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Students graph two-variable inequalities then use the shaded regions to create tangrams. They will solve eight tangram puzzles using the pieces they have made. Once they have completed each puzzle (checklist and answer keys provided), they will be challenged to create puzzles of their own for others to solve.
This activity has proven to be a terrific way of motivating students to draw accurate graphs, especially when preceded by a brief lesson of what tangrams are and how they are used. At the same time, their spatial reasoning skills are being challenged as well.
You may wish to add or substitute tangram puzzles of your own, so long as they are ones that can be solved with the same ten pieces generated from the graphs. If you wish for different pieces entirely, you may choose to modify the given inequalities. This same project may also be adapted to supplement the teaching of graphing systems of inequalities.
Important Note: When making copies of the ten inequalities along with their blank grids for graphing, keep in mind that students will be CUTTING OUT these graphs. Make sure to make ONE-SIDED copies of these particular pages for this reason. Two-sided copies of these pages will bring the project to a quick and awkward halt.
Thanks for taking interest in this activity--I hope you have as much fun with it as I have had!
Materials Needed: Card Stock, Scissors
Created by Aaron Stidham
This activity has proven to be a terrific way of motivating students to draw accurate graphs, especially when preceded by a brief lesson of what tangrams are and how they are used. At the same time, their spatial reasoning skills are being challenged as well.
You may wish to add or substitute tangram puzzles of your own, so long as they are ones that can be solved with the same ten pieces generated from the graphs. If you wish for different pieces entirely, you may choose to modify the given inequalities. This same project may also be adapted to supplement the teaching of graphing systems of inequalities.
Important Note: When making copies of the ten inequalities along with their blank grids for graphing, keep in mind that students will be CUTTING OUT these graphs. Make sure to make ONE-SIDED copies of these particular pages for this reason. Two-sided copies of these pages will bring the project to a quick and awkward halt.
Thanks for taking interest in this activity--I hope you have as much fun with it as I have had!
Materials Needed: Card Stock, Scissors
Created by Aaron Stidham
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FEEDBACK
magalie
Where can I find these type of tangrams?
March 10, 2012 
Aaron Stidham (TpT Seller)
Actually, I'm not sure that you can. In developing this project, I used the term loosely. It appears that "tangram" actually refers to a specific set of 7 shapes that can be arranged to form a square (rather than the 10 I came up with, which might not make a square).
Now that I know the specific nature of the term, this would cause me to alter my introduction some: "The tangrams you may have played with before consist of 7 shapes that can be arranged into a square and countless other designs. The set of shapes you will work with today are a lot like tangrams, but in this case you will have 10 pieces to work with as you build the designs." I don't think this revelation would cause me to change the title, though, as the goal is to associate math with prior experiences and/or a fun piece of culture rather than to make a serious claim regarding authenticity.
In any event, the designs were fun to make (my wife actually came up with half of them), so I would encourage you to add to the assortment. Students come up with some good ones as well. Thanks for your question; I hope it ends up working well for your students!
Aaron
Now that I know the specific nature of the term, this would cause me to alter my introduction some: "The tangrams you may have played with before consist of 7 shapes that can be arranged into a square and countless other designs. The set of shapes you will work with today are a lot like tangrams, but in this case you will have 10 pieces to work with as you build the designs." I don't think this revelation would cause me to change the title, though, as the goal is to associate math with prior experiences and/or a fun piece of culture rather than to make a serious claim regarding authenticity.
In any event, the designs were fun to make (my wife actually came up with half of them), so I would encourage you to add to the assortment. Students come up with some good ones as well. Thanks for your question; I hope it ends up working well for your students!
Aaron
March 15, 2012
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I have 13 years of teaching experience in both middle school and high school classrooms. I have taught in public, private, charter, and alternative school settings. My specialty is mathematics, but most of my experiences have involved the teaching of several subjects such as English, history, science, and government.
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