STEAM Unit: Tangram Algorithms
In this activity, students build on what they have already learned about coding by creating algorithms for a partner to replicate tangram puzzles.
When they experience difficulty, they will learn how important it is to keep the rules straightforward and precise.
This activity is designed as a follow up to some of the other unplugged coding activities, which will give your students some background in algorithms and coding. These activities can be bundled as a group to help set the groundwork for other coding activities.
Learning goals
- We are learning to recognise, compare and classify shapes and objects using obvious features and spatial terms, e.g. opposite, parallel, curved, straight.
- We are learning to use features to describe and draw two-dimensional shapes.
- We are learning to combine and split composite shapes to identify the common shapes and objects.
- We are learning to combine and split composite shapes to identify the common two-dimensional shapes.
- We are learning to follow and describe algorithms.
- We are learning to follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems.
- We are learning to define problems using design criteria and by co-creating user stories.
- We are learning to follow and describe algorithms involving sequencing, comparison operators (branching) and iteration.
- We are learning to define simple problems and describe and follow a sequence of steps and decisions (algorithms) needed to solve them.
- We are learning to design algorithms involving multiple branching and iteration.
- We are learning to design, modify and follow simple algorithms involving sequences of steps, branching and iteration (repetition).
- Experiment with visual conventions and techniques to create artworks.
Curriculum alignment
Define problems with given design criteria and by co-creating user stories
AC9TDI2P02 9Follow and describe algorithms involving a sequence of steps, branching (decisions) and iteration (repetition)
AC9AVA4C01 9Use visual conventions, visual arts processes and materials to create artworks that communicate ideas, perspectives and/or meaning
AC9TDI4P02 9Follow and describe algorithms involving sequencing, comparison operators (branching) and iteration
AC9TDI6P02 9Design algorithms involving multiple alternatives (branching) and iteration
AC9M4SP01 9 Represent and approximate composite shapes and objects in the environment, using combinations of familiar shapes and objects ACAVAM107 8.4 Use and experiment with different materials, techniques, technologies and processes to make artworks ACAVAM111 8.4 Use materials, techniques and processes to explore visual conventions when making artworks ACTDIP019 8.4Design, modify and follow simple algorithms involving sequences of steps, branching, and iteration (repetition)
ACMMG042 8.4 Describe and draw two-dimensional shapes, with and without digital technologies ACTDIP010 8.4Define simple problems, and describe and follow a sequence of steps and decisions (algorithms) needed to solve them
ACMMG088 8.4 Compare and describe two dimensional shapes that result from combining and splitting common shapes, with and without the use of digital technologies ACTDIP004 8.4Follow, describe and represent a sequence of steps and decisions (algorithms) needed to solve simple problems
Australian Curriculum covers QLD / SA / WA / NT / TAS / ACT.
Differentiation
Modifications
With younger kids, or a smaller group that needs support, you can be the one who gives the directions in the algorithm activity, so that they can experience what it would be like.
Extensions
You will find an attached worksheet in this activity pack that will help older students consolidate some of the ideas you have covered. Alternatively, (or for younger students) you can try some other tangram puzzles from Teach This, available here