It was immensely popular during this time, and rose back to popularity during World War I. The tangram puzzle challenges you to arrange seven separate pieces, called tans, into one shape. A set of tans consists of two small triangles, one medium triangle, one square, one parallelogram, and two large triangles. The shapes made from these pieces can be geometrical, such as a square or triangle, or something more representational such as animals, objects, or people.
There are seemingly infinite different shapes that can be made from these pieces as well as multiple different ways to configure those shapes. Tangram sets are inexpensive to purchase, and are also available to be printed out or to be used virtually. While the benefits of tangram puzzles can be seen in people of any age, they are most beneficial to young children. They are a great hands-on activity that can be incorporated into the classroom or used at home.
Below are the skills that tangram puzzles can help to develop:. As stated above, tangram puzzles help children learn problem-solving skills and geometrical concepts.
It is for this reason that they are often utilized in math classrooms. Welcome to the Family! If you just hand most children a Tangram puzzle they will likely struggle. It is better to use Tangrams as a manipulative and tool in your lesson.
Start by having students cut up the large square into the Tangram pieces. This builds fine motor skills and also has them see how the large square decomposes into the smaller pieces. Now have the child name each shape as they colour it. Talk about what makes a triangle a right triangle. Have the student colour both sides of the paper. After all the pieces are coloured, ask them try and put all the pieces back together in the large square. Help them if needed. Now use terminology to talk about how you can manipulate the pieces.
Use terms like flip and rotation. Start putting together the pieces in some simple shapes. Let the child lead and create their own shapes if they wish. Tangrams A Tangram is a puzzle or a tricky set of seven geometric shapes made up of two small triangles, one medium triangle, two large triangles total five triangles , a square, and a parallelogram.
What is a Tangram? Why Do We Use Tangrams? Solved Examples on Tangrams 4. Practice Questions on Tangrams 5. Solved Examples on Tangrams Example 1: Becky wants to know the use of tangrams. Can you solve her query?
Solution: Tangrams can be used for various purposes like developing problem-solving and logical thinking skills, perceptual reasoning, visual-spatial awareness, creativity, and many mathematical concepts such as congruency, symmetry, area, geometry, and perimeter.
Example 2: What are the seven shapes that make up a seven-shaped tangram? Solution: The tangram is a simple set of seven geometric shapes made up of five triangles two small triangles, one medium triangle, and two large triangles , a square, and a parallelogram. Example 3: What are tangram squares? Find out the perimeter and area of the different parts of the puzzle. Title: Tangram for measuring perimeter and area.
Mathematical topics for development:. Measuring planar shapes by using a non-standard measure unit. Description of the activity. The general aim of this proposal is to make the teacher trainees think of the importance that problem activities of measuring can bring to the mathematical development of pupils. We use the game of Tangram in seminars for the teacher trainees in their preparation for teaching geometry to pupils aged 11—14 that is, at lower secondary school.
The main goal is the development of creative thinking and geometric imagination of pupils. We also aim at preparing a school activity in which we deal with the concepts of perimeter and area in different contexts. We want to use Tangram to demonstrate isometric transformations in measuring perimeter and area. Testing of the materials carried out in 4 steps:. Perception, modelling and drawing. Task no 1 — The teacher trainees become familiar with the rules of the game Tangram.
They draw pieces of the game according to Figure 1 on a paper. The teacher trainees prepare the game in two versions, plain and coloured, meaning that for the plain version they leave the geometrical shapes 1—7 blank and for the colour version they use different colours for the neighbouring shapes. They cut the pieces of the Tangram in both versions. The teacher trainees use the pieces of the Tangram in both versions separately to model the different Puzzle pictures in Picture 2.
The teacher trainees use all the parts of the Tangram to create the different shapes in Figure 2 as well as other shapes, for example, a girl, a candle, etc. They copy draw by hand each of the created models in both versions plain vs. The teacher trainees discuss the influences of the different background environments on the sheets of papers as well as different Tangram versions on the ability to copy the exact shape of the Puzzle pictures created by Tangrams.
Afterwards the teacher trainees discuss the influence of the different coloured pieces on the ability to perceive the outline of the shape. They should also note the different influence of the Tangram versions plain vs. In the next step the teacher trainees discuss the potential of the Tangram game on teaching the classification of quadrangles to pupils aged 11— Picture 2. Puzzle pictures. Task no.
They investigate the concepts perimeter and area in different contexts geography, literature, electrotechnics, civics, arts, geometry…. By this activity we want to emphasize that the perimeter the area is in mathematics understood as length of a closed curve given by the ordered pair [number; measure] and not as a boundary area of a planar shape. We can use two units — one unit is the side of the square 4 call it s , the other unit is the hypotenuse of the triangle 7 call it h.
We show that, given a perimeter area , one can make, according to the instructions, planar shapes with different area perimeter.
Draw the modelled solutions in your exercise book. Express the perimeter of the modelled shapes using the length units s and h. Video 1. Find all solutions and classify them according to the perimeter, according to the number and the size of the angles and according to the parallel sides. By fitting the shapes together, pupils can see that one side of the triangle is longer than the side of the square.
So, there are possibilities for an interesting and didactically fruitful discussion — what do we do about this? Suppose we are not allowed to measure — how do we classify the shapes? Which shapes have the same perimeter? We can use two units — s and h. This motivates the use of symbols s , h to solve a problem and also leads to the question.
What are the perimeters of all the other Tangram shapes? Picture 3. Watch carefully and find differences between plain and coloured puzzles. Draw the colour models. Find all solutions consisting of five parts. Look at the Picture 4 and form a new one from the parts numbered 3 and 5. What other parts of the Tangram do you need to create the same shape?
One of the solutions is to use the parts 4, 6, 7. Find all other solutions. Picture 4. A five-sided figure. If the unit for the Tangram pieces is the length side of the square s and the hypotenuse of the triangles is h , study the relations between the perimeter and area. You do not have to know of height triangles nor do you need to measure the area in order to classify the shapes. We can use one unit of area — T the area of the triangle 6 or 7.
All shapes have the same area — 2T. Compare the perimeters and the areas of them. A boy John put the middle triangle numbered 3 on the top of the large triangle of Tangram numbered 1 as seen in Figure no.
Calculate the area of the newly created trapezoid coloured in blue using the units s and h s hould it be the same as the area of the triangle 3? Express that area in cm 2 : the length of the small side of the triangle no. Picture 5. The pupils draw pieces of the game according to Picture 1 on a paper.
They prepare the game in two versions, plain and coloured , meaning that for the plain version they leave the geometrical shapes 1—7 blank and for the colour version they use different colours for the neighbouring shapes. They cut the pieces of Tangram in both versions. The pupils use the pieces of the Tangram in both versions plain and coloured separately to model the different Puzzle pictures in Picture 2 and to become familiar with the rules of the Tangram game. They copy draw by hand each of the created models in both versions plain and coloured on three different sheets of paper: blank, squared and coloured.
Afterwards the pupils discuss the influences of the different background environments on the sheets of papers as well as different Tangram versions on the ability to copy the exact shape of the Puzzle pictures created by Tangram. The pupils discuss the influence of the different background environments of the drawn pictures on the ability to see their boundary lines.
They should also note the different influence of the Tangram version plain vs. In the next step the pupils create a cat, a dog, a hare using all parts of the Tangram and discuss the potential of the Tangram game on teaching the classification of quadrangles. Video 2. They learn the mathematical concepts in English: base, height, hypotenuse, right angle, perpendicular and in the case of the Tangram isosceles, and the notions related to symmetries like transformation, rotation and translation.
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