Active+Learning+Investigation

=Active Learning Investigation=



**Stick Figures Task Cards** **__Overview/Rationale:__** In small groups students will use clues to solve puzzles by building geometrical figures out of popsicle sticks. The students will use their previous knowledge of geometry and problem solving skills to build a figure that satisfies the task card criteria. Each group will be given an envelope with six task cards and 15 popsicle sticks. Once they have built the figure that satisfies the clues on all six cards and checked the results with the instructor, the students will move on to the next set of clues. As a result of this active learning investigation, the students will actively apply their knowledge of the following math vocabulary words: regular and irregular polygons, equilateral and isosceles triangles, quadrilaterals, perimeter, vertex, base, and congruent. Furthermore, the students will practice cooperative group skills such as listening to group members, asking questions, and explaining their thinking. This investigation is important for students because they will practice communication and social skills needed in everyday life. Also, it promotes building a foundation in geometry that they will need in future math classes.
 * Grades 4 – 7**
 * ~ 50-60 minutes**

The important concepts involved in this activity are geometry and the measurement of geometrical quantities. The skills involved are problems solving and cooperative skills.
 * __Relationship to Standards:__**

Students extend what they know about area and perimeter to more complex two-dimensional figures, including circles. They find the surface area and volume of simple three-dimensional figures. As they learn about these important concepts, students can solve problems involving more complex figures than in earlier grades and use geometry to deal with a wider range of situations. These fundamental skills of geometry and measurement are increasingly called for in the workplace and they lead to a more formal study of geometry in high school. 
 * __6th Grade Standards:__**
 * 6.4.** **Two- and three-dimensional figures (Geometry/Measurement, Algebra)**
 * 6.4.B** Determine the [|perimeter] and area of a composite [|figure] that can be divided into [|triangle] s, [|rectangle] s, and parts of circles.
 * 6.4.G** Describe and sort polyhedra by their attributes: parallel faces, types of faces, [|number] of faces, [|edge] s, and [|vertices].

**__Learning Targets:__**  · Students will be able to use geometrical vocabulary to construct a figure out of popsicle sticks. · Students will be able to accurately explain how their figure meets the criteria of the clue cards. · Students will be able to work collaboratively in small groups to solve the Stick Figure problems.

//Materials:// · Envelopes with sets of clue cards (develop ahead of time – cut clue cards and place in labeled envelopes) · 15 popsicle sticks per group · Math dictionaries with needed vocabulary definitions
 * __Description__**

//Steps:// · Put students in small groups (3-4 students) · Distribute Stick Figures 1 Clue Card Envelope and 15 popsicle sticks to each group o Students will take turns reading the clues and work together to build the described figure out of popsicle sticks o Teacher monitors groups and formatively assesses student understanding of concepts · When students think they are finished, they will reread the clues to make sure they all apply. · Students will show the teacher their completed figure and briefly explain how it meets the criteria on the clue cards. · If the figure satisfies the clues the group may move on to Stick Figures 2 Clue Card Envelope Continue this procedure as far as Stick Figures 5

· While students are working, look/listen for: cooperative group skills, conceptual understanding, and use of vocabulary words. · After completion of figure, can students explain the different features of their figure using appropriate vocabulary and how it satisfies the criteria?
 * __Assessment__**

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