Using Geoboards

 Introduction
The geoboard is a powerful resource for enabling students to develop their mathematical thinking and provide rich opportunities for them to explore shape and space. Whilst its boundary provides a fixed parameter, there are many possibilities that this resource opens up to make it a valuable pieces of equipment.  

This booklet outline some ways the geoboard might be used, offering starting points and differentiated extension tasks to cater for students' different learning needs. In consideration of the content of the curriculum, the following skills and concepts can be accessed or developed or consolidated through the tasks:

naming and defining properties of shapes (KS2 and KS3);

calculating area of shapes(KS2 and KS3);

measuring/calculating perimeter of shapes (KS3 and KS4);

determining similarity and congruence (KS3 and KS4);

defining vectors (KS3 and KS4);

deriving functions (KS3 and KS4);

measuring/calculating angle (KS3 and KS4);

using Pythagoras' theorem (KS3 and KS4);

using trigonometry (KS4);

deriving equations of straight lines (KS4) .

Section 1: Starting points and extension tasks:

Making Triangles (KS2 and KS3)

Making Quadrilaterals (KS2 and KS3)

Making Vectors (KS3 and KS4)

Vectors, co-ordinates and equations of lines (KS3 and KS4)

Using isometric geoboard (KS3 and KS4)

Using circular geoboards (KS3 and KS4)

Beyond the final extension (KS4)

Section 2: Wider issues about teaching and learning:

Also in this publication a number of wider issues about teaching and learning are considered through the context of using geoboards; these are:

Problem solving and the inter-connectedness of skills and concepts

Teaching the whole mathematics curriculum without a textbook

Developing students' mathematical language

Cost and cross-curricula opportunities

Risk and opportunities for developing strategies

Classroom organisation

Homework opportunities

Recording and opportunities for display

Assessment and feedback opportunities