Hexagons, cont.

Friday, we dove into a modified version of Christopher Danielson’s hexagon activity as partially described in my previous post. Instead of coming up with classifications for each individual shape, I asked students to group the shapes. Not a lot for them to go on. Here’s what I saw…

Types of Groupings

  • Favorite Numbers
  • These pieces fit like a puzzle
  • They’re long and skinny
  • They look the same

Not a lot of math vocabulary and it was pulling teeth in response to my guided questions trying to elucidate SOMEthing a little more precise.

Number of Groupings

  • Just enough so that each hexagon is in one group.
  • Until I asked them to mix the hexagons up again and make new groups

This number of groupings makes me really anxious for quadrilaterals. I know students struggle with the idea that a shape can be more than one classification. Any tips or suggestions?

ALSO this makes me realize that I haven’t done enough work to foster group talks in my classroom so far. I’m looking at blog posts like these to help me. Any others you would suggest?






Learning is having new questions to ask (thanks, Chris Danielson).

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