Geometry

Geometry encompasses two major components. One is reasoning about shape. We learn, for example, that triangles must have three straight sides and three angles, but the angles may be narrow or wide, and the triangles may be tall or short, red or blue, or tilted in any number of ways. The second component is thinking about space. We learn how objects relate to one another and to us in space: the ball is on top of the sofa, the sofa is under the ball, and we are in front of both.

Geometry is essential for helping children understand spatial relationships. This is detailed in the report “Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity,” co-edited by Taniesha A. Woods, Ph.D. Spatial relationships are important even for young children, because it helps them understand their place in the world. It teaches them to determine how large a room is, how far away a desk is, or which way to move. Geometry allows students to connect mapping objects in the classroom to real-world contexts regarding direction and place. Understanding of spatial relationships is also considered important in the role of problem-solving and higher-order thinking skills. Kindergarten specialist Edward Schroeter emphasises the importance of stocking a classroom with objects and ideas that can reinforce spatial learning.

What we did

Students worked through a variety of activities to practice sorting shapes by size and by their attributes. We used a variety of materials including blocks, mosaic tiles and attribute blocks. Some questions I asked to help them to sort the shapes included;  

• Do you see any ways that these blocks are alike?
• How are they alike? 
• Can you see any blocks that are different? 
• How are they different? 

As a class, we discussed how we had made our decisions. We  counted how many were in each hoop, so we could practise our counting at the same time as learning about shapes.

I Spy

The game I spy helped the students focus on the shapes around them and the number of sides the shapes have. For example, I spy a shape with four sides. I spy a shape with three sides. Asking students questions about what they notice about the shapes they found and which ones they found more of, helps them to build an understanding that shapes are all around us and used in a variety of ways in our everyday lives. 

Using the feelie bag is a real favourite

Students reach into feelie bags to see if they can work out the shape by touch alone. This helps students to visualize and describe the shape's attributes without seeing them. Once this activity has been practised a few times as a whole class, students can play it with a small group or with a buddy. It also encourages students to be specific when describing the shape. For example, I can feel four  sides. They are the same length. It is a square.

This allows students to explore shapes and match side lengths as they form a trail of shapes. They match shape sides that are the same length to make a trail around the mat. As for the other activities, questions help students to think about how they can place the tiles. For example, 

• Are there other ways that you could place that tile?
• Are there any ways that tile wouldn’t work? 
• What can you tell me about the shape you have chosen to go next? 
• Why did you choose that shape?

Designs from Mosaic Shapes

Mosaic shapes are used  to create geometric designs. Students used design cards to make up their own designs using the mosaic shapes. They then discussed with a partner what shapes were used in their design.