Lesson 1.3: Drawing Shapes¶

Learning Objectives¶

Students will be able to…

Do Now 1.3: Drawing a Triangle You can ask students to give instructions in plain language, pseudo code or with images.
1.3 Slide Deck
Lab 1.3 handout (Squares and Triangles and Stars, Oh My!) (docx) (pdf).
Geometry Exterior Angles Review
- This gives the angles of a few basic shapes and the formula to determine the exterior angle of the shape they want to draw.
Do Now Starter Code.
Unit 1 Tips.
Video Resource: https://www.youtube.com/watch?v=qLU3PtaG3ww
- Video Quiz: See Additional Curriculum Materials accessed from the TEALS Dashboard.

Duration	Description
5 minutes	Welcome, attendance, bell work, announcements
10 minutes	Review and introduce activity
25 minutes	Shape drawing activity
15 minutes	Debrief and wrap-up

Review the categories of blocks and what each is for.
Put emphasis on Motion and Drawing, as those will be used for this assignment.
Remind students about the iterative process of programming.
Students may get frustrated throughout this activity; remind them that requiring multiple attempts to find the right solution is normal.

Block name	Block Image	Description
`clear`		Clears all pen marks from the stage.
`pen up`		Picks up the pen from the stage.
`pen down`		Puts down the pen on the stage.
`set pen color to`		Sets the pen color to the indicated color.
`set pen size to`		Set the pen thickness to 1.
`change pen size by`		Changes the pen size by 1.

Block name	Block Image	Description
`Show`		Shows the sprite on the stage.
`Hide`		Hides the Sprite from the stage.

Review Exterior Angles of Regular Polygons Geometry Exterior Angles Review with the class.
- Focus on the shapes on this document and the formula used to determine the angle.
- This will help them determine find the angles of any regular shape.

Students should complete the “Triangles, Squares, and Stars, Oh My!” activity individually.
Point out that the shapes in part 2.1 are not necessarily listed from easiest to hardest, and that the scripts need not be written in the given order.
- This will give them the tools they need to figure out the angles they need for any shape they would like to draw.
When students finish, have them turn in their project using whatever procedures you have set up.

Have students switch seats with a nearby classmate and review each other’s work.
If one in a pair student was able to complete a program and the other was not, have the student who was successful walk his/her partner through.
If neither student in a pair was able to complete a program, encourage them to work together to figure out what they were missing.
Make sure course staff is available to help pairs who cannot figure out a given problem.
Ask students to share what they learned from looking at their partner’s programs.
Point out the fact that there is more than one way to solve a problem and two programs that are both correct might not look the same.

Advanced students can attempt the five-pointed star. If students finish that shape, encourage them to try more advanced shapes.
- Examples: Kite, smiley face, student’s initials
Struggling students can either be paired or allowed to not complete certain shapes.
Students who have not yet taken geometry may have difficulty determining the correct angles. Point out to them that geometric understanding is not necessary—the angles can be determined using trial and error.
- If students need more scaffolding, they can be pointed to an online resource such as http://www.mathsisfun.com/geometry/interior-angles-polygons.html
- If most students are not equipped to figure out the angles on their own, provide diagrams like the one of a triangle in part 1.1 to assist.

Lesson 1.3 Drawing Shapes (TEALS Discourse account required)