Attribute Trains
Curator: Kimberly Anglin
In this applet, students figure out what the pattern is and fill in the missing pieces. There are three variables to pay attention to; color, shape and number.
Grade Level: K-2
PSSM Content Standard: Geometry
CCSSM Content Standard: K: Analyze, compare, create and compose shapes
Math Content: Analyze and compare two- and three-dimensional shapes
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
Students learn different ways of analyzing shapes and other attributes. In addition to the shapes, they look at color and a number that is placed on each shape. By analyzing each shape, they determine the pattern in which they are placed in. From there, they are able to figure out which shapes come next. Relational understanding is emphasized because they must use their knowledge of shapes to continue a pattern.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The activity strengthens the student’s ability to recognize and match shapes with other shapes that are the same shape. It is assumed that students know how to identify squares and triangles as well as the colors red, blue and green and the numbers 1, 2, and 3. They should know how to match each shape with its identical shape, each color with it’s identical color and each number with it’s identical number. The learning goals are explicitly defined and have similarities and differences depending on the pattern that is presented each time.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
Technology in this activity sets up the attribute trains. It provides a different pattern each time. When the student tries to put a shape in the wrong place, the technology will not allow them to. The shape will bounce back until the student chooses the correct shape. Once the train is completed, it will tell the student what the pattern was.
Grade Level: K-2
PSSM Content Standard: Geometry
CCSSM Content Standard: K: Analyze, compare, create and compose shapes
Math Content: Analyze and compare two- and three-dimensional shapes
What is being learned? What mathematics is the focus of the activity/technology? Is relational or instrumental understanding emphasized?
Students learn different ways of analyzing shapes and other attributes. In addition to the shapes, they look at color and a number that is placed on each shape. By analyzing each shape, they determine the pattern in which they are placed in. From there, they are able to figure out which shapes come next. Relational understanding is emphasized because they must use their knowledge of shapes to continue a pattern.
How does learning take place? What are the underlying assumptions (explicit or implicit) about the nature of learning?
The activity strengthens the student’s ability to recognize and match shapes with other shapes that are the same shape. It is assumed that students know how to identify squares and triangles as well as the colors red, blue and green and the numbers 1, 2, and 3. They should know how to match each shape with its identical shape, each color with it’s identical color and each number with it’s identical number. The learning goals are explicitly defined and have similarities and differences depending on the pattern that is presented each time.
What role does technology play? What advantages or disadvantages does the technology hold for this role? What unique contribution does the technology make in facilitating learning?
Technology in this activity sets up the attribute trains. It provides a different pattern each time. When the student tries to put a shape in the wrong place, the technology will not allow them to. The shape will bounce back until the student chooses the correct shape. Once the train is completed, it will tell the student what the pattern was.