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Strand: GEOMETRY (K.G) Standard K.G.2
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.4.
Strand: COUNTING AND CARDINALITY (K.CC) Standard K.CC.5.
Strand: GEOMETRY (K.G) Standard K.G.3
Strand: GEOMETRY (K.G) Standard K.G.4
Strand: GEOMETRY (K.G) Standard K.G.6
This activity will expose students to a variety of three-dimensional objects.
Geometry is the study of the property and relationships of points, lines, angles, surfaces and solids. Geometric shapes can be dated back 15,000 years. Geometric shapes were drawn on ancient artifacts and cave walls. Geometry is divided into two categories: plane geometry and solid geometry. Plane geometry is the study of two-dimensional objects in one plane. Two-dimensional objects have length, width and area but no volume. Solid geometry is the study of three-dimensional shapes. Three-dimensional objects have length, width, height, area and volume. The most common three-dimensional shapes are prisms, cubes, cylinders, cones, spheres and pyramids.
We need to use the correct terminology when teaching solid shapes. Kindergartners do not need to be able to name the objects yet, but exposure to the correct names for three-dimensional objects will help them in the future.
1. Demonstrate a positive learning attitude.
2. Understand and use basic concepts and skills.
3. Communicate clearly in oral, artistic, written and nonverbal form.
Invitation to Learn
Have students gather the geometric solids they brought from home. Encourage students to examine their object and find a student who has a similar object to the one they brought. Have students discuss the similarities and/or differences while bringing them to the whole group area.
Provide several centers focusing on shapes.
Andrews, A.G., (2004). Adapting manipulatives to foster the thinking of young children. Teaching Children Mathematics, 11(1), 15-17.
Children can use pattern blocks to investigate and predict how to combine shapes. By adding magnetic strips to the back of pattern blocks, a teacher found it easier and less frustrating for her young students to manipulate the blocks. The students were given more opportunities to learn about the geometric terms of flip, slide and turns.
Clements, D.H. (1999). Geometric and spatial thinking in young children. In Mathematics in the Early Years, ed. J.V. Copley, 66-79. Reston: VA: National Council of Teachers of Mathematics.
Passively looking at shapes does not help children formulate ideas about shapes. Childrens ideas about shapes come as childrens bodies, hands, eyes... and minds...engage in action. Young children need to not only see and name shapes but to explore them and learn their parts and attributes. Manipulatives, especially solid manipulatives, help children learn about geometric shapes through their senses.
Oberdorf, C., (1999). Shape up! Teaching Children Mathematics, 5(6), 340-345.
The common misunderstandings young children have about geometry can be attributed to incorrect definitions of key vocabulary words and to a small number of authentic experiences with geometry. Manipulating objects, investigating objects and discussion about objects really help build childrens understanding of geometry.