preview

  • GENERAL INFORMATION AND SUMMARY
    • Title: Constructing Trapezoids
      Resource ID: 12796
      Description:
      Students are given pattern blocks to make as many trapezoids as possible, and to explain their strategies.
      Subject(s):
      NGSSS: Mathematics
      Grade Level(s):
      K
      Intended Audience:
      Special Materials Needed: Pattern blocks or homemade paper pattern blocks (available in Word or PDF, see Attachments section)
      Freely Available: Yes
      Instructional Component Type(s):
      Formative Assessment (Primary Type)
      Attachments: MFAS_ConstructingTrapezoidsPatternBlocks_Resource.doc , MFAS_ConstructingTrapezoidsPatternBlocks_Resource.pdf
      Resource Collection: MFAS

  • RELATED STANDARDS (1)

  • FORMATIVE ASSESSMENT TASK
    • Instructions for Implementing the Task
      1. The teacher distributes the following pattern blocks to the student: 6 triangles, 6 rhombi, and a trapezoid.

      2. The teacher says, “Today you will use pattern blocks to explore ways to make shapes.”

      3. The teacher says, “You will use pattern blocks and try to find all the ways the blocks fit together to make trapezoids.”

      4. The teacher says, “Show me a pattern block that is a trapezoid.”

      5. After the student selects a pattern block to be a trapezoid, the teacher asks, "What makes that shape a trapezoid?"

      6. The teacher says, “Using the other pattern blocks create two different size trapezoids.”

      7. The teacher asks the student to explain his or her constructions of trapezoids. If the student cannot describe his or her trapezoid or strategy, the teacher should ask the student to explain what they are doing. The teacher can assist the student with labeling the strategy and defining a trapezoid.
      Vocabulary Associated with the Assessment construct
      rhombus
      trapezoid
      triangle

      Note: a trapezoid can be defined in different ways (and may be defined differently according to different textbooks and mathematicians). Some define a trapezoid as a quadrilateral with exactly two sides parallel. Others define a trapezoid as a quadrilateral with at least two sides parallel. According to the former definition, a square, rectangle, or other parallelogram would not be considered a trapezoid. According to the latter definition, a square, for example, would be considered a trapezoid. In order to avoid confusing young students, we recommend discussing the matter in horizontal and vertical teacher teams and, for consistency, commit to one definition.

  • Task Rubric
    • Level I
      The student does not begin the task or identify a strategy to begin solving the problem. The student may guess an answer or copy what another student is doing without demonstrating understanding. The student appears not to understand the problem the task is asking him or her to solve.
      Misconception / Error
      The student does not construct a trapezoid.
      Examples of Student Work at this Level
      The student may be able to point to a trapezoid and place pattern blocks shapes (such as triangles) atop a trapezoid to match the shape.
      Questions Eliciting Thinking

      What two shapes can be put together to make a trapezoid?
      Instructional Implications
      Discuss how the various polygons are defined, how they are similar, and how they are different. The discussion should repeatedly refer to the defining characteristics of the polygons.

      Have the student create the rhombus using triangles.

      These opportunities will give the student a frame of reference when creating the trapezoid.

      Level II
      The student demonstrates errors in reasoning or fundamental misconceptions related to the learning goal. The student may not understand key mathematical terms in the problem and/or may be unable to describe or justify the strategy he or she uses.
      Misconception / Error
      The student does not think to use different shapes to create the trapezoid.
      Examples of Student Work at this Level
      The student is able to create one trapezoid using pattern blocks (for example, using three triangles or a triangle and a rhombus).
      Questions Eliciting Thinking

      How do you know that a shape is a trapezoid?

      Why does your construction make a trapezoid?
      Instructional Implications
      Discuss how the various polygons are defined, how they are similar, and how they are different. The discussion should repeatedly refer to the defining characteristics of the polygons.

      Encourage creative thinking in how to arrange shapes to construct other shapes. Find as many ways as possible to construct shapes with pattern blocks and repeat the defining characteristics of different shapes.

      Level III
      The student selects an appropriate strategy for solving the problem but may make an error(s) in computation. The student is unable to clearly articulate his or her thinking and/or to justify the strategy used to solve the problem.
      Misconception / Error
      The student is able to create two different trapezoids using different pattern blocks but cannot explain the strategy used in the creation of the trapezoid.
      Examples of Student Work at this Level
      The student is able to create two different trapezoids using different pattern blocks but cannot explain the strategy used in the creation of the trapezoid.
      Questions Eliciting Thinking
      How did you know you could use a trapezoid?
      Instructional Implications
      Give the student experience with pattern blocks and allow for practice making trapezoids using all different shapes.

      Level IV
      The student solves the problem, uses formal mathematical terms correctly to explain how he or she arrived at the solution, and justifies why the solution is correct.
      Misconception / Error
      There are no misconceptions or errors at this level.
      Examples of Student Work at this Level
      The student is able to create three different trapezoids as well as explain why those shapes work.
      Questions Eliciting Thinking
      How many ways do you think there are to make a trapezoid with these different shapes?
      Instructional Implications
      Show the student irregular hexagons and ask, "Are these still hexagons? How do you know?"

      Have the student work on creating irregular shapes with the pattern blocks.






  • SOURCE & ACCESS INFORMATION
    • Name of Author/Source: MFAS FSU
      E-Mail of Author/Source: mfas@lsi.fsu.edu
      Is this Resource freely Available? Yes
      Access Privileges: Public
      License:
      CC Attribution Non-Commercial Share Alike

* Please note that examples of resources are not intended as complete curriculum.

Click here to send us your feedback on this resource »

Options
My Differentiations/Enhancements

My Differentiations/Enhancements
You can use this tool to add complimentary or supplementary enhancements or modify the resource for differentiated instruction. Your work can be shared or kept in private. (Login is required)
Add/edit enhancements Login to Add/Edit
My Notes

My Notes
You can add personal notes on this page and they will be only visible by you. Click on the "Add/Edit" to get started. (Login is required)
Add/edit notes Add / Edit

Accessibility | Copyright Florida Department of Education ©2008-2010 | Privacy Statement | Public Records
Under Florida law, e-mail addresses are public records. If you do not want your e-mail address released in response to
a public-records request, do not send electronic mail to this entity. Instead, contact this office by phone or in writing.