Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 36594
Compose a Hexagon
Students use triangles to compose a hexagon.
Subject(s): Mathematics
Grade Level(s): K
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, MAFS.K.G.2.6, Triangle, hexagon, compose, build
Resource Collection: MFAS Formative Assessments
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
1. The teacher asks the student, “Can you build or compose a hexagon using only triangles?” Before the student builds the hexagon the teacher asks, “How many triangles
do you think you’ll need?”
2. The teacher should provide the student with approximately 10 green triangles (they will only need six to make a regular hexagon), and ask him or her to compose a
hexagon.
3. Finally the teacher asks the student, “How did you know this was a hexagon? What makes it a hexagon?”
Note: It is possible to make an irregular hexagon using four triangles. It is unlikely that a kindergarten student will compose the hexagon shown below. However, if a student
is able to compose the hexagon shown below (or another one that has six sides) and can explain that it is a hexagon because it has six sides, then the student has
successfully completed this task.
page 1 of 3 TASK RUBRIC
Getting Started
Misconception/Error
The student is unable to compose a hexagon from the green triangles.
Examples of Student Work at this Level
The student attempts to use the triangles to compose the hexagon but gets frustrated or gives up.
The student can describe some of the attributes of a hexagon; however, he or she is unable to compose a hexagon from the triangles.
Questions Eliciting Thinking
What do you know about a hexagon? What does it look like? How many sides does it have?
What do you know about this triangle? Can you put two of them together to compose a rhombus? What about a trapezoid? Can you compose a trapezoid?
Instructional Implications
Provide the student with opportunities to compose shapes using pattern blocks. Begin by having the student work on composing rhombi and trapezoids using triangles.
After the student is able to do so, provide opportunities to use the rhombi and trapezoids to compose hexagons.
Provide pattern block fill-in puzzles for the student. For students at level I, provide internal guidelines that show where the pieces fit.
Have the student join shapes together to compose new shapes and describe the shapes using attributes, such as numbers of sides and vertices.
Moving Forward
Misconception/Error
The student is only able to compose a square with prompting from the teacher.
Examples of Student Work at this Level
Initially, the student composes shapes other than a hexagon. The student alters the shape after the teacher provides feedback.
The student may be able to compose the hexagon with prompting but does not know why it is a hexagon.
Questions Eliciting Thinking
Why is this shape a hexagon? What makes it a hexagon?
How many sides are there? Do you think that a six-sided shape like this is always called a hexagon?
Instructional Implications
Provide examples to the student of regular and various non-regular hexagons focusing on the attributes of each.
Provide pattern block fill-in puzzles for the student. For students at levels II and III, these puzzles should not show any internal guidelines. Present the student with outlines
of shapes in which he or she is to compose shapes using pattern blocks.
Begin having the student draw rectangles. Consider the MFAS task “Draw A Triangle” (see standard K.G.2.5).
Provide pattern block fill in puzzles for the student. For students at levels II and II, these puzzles should not have the internal lines filled in and should only have the outline
for students to use to compose a larger shape using pattern blocks.
Almost There
Misconception/Error
The student is unable to clearly explain how he or she knows his or her shape is a hexagon.
Examples of Student Work at this Level
The student composes the hexagon but is unable to clearly explain why it is a hexagon. The student may begin by saying, "Because it looks like a hexagon" or refer to the
yellow hexagon in the pattern block set.
page 2 of 3 Questions Eliciting Thinking
What do you think it means for a shape to be a hexagon? How many sides should it have? Are all six-sided shapes called hexagons?
How do you know that the shape you've made is a hexagon? Does it have the attributes you described?
Instructional Implications
Have the student work on identifying hexagons based on their specific attributes: six sides (or six vertices). Be sure to expose the student to non-regular hexagons.
Provide pattern block fill-in puzzles for the student. For students at levels II and III, these puzzles should not show any internal guidelines. Present the student with outlines
of shapes in which he or she is to compose shapes using pattern blocks.
Got It
Misconception/Error
The student has no misconceptions or errors.
Examples of Student Work at this Level
The student is able to compose the hexagon, and explain why this shape is a hexagon.
Questions Eliciting Thinking
Are there other ways to use these triangles to compose a different hexagon? (See image in task instructions.)
Instructional Implications
Have the student work on composing non-regular hexagons using triangles, rhombi, and trapezoids from the pattern block set.
Have the student compose other shapes (e.g., rectangles, triangles, and hexagons) using pattern blocks. Ask the student to use the same set of blocks to compose two
different shapes.
Use pattern blocks to challenge the student to use only the green triangles to compose a rectangle. Encourage the student to devise an explanation for why it is not
possible to compose (using full sides touching) a rectangle using equilateral triangles.
ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Pattern blocks – approximately 10 green triangles
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.K.G.2.6:
Description
Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching
to make a rectangle?” page 3 of 3