Teach a Computer to Draw Shapes
Students show prior knowledge by creating a square on the virtual geoboard.
Students may visit the site at the link below first to refresh their knowledge on squares.
Then, students will create various shapes on the virtual geoboard and use the Area and Perimeter button to measure the shape. Here is the link to the geoboard on Math Playground: http://www.mathplayground.com/geoboard.html
2 Direct Instruction
Now students will visit Khan Academy to take what they know about shapes and try teaching a computer to draw a rectangle. https://www.khanacademy.org/hour-of-code/hour-of-code-tutorial/p/intro-to-drawing
In this lesson, students will get a chance to see how to use height and width and location to tell the computer where and how to draw the shape.
3 Guided Practice
Students can watch this tutorial on how to draw a square in Scratch.
They can make connections about the similarities and differences between drawing the shape in the Khan Academy example and drawing a shape in Scratch.
Students can get additional help by going to HELP and viewing the available tutorials and/or Scatch instruction cards. http://scratch.mit.edu/help/cards/
4 Independent Practice
Now students can use the online Scratch program to teach the computer to draw a square. They can use their knowledge to determine the proper angle turns to use. Students can then investigate other commands they can use to change the color or size of the square and attempt to draw other shapes. They can try to find ways to use less programming blocks when drawing the shape to be more efficient.
When the program draws a square, they can upload it to the Scratch website or share with a teacher for feedback.
Students start at the Create button on the website.
Visit this page to learn how you can use Scratch to draw on a coordinate plane and learn how to guide a sprite through the maze.
Students may also use their knowledge of area and number of sides of various shapes to create programs to draw additional shapes.
Key Standards Supported
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.
Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures.
Understand that attributes belonging to a category of two- dimensional figures also belong to all subcategories of that category. For example, all rectangles have four right angles and squares are rectangles, so all squares have four right angles.
Classify two-dimensional figures in a hierarchy based on properties.
Use a pair of perpendicular number lines, called axes, to define a coordinate system, with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., x-axis and x-coordinate, y-axis and y-coordinate).
Represent real world and mathematical problems by graphing points in the first quadrant of the coordinate plane, and interpret coordinate values of points in the context of the situation.
Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”