Sorting Logic Blocks

7192 /www/nrich/html/content/id/7192/ 1 2011-02-01T00:00:01 <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"> Choose a rule, like "only have four-sided shapes" or "only have large shapes". Challenge someone else to work out your rule. They can do this by choosing a shape for you to say either "Yes, that obeys my rule and is in my set" (you then put it over on the left) or "No, this does not obey my rule and so is not in my set" (you then put it over on the right). How did they decide which shapes to choose? Did they get quicker at finding out the rule? What was the smallest number of shapes they needed to try? Could you make some more shapes to add to the set? What would you make and why? Tell us about some of the rules you chose and how you decided which shapes to try. <a href="/content/id/7192/JulySh.swf">Full screen version</a> <div style="text-align: center;"> <mdo:flash height="400" id="/content/id/7192/JulySh.swf" width="550"><param name="allowfullscreen" value="true"></param><param name="allowfullscreen" value="true"></param> <param name="movie" value="/content/id/7192/JulySh.swf"></param> <param name="flashplayerversion" value="8"></param> </mdo:flash></div> </mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"> Maya and Matthew  from Beechwood Park  School wrote in to say: It took Matthew three shapes to guess my rule. My rule was that the shape had to have a point. Oliver also from Beechwood Park  added his rule: Anything with one side or four sides but not rectangles. I am quessing that probably many children got involved in this activity with or without their teacher but perhaps they did not see that they had a "solution". It's always interesting to hear about any response to the activities, even if there is no "solution" as such.</mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0"><div class="embed"> <h2>Sorting Logic Blocks</h2> Choose a kind of rule, like "only have four-sided shapes" or "only have large shapes". Challenge someone else to work out your "rule". They can do this by chosing a shape, for you to say either , "Yes, that obeys my rule and is in my set" (you put it over on the left), or "No, this does not obey my rule and so is not in my set" (you put it over on the right). How did you decide which shapes to choose? Did you get quicker at finding out the rule? What was the smallest number of shapes you needed to try? Could you make some more shapes to add to the set? What would you make and why? Tell us about some of the rules you chose and how you decided which shapes to try. <a href="/content/id/7192/JulySh.swf">Full screen version</a> <div style="text-align: center;"> <mdo:flash height="400" id="/content/id/7192/JulySh.swf" width="550"><param name="allowfullscreen" value="true"></param><param name="allowfullscreen" value="true"></param> <param name="movie" value="/content/id/7192/JulySh.swf"></param> <param name="flashplayerversion" value="8"></param> </mdo:flash></div> </div> Why do this activity? This interactivity can be used to build up children's confidence with the language associated with 2D shape. Possible approach You can use the interactivity as a whole class, teacher-led activity, for example by choosing a particular property and dragging a shape which meets that criteria to the left of the screen underneath 'These shapes are in my set'. The first time you do this it's a good idea to conduct it in silence. Children take turns to come to the front and select a shape. Without saying anything, you drag it to the appropriate side of the screen. When they think they know your rule they could write it down on their whiteboards. Once they become familiar with the game, you can interrogate them about their choices. 'Why did you choose that one?' 'I'll put that one here - what does that tell you?' You could then challenge the children to use as few shapes as possible to test their ideas. In this way, you can use the same interactivity to highlight different properties of shapes so it can be returned to many times over the course of an academic year. Key Questions Why did you choose that one? I'll put that one here - what does that tell you? Which would be a good one to choose now? Why? Possible extension If you have sets of logiblocks available (they have gone out of fashion a little but they may be hiding in the back of a cupboard ...) then children could play this game in pairs. One child writes down a rule before they begin playing. Together they set out the pieces as in the interactivity and decide where they will place those that are, and those that aren't, in the rule. Then they swap. What is the least number of shapes they could offer before they stated the rule correctly? <h4>Possible support</h4> For a class that is less confident, you could scaffold their learning by writing several different rules on the board. They then know that your rule is one of those and can choose accordingly. Children could make up their own rule for you to write.</mdoxml> <?xml version="1.0" encoding="UTF-8"?> <mdoxml version="1.0">You can choose any shape to being with! What do you know so far? Which shape would be a good one to choose next?</mdoxml> 2 3 1 1 0 0 0 Sorting Logic Blocks This interactivity allows you to sort logic blocks by dragging their images. Using, Applying and Reasoning about Mathematics Making and testing hypotheses Handling, Processing and Representing Data Sorting data 2D Geometry, Shape and Space Equilateral triangles 2D Geometry, Shape and Space Squares 2D Geometry, Shape and Space Rectangles 2D Geometry, Shape and Space Circles