Mathematics Kindergarten
Strand: GEOMETRY (K.G) Standard K.G.1
This activity focuses on helping students understand the location of their physical community and the relationship they have with the community and the neighborhood.
Additional Resources
This activity focuses on helping students understand the location of their physical community and the relationship they have with the community and the neighborhood. Therefore, student participation in the previous lessons: ABC Community Walk and Patterns And Shapes In Our Community is beneficial preparation for this lesson. Based on these lessons, students already have an understanding of a community and neighborhood. This activity is best done in the context of a class study of the school and surrounding community.
Students will review, reinforce, and apply their knowledge of number recognition, counting to ten, and spatial relationships. Prior exposure to these math concepts will further the students' feelings of success.
5. Understand and use basic concepts and skills.
6. Communicate clearly in oral, artistic, written, and nonverbal form.
Invitation to Learn:
Following an introduction to the students’ school, community, and
neighborhood through several class walks around the school and local
environment, show the students a professionally created map of the area
(can be found in the phone book or on the Internet). Ask the students to
comment on what they are viewing and what they know about maps.
You may also want to show a variety of maps (topographical map, street
map, surveyor’s map, etc.) that show different uses of maps and
techniques of map making. Discuss with the students why we need maps
and how we can use them. For example, we use maps to help us find
how to get to a new city; we use maps to help us find a store in a mall; or
we use maps to help us find a friend’s house.
On the map of the area, point out where to find the school and other important buildings in the area. Show other familiar areas (e.g., the park, local swimming pool, or the areas you saw together on a class walk).
Continue the discussion of why maps are used and how they can show us where our community/neighborhood is located. Tell students we are going to create our own map to help us identify the spatial relationships (where things are in relation to other things) between important locations in our community.
Instructional Procedures
Floor Grid
Prior to using pictures, students may need a more concrete way to
identify and practice the spatial relations vocabulary. Tape a grid
on the floor; place two students on the grid. One student moves
to meet the other student, counting blocks (steps) and identifying
direction as s/he moves. Class members can also assist in
directing one student to the other.
Construction Paper Buildings
Have students use construction paper to create the community
buildings for the map instead of using photographs. You may also
allow the students to create their own community by making
representations of buildings they would like to have in their
community.
Center Grids
Create small grids on an 8 1/2 in. x 11 in. sheet of paper to use in
a center. Write coordinates with accompanying icons for students
to navigate through the map.
Partner Grids
Using small grids, students work with partners to describe
directions for the partner to follow. One student places a small
token (Unifix cube or counter) on the grid where two lines
intersect. The other student gives a direction such as move two
blocks up and three blocks over. The first student moves his/her
token according to the instructions. Switch roles.
How Many Ways?
Using small (8 1/2 in. x 11 in.) student grids, students draw two
buildings on the grid. Students try to find as many different
pathways from one building to the other. Using a different color
of crayon for each path the student draws a path from one
location to the other. Students must stay on the grid lines.
Students should also be expected to tell about their paths and may
have the opportunity to record their information (idea adapted
from Navigating Through Geometry In Prekindergarten-Grade 2,
Carole E. Greenes (editor), a NCTM publication).
Three Dimensional Community
Read Roxaboxen. Allow students to create a three-dimensional
community using boxes, cardboard, blocks, and construction
paper. Again have students use spatial relation vocabulary to
describe their location in the “town” to others. For example, “My
building is close to Matthew’s but it is far away from Jessica’s.”
Near/Far Photos
Partner students and have them decide on an item they would
both like to photograph. Both students will take a photo of the
same object. However, have one student take a near picture while
the other student takes a far picture. Print the pictures and share
as a class book. Show the students the meaning of near and far.
Have them identify the near/far photo for each pair of students.
Class Graph
Make a class graph of how you got to school (e.g., walk, ride,
bus, bike, etc.). Have a class discussion of why students get to
school in a variety of ways (e.g., those who live close to school
may walk because the bus can’t pick them up; while students who
live farther away will ride the bus). Point out to the students that
some students may consider their house near to the school while
others may be far away.
Family Connections