Problem Solving Tangram

Learning Context

Year Group: Primary 4 (Age 7-8)
Duration: 45 minutes
Class Size: 25 pupils
Subject: Maths
Curriculum: Northern Ireland Curriculum – Mathematics and Numeracy
Area of Learning: Using Mathematics in Real-Life and Work Situations (Thinking Skills and Personal Capabilities linked)

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Learning Objectives

By the end of this lesson, pupils should be able to:

• Identify and manipulate geometric shapes to form a given figure (NI Curriculum reference: Discuss and record methods used to solve problems involving shapes – Level 2, Strand: Shape and Space).
• Apply problem-solving strategies including reasoning, visualising, and experimenting to complete tangram challenges (Problem Solving strand).
• Recognise properties of 2D shapes (triangles, squares, parallelograms) and how they fit together in different ways (Shape and Space Level 2).
• Develop perseverance and collaborative skills through pair and group work aligned with Thinking Skills and Personal Capabilities: Working with Others & Managing Information.

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Success Criteria

• Pupils successfully use 7 tangram pieces to complete a specific shape.
• Pupils can explain their problem-solving process orally or in writing.
• Pupils demonstrate improved ability to recognise shapes and understand spatial relationships.

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Resources Needed

• 1 full set of tangram shapes per pupil (7 pieces: 5 triangles of various sizes, 1 square, 1 parallelogram)
• Large version of target tangram shapes on the whiteboard or printed sheets
• Tangram shape challenge cards (simple to complex)
• Worksheets for recording methods and reflections
• Timer or clock to manage time
• Interactive whiteboard or projector (optional for demonstration)

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Lesson Structure

1. Introduction (5 minutes)

• Starter question: “Can you think of any puzzles or games where you have to fit pieces together like a jigsaw?”
• Briefly introduce tangrams: ancient Chinese puzzle involving 7 specific shapes—known as “tans.” Show a complete square tangram.
• Explain the task: use all 7 pieces to make the target shapes on challenge cards. Emphasise problem-solving and experimentation.
• Link to NI Curriculum Thinking Skills and Personal Capabilities: “Today we will practise working together, trying different ideas and explaining our thinking.”

2. Demonstration and Modelling (7 minutes)

• Using a large magnetic or projected tangram set, model the completion of a simple shape (e.g. a square).
• Think aloud: “I notice the big triangle will fit neatly here. I’ll try the square next to this piece.”
• Emphasise strategies such as trial and error, rotating shapes, and checking if all pieces are used.

3. Guided Practice – Paired Work (15 minutes)

• Pupils work in pairs, each with a tangram set and a simple challenge card (e.g. a house shape).
• Encourage them to discuss and explain their ideas aloud.
• Teacher circulates, asking probing questions such as:
  • “What shape do you think fits here?”
  • “How do you know if you used all 7 pieces?”
  • “Can you try turning the triangle around?”
• Pupils record one or two sentences on their worksheet about how they solved the puzzle or what was tricky.

4. Independent Challenge (10 minutes)

• Pupils choose a new tangram challenge from a set of cards with increasing difficulty (e.g. animals, letters).
• Encourage pupils to work independently, trying different approaches.
• Teacher supports as needed, observing problem-solving strategies and collaboration skills.

5. Plenary – Group Discussion and Reflection (8 minutes)

• Bring class together; invite a few pairs or individuals to explain how they solved one of their puzzles.
• Discuss the importance of problem solving and perseverance.
• Highlight key vocabulary: triangle, square, parallelogram, rotate, flip, fit together.
• Recap the day’s learning objectives and success criteria.

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Assessment and Feedback

• Ongoing formative assessment: Teacher observes use of vocabulary, problem-solving strategies, and collaboration.
• Worksheet evaluation: Check pupils’ written reflections for understanding of methods and challenges.
• Oral feedback: Praising persistence, creativity, and clear communication.

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Differentiation

• Support: Provide simpler shapes with fewer pieces or pre-sorted sets for pupils who need extra help.
• Extension: Challenge advanced pupils to create their own tangram shape and write instructions for their classmates.
• Use pairing wisely to promote peer support and scaffolding.

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Cross-curricular links

• ICT: Use digital tangram apps on tablets for homework extension or in-class demonstrations.
• Art: Explore symmetry and shape composition as part of visual arts lessons.
• Literacy: Improve oral language through explanation and use of mathematical vocabulary during paired discussions.

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Reflection for Teachers

This lesson builds pupils’ reasoning, spatial awareness, and perseverance in a hands-on, playful learning environment. Tangrams naturally invite creativity and encourage multiple strategies, meeting NI Curriculum emphasis on active learning and cross-disciplinary skills. Consider how to integrate technology or extend this topic into real-life contexts, such as architecture or pattern design.

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End of Plan