Geometry with Dash

CCSS.MATH.CONTENT.3.MD.D.8 Geometric measurement: recognize perimeter.
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and different areas or with the same area and different perimeters.
CCSS.MATH.CONTENT.3.G.A.1 Reason with shapes and their attributes.
Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

ISTE Standard 4: Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.
a. Identify and define authentic problems and significant questions for investigation
b. Plan and manage activities to develop a solution or complete a project
c. Collect and analyze data to identify solutions and/or make informed decisions
d. Use multiple processes and diverse perspectives to explore alternative solutions

Lesson Objectives:
Students can measure and draw quadrilaterals.

Students can write algorithms to create quadrilaterals.

Learning Goals:
I can measure and draw quadrilaterals.

I can write algorithms to create
quadrilaterals

Materials:

Chromebook- Blockly app
Large sheets of paper
Protractors & rulers
masking tape
recording sheet
Dash robots
Building Brick Extensions

Introduction:
Students will explore the Math is Fun site http://www.mathsisfun.com/quadrilaterals.html to refresh their knowledge of quadrilaterals and their attributes. Geometry concepts will be reviewed prior to the coding experience.

Explore/Learning Experience:
Students will receive a Graphic Organizer on Quadrilaterals to scaffold while coding. Students will also receive differentiated task cards to guide their coding while using Dash. Prior to coding dash, students draw their quadrilaterals with masking tape or markers and rulers on large sheets of paper.

Students will write an algorithm on Blockly to have Dash follow the quadrilateral that they created. Students will also practice measuring perimeter.

Wrap up:
Students will discuss the following questions to extend their knowledge of coding and geometry.
Which shapes are easier to create using loops?
Which shapes can only be created with individual lines of code and no loops?
What patterns do you notice?
Are there any quadrilaterals that cannot be drawn using Blockly and Dash?