Today was our third lesson on shape in upper primary (age 8-11). The children finished off their descriptions of quadrilaterals from last week - without recourse to any notes! Here are some of them:
The next example is Beth's work. She is also in P5. I love the non-symmetrical examples that she called 'The thing', and 'The other thing'. When I invited children to come and give examples on the board, she was desperate to draw these. I also like her parallelogram:
Finally, below is Christie's work. She is in P6. Although she is slightly older, my experience is that she is one of the less confident children in the class. She thought very deeply about this task, which might be evident in the number of conjectures and modifications of conjectures. One great aspect of her work was that she was the only child to find a solution to the middle-right cell. She called this complex quadrilateral 'timer':
It was a wonderful moment when she came to the board to show it to everyone else. It sparked a big debate about whether the 'timer' counted as a quadrilateral. I invited the children to vote, suggesting that we - as a community of mathematicians - can decide whether we want this to count as a quadrilateral or not. The vote was around 2:1 in favour of the timer.
Christie was still stood at the board while this was going on. When the vote came in, she quietly drew a tick next to her drawing of the timer, and sat back down.