What Shape?

What Shape?


This is one of a series of problems designed to develop learners' team working skills. Other tasks in the series can be found by going to this article.
image of shapes

What are you aiming to do?

For the task:

One member of the team is trying to find out what is on their chosen card (the unknown) by asking as few questions as possible.
The rest of the team need to confer and agree on a "Yes" or "No" answer to each question and keep track of the number of questions that have been asked altogether.

As a team:

Getting started

The task is designed to work with a team of four or five people. If you do the task several times, members of the team can take turns at trying to find the unknown. You may also wish to appoint an observer.

You will need the set of shape cards. Spread them out on the table so that everyone can see the sorts of shapes chosen for this task.

You will each need a sheet of paper and pencil.

Tackling the problem

Rules

At the end of the task the team should discuss what proved to be good questions and less good questions. If the person does not identify what is on the card, discuss what questions might have worked more effectively.

Did you work well as a team?

Observer guidelines


 

Why do this problem?

This task combines developing geometric understanding with speaking and and listening skills. It supports the development of basic geometric language encouraging children to talk about shapes using the correct mathematical language and accurate descriptions.

This task also aims to encourage learners to develop their ability to communicate their reasoning and to frame and ask questions. This task requires learners to make sense of their own understanding, be concise and listen and reflect on what has been said. (This is one of a series of problems designed to develop learners' team working skills. Other tasks in the series can be found by going to this article.)

 

Possible approach

The task is designed to work with teams of four with one chosen, in turns, to find the unknown.

Using a fifth person as an observer means that feedback can be very specific and works well either using another learner or an adult.

Here are the shape cards.

Allow the teams plenty of time to do the task, allowing every member of the team to take the role of trying to find the unknown.

The observer's role should include checking discussion takes place before an answer is given and keeping track of the number of questions.

When teams have finished working on the task it is important that they spend time discussing in groups, and then as a whole class, how well they worked as a team. They can consider what they have learned from the experience and what they would do differently next time, particularly in terms of how to listen to each other and ensure that all members of the team participate. Your own observations, as well as those of observers might inform the discussions.

Finish the session by listing the key words associated with shape and space that arose whilst learners did the task.

Key questions

Possible extension

You may wish to keep the shape cards hidden from the person trying to find the rule. Learners may like to try one of the other 'What am I?' tasks, which can be found by going to this article.

Possible support

You may wish to give a copy of the shape cards to the person trying to find the unknown shape so that they have a sense of what they are aiming for. It is also possible to reduce the number of cards, perhaps focussing on polygons. Other team-building tasks can be found by going to this article.