"We play with shapes". It is an activity-oriented and creative examination of flat, basic geometric shapes through laying, re-laying and laying out in order to acquire spatial imagination, to promote visual perception skills and basic geometric experiences as well as to initiate a geometric language culture.
Table of Contents
1. Theme of the series
2. Theme of unity
3. Structure of the series
4. Core concerns of the unit
4.1 Central work order
4.2 Reflection mandate or guiding impulse for the reflection phase
5. Justification of the core concern from a didactic and methodological point of view
5.1. Factual analysis
5.2. Didactic analysis
5.3. Curriculum
5.4. Learning requirements of the pupils
5.5. Didactic reduction
5.6. Methodical analysis
5.7. Sub-objectives of the core concern
5.7.1. Expertise
5.7.2. Methodological competence.
5.7.3. Social skills
5.7.4. Self-competence
6. Course planning of the unit
Objectives and Topics
The primary objective of this lesson plan is to promote students' spatial imagination, visual perception, and geometric understanding through the action-oriented use of the Tangram game, encouraging independent exploration and verbalization of laying strategies.
- Application and extension of basic geometric knowledge (shapes and area).
- Development of problem-solving skills through independent figure interpretation.
- Promotion of geometric language and communication culture.
- Implementation of differentiated learning requirements for diverse student needs.
- Training in process-related competencies such as displaying and communicating mathematical strategies.
Excerpt from the Book
5.1. Factual analysis
The content of this unit is the Chinese laying game "Tangram". It is one of the most famous mind games in the world. In contrast to the classic puzzle, the tangram consists exclusively of seven plane shapes of the same color. These are created by the simple halving of sides and diagonals of a square (Fig. 1): two large, congruent isosceles triangles; two small, congruent isosceles triangles; a square; a parallelogram and a medium, isosceles triangle.
All resulting figures are thus equal in area and disassembly. The purpose of the game is that you always put new pieces out of sections. Currently, over 1600 laying figures are known. The rules of the tangram are simple. All seven shapes should always be used to recreates the image templates, which means that no form may be left. The shapes are always attached to each other (the touch at one point is enough, that is, it does not always have to be a form side completely applied) and never placed on top of each other. The replica must correspond exactly to the image template, otherwise the task was not solved. The slightest changes in the replica visibly change the figure laid out.
Summary of Chapters
1. Theme of the series: Focuses on the exploratory and creative interaction with flat geometric forms to foster spatial imagination and foundational geometric experience.
2. Theme of unity: Concentrates on applying Tangram knowledge to outline figures and verbalizing specific laying strategies.
3. Structure of the series: Outlines the sequential progression of five teaching units, ranging from shape repetition to the creation of a personal Tangram file.
4. Core concerns of the unit: Defines the educational aim to expand geometric experiences and visual perception by relating various geometric shapes through the Tangram game.
5. Justification of the core concern from a didactic and methodological point of view: Provides the academic foundation, including factual analysis of the Tangram, didactic considerations, curriculum alignment, and methodical approaches.
6. Course planning of the unit: Details the lesson phases—entrance, development, working phase, and reflection—including specific action steps and methodical commentary.
Keywords
Tangram, Geometry, Primary School, Spatial Imagination, Visual Perception, Laying Strategies, Didactic Reduction, Mathematics Education, Geometric Shapes, Competence-based Learning, Enactive Representation, Problem-solving, Classroom Planning, Geometric Language.
Frequently Asked Questions
What is the core subject of this document?
This document is a formal written lesson plan for a 4th teaching visit in mathematics for a 1st-grade class, specifically focusing on the educational use of the Tangram game.
What are the central thematic fields?
The central fields include geometric exploration, spatial awareness, the development of mathematical language, and the teaching of basic geometric shapes like triangles, squares, and parallelograms.
What is the primary educational goal?
The goal is to strengthen students' spatial imagination and visual perceptual abilities through action-oriented "discovering learning" with Tangram figures.
Which teaching methods are applied?
The lesson uses an action-oriented approach based on discovery learning, individual work, and partner-based exchange to internalize geometric concepts.
What topics are covered in the main section?
The main section covers the factual analysis of the Tangram, didactic and methodical justification, curriculum integration, learning requirements, and a detailed step-by-step course plan.
Which keywords define this work?
Key terms include Tangram, geometry, spatial imagination, primary education, and didactic reduction.
How is the Tangram game utilized in this lesson?
The students use seven specific plane shapes to interpret and recreate silhouettes, with the lesson emphasizing the discovery of "tricks" or strategies rather than mere trial and error.
How does the teacher handle different student learning levels?
The plan employs qualitative differentiation by providing varying levels of difficulty in figures and offering supplementary support, such as auxiliary lines, for students with specific learning needs.
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- Stefanie Hiller (Autor:in), 2009, We lay out tangram figures and find tricks. Laying out outline figures in class, München, GRIN Verlag, https://www.grin.com/document/1193903
