Beacon Lesson Plan Library

Geo Jammin' By Design - Day 6, Lesson 30: Manipulative Mania

Katie Koehnemann
Bay District Schools


Explore and experiment with creating designs with specific components is one individual activity that students engage in. As students transfer designs and use a checklist to check for inclusiveness, each is summatively assessed on selected standards.


The student reads informational texts for specific purposes (including but not limited to performing a task, learning a new task, sequentially carrying out the steps of a procedure, locating information to answer a question).

The student determines lines of symmetry of two-dimensional shapes by using concrete materials.

The student knows congruent shapes.

The student identifies shapes that can be combined or separated (for example, a rectangle can be separated into two triangles).

The student predicts the reflection of a given two-dimensional shape.

The student identifies and demonstrates slides, flips, and turns of simple figures using concrete materials.

The student combines two attributes in creating a pattern (for example, size and color).

The student transfers patterns from one medium to another (for example, pictorial to symbolic).

The student knows some works of art that reflect the cultural heritage of the community or country (for example, paintings, statues).


-Supply of 7 X 7* inch pieces of newsprint paper (*or whatever size square accommodates the tangrams used for student designs)
-Plastic tangram puzzle for each student
-Pencil for each student
-Transparency of Geometry By DeSign task sheet (Explains the task) (In Associated File)
-Copy of The Important Thing About a Quilt Design (Presents criteria) checklist for each student (See Associated File. There are two versions; miniature individual student size and OPTIONAL transparency.)
-Copy of Summative Assessment C directions (See Extensions)
-Manipulative Mania Summative Assessment C Student Record Sheet (See Extensions)
-Manipulative Mania Summative Assessment C Literacy Link sheet (See Extensions)
-Tangram puzzle for teacher use with Summative Assessment C
-Quarter sheet of paper (8˝ x 11” sheet cut into quarters) for each student (For use with Summative Assessment C. See Summative Assessment C directions, Step 3.)


1) Print a copy of Summative Assessment C directions, Manipulative Mania Summative Assessment C Student Record Sheet, and Manipulative Mania Literacy Link sheet.
2) Read and understand directions for administering the assessment.
3) Enter student names on the Student Record Sheet.
4) Cut Literacy Link sheets in half and enter one child’s name on each sheet.
5) Arrange Literacy Link pages in the order student names are entered on the Student Record Sheet.
6) Cut 8˝ x 11” paper into quarters. Cut sufficient amount for each student to have a quarter sheet. (For use with Summative Assessment C. Read Summative Assessment C directions to understand use.)
7) Prepare a testing area.
8) Have a tangram puzzle for testing.
9) Print copies of The Important Thing About a Quilt Design and cut in half.
10) Obtain tangram puzzle, pencil, and crayons for each student.
11) Create sufficient supply of 7 X 7* inch square pieces of newsprint (see Materials list).
12) Print transparency of Geometry By DeSign. (See Associated File)


1) Explain: Use class time to explore designs with tangrams.
The Challenge: Make an art design that contains geometric parts learned in the unit.

2) Place Geometry By DeSign task sheet (See Associated File) on the overhead. Explain that this design activity is very similar to Summative Assessment A.
Read the steps with students.
Work alone as they explore.
Work on the newsprint.
The design must fit on the 7 X 7* inch square of newsprint.
When they arrive at a design they like, transfer it onto the newsprint.
Use the checklist to see if every item is included.
Label each item by writing on it with a pencil. (For example: Write the word congruent and draw arrows to the congruent shapes in the design. Do this for each item. Model for students on the chalkboard.)
Students may make more than one design.

3) Distribute the Important Thing About a Quilt Design checklist. (See Associated File) Call on students to read each item aloud. Call for questions to clarify. (The Associated File contains both a large copy to make a transparency from and small individual checklists to hand out to students. Make individual copies for students, the transparency version is OPTIONAL.)

4) As students investigate and invent designs with tangrams and experiment with components of the checklist, call students individually to the assessment area. Administer Manipulative Mania, Summative Assessment C to each student. Summatively assess by asking the student to perform each item using tangrams. (See Extensions for directions to Summative Assessment C.)

5) Record student performance on the Summative Assessment C Student Record Sheet.

6) Enter results of the child’s performance on a Literacy Link Summative Assessment C sheet. Hand out at the end of the day to go home with students.

7) After completing Summative Assessment C with all students, walk around the room, monitoring students’ design work. Formatively assess student work. Check for inclusion of all components. Question students about such things as:
Have you used the check sheet?
What did you forget to include?
Were you able to add it?
How many different designs did you try?
What are you having difficulty with?
Use critical thinking questions to guide students having difficulty completing a design incorporating all required components.

8) Compliment students on their thinking skills and for a thorough job in designing. Those students having difficulty may need further instruction or more time to work on creating a design.

9) Collect all tangrams and other supplies. Students take home individual checklist and the newsprint with their designs.


Students are summatively assessed on specific standards. For details see directions for Manipulative Mania Summative Assessment C.


1) This is Lesson 30 – Manipulative Mania; Component – a Math lesson and Summative Assessment
Lessons 1 – 6 are for Day 1 of the unit Geo Jammin’ By DeSign
Lessons 7 – 11 are for Day 2 of the unit Geo Jammin’ By DeSign
Lessons 12 – 17 are for Day 3 of the unit Geo Jammin’ By DeSign
Lessons 18 – 23 are for Day 4 of the unit Geo Jammin’ By DeSign
Lessons 24 – 28 are for Day 5 of the unit Geo Jammin’ By DeSign
Lessons 29 – 32 are for Day 6 of the unit Geo Jammin’ By DeSign.
Lessons 33 – 38 are for Day 7 of the unit Geo Jammin’ By DeSign
Lessons may reflect modifications of, but are designed in conjunction with the Reading Framework approach to classroom instruction and may be adapted to the Four Block Classroom.
2) The Beacon Unit Plan associated with this lesson can be viewed by clicking on the link located at the top of this page or by using the following URL: Once you select the unit’s link, scroll to the bottom of the unit plan page to find the section, Associated Files. This section contains links to the Unit Plan Overview, Diagnostic and Summative Assessments, and other associated files (if any).
3) Ask the art teacher to discuss designs as an art form with students.
4) Ask Hannah (Interactive Student Web Lesson) teaches and reviews symmetry concepts. Use as a learning center. See Weblinks.
5) If a journal is kept for this unit, allow students time to reflect on this activity.

Web Links

See Extensions for suggested use.
Ask Hannah

Attached Files

Support Materials      File Extension: pdf

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