S T E M
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P R A C T I C E
MAKING HEXAGONS – CHANGING STUDENT ENGAGEMENT ONE BLOCK AT A TIME CASSANDRA LOWRY
Several years ago, I was asked to take a Prep class so the teacher could attend an unexpected
I picked up a yellow pattern block. “But what is the name of this block?” I asked the class.
appointment. Being part of the maths team, I knew the students had been learning about
“It’s a hexagon,” another student announced.
shapes, but I had not yet worked with this class. I scanned my office hoping for some inspiration
“But what has this shape got to do with my
and my eyes landed upon a large tub of Pattern
favourite number 6?”
Blocks. As I made my way to the classroom, a simple, yet intriguing idea formed. I would challenge the
Murmurs about sides and corners reverberated around the circle.
students to use the blocks to create some patterns and see if we could learn something
“Ok, so you say it’s got 6 sides, but what is a side?
about the properties of shapes in the process.
How can I check?”
“Yes,” I thought, but I still needed a hook to ensure the students would remain engaged. I sat the students down in a circle, surrounding
A student came forward to model the six sides by sliding his finger along the edge of the block.
the tub of blocks, and started to tell them a story.
When
I
was
younger
and
played
“A side is straight,” he confidently added.
basketball, I always wore the number 6. I had fond memories of playing with my team and this
“Ok, a side is straight. And so, what is a corner?”
experience led the number 6 to become my favourite number.
Another student volunteered to show the class that the corners were “the pointy bits” and
“I wonder if you can guess which is my favourite
modelled how the six corners of the hexagon
pattern block?” I asked the students.
could be counted.
“The yellow one,” a student suggested.
“Knowing that I love hexagons and the number 6,
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