Curriculum Corner- Geometry

By Leigh Volkers
For most children, learning about shapes began well before Kindergarten. As preschoolers they have had experience with shape games, puzzles and sorting toys. Therefore they come to school with a great deal of background knowledge about shapes. In Kindergarten children have an opportunity to explore and think about shapes in ways they never have before. We spend time manipulating concrete models (and even creating our own models!) and discussing what we notice about each of the 2-dimensional and 3-dimensional shapes. When discussing shapes, we use math vocabulary and everyday language interchangeably. It is important for students to have something to relate new knowledge to, but at the same time, I want them to be exposed to the formal math language of geometry. A great example of this is corners/vertices. Kindergartners know what corners are and can easily identify them on a shape--but the correct word (and the word they will be using as they move through school) is vertex. Below is a list of the Common Core State Standards for the Kindergarten Geometry unit. Identify and describe shapes Children will be able to describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. Children will be able to correctly name shapes regardless of their orientations or overall size. Children will be able to identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). Analyze, compare, create, and compose shapes Children will be able to analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). Children will be able to model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. Children will be able to compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?"

You can support your childs exploration of geometry concepts with a variety of activities at home. Put together a collection of common household items and complete a shape sort with your child. First, ask your child to sort the items into 2-dimensional and 3-dimensional items and then further sort the items by shape, if needed help your child to name each shape. For another activity, provide your child with a set of pipe cleaners and some miniature marsh mellows and challenge him/her to create 2-dimensional and 3-dimensional shapes as you name them. Ask your child to describe the shape as he/she creates it with the materials, if needed prompt your child to identify how many corners and sides the shape has. This activity will help your child with being able to identify and describe shapes.

To practice combining simple shapes to form larger shapes my favorite activity is to complete guided drawing lessons with the students. You can provide at-home guided drawing experiences to strengthen your childs understanding of this skill. Some of the best guided drawing lessons I have found come from Ed Emberley. Emberley is best known for his children's book work - particularly instructional drawing books. His drawing books for children feature clear step-by-step instructions employing simple shapes graded to the early elementary school level. Emberleys instructional drawing books can be found in any bookstore or online and are definitely worth the investment. For additional practice, your child can complete pattern block puzzles on the following website: http://illuminations.nctm.org/Activity.aspx?id=3577. Your child will also enjoy working tangram puzzles on this website: http://www.abcya.com/tangrams.htm