Geometry Shape Resource Kit Rachael Clancy S0231729

Learning Issue Prototypical Thinking ( Siemon, D, 2011). Students often only recognise shapes when they are presented in the one position. As they are often shown these shapes sitting on their base, this image becomes their prototypical thinking.   Children have difficulties in identifying and labeling 2D shapes and 3D figures. The Australian Curriculum(2015) Measurement and Geometry/Shape   Mathematics / Year 2 / Measurement and Geometry / Shape Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Elaborations identifying key features of squares, rectangles, triangles, kites, rhombuses and circles, such as straight lines or curved lines, and counting the edges and corners Describe the features of three-dimensional objects (ACMMG043) identifying geometric features such as the number of faces, corners or edges  Mathematics / Year 3 / Measurement and Geometry / Shape Make models of three-dimensional objects and describe key features (ACMMG063)  Elaborations: Exploring the creation of three-dimensional objects using origami, including prisms and pyramid. P5) Mathematical learning issues associated with shape. Prototypical thinking: Students often only recognise shapes when they are presented in the one position. As they are often shown these shapes sitting on their base, this image becomes their prototypical thinking. At higher-level students also may not recognise squares as rectangles and rectangles as parallelograms( Siemon, D, 2011). Insert picture of square and kite shape Children have difficulties in identifying and labeling 2D shapes and 3D figures. They often develop a limited concept of shapes only recognising a portrayal of a regular shape in one orientation

5 steps to addressing Prototypical thinking: 1. Identify the concept. 2. List its defining characteristics. 3. Identify several different examples that contain appropriate defining characteristics. 4. Identify non-examples and explain why they are non-examples. 5. Have students sort the examples and non- examples according to the concept name. ( Siemon, D. et al, 2011).

Geometry Shape Resource Kit Activities for learners based on the following Year 2 & 3 Math curriculum outcomes. Geometry: Shape Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Describe the features of three-dimensional objects (ACMMG043) Make models of three-dimensional objects and describe key features (ACMMG063) Designed to help children to See that orientation and size do not determine the name of the 2D figure Distinguish between” regular’ and /irregular” examples of 2D figures. Connect shapes with real-life examples Classify shapes and identify and describe key attributes and features of 2D and 3D shapes.   Year 2 Geometry Shape curriculum outcomes Describe and draw two-dimensional shapes, with and without digital technologies (ACMMG042) Describe the features of three-dimensional objects (ACMMG043)   Mathematics / Year 3 / Measurement and Geometry / Shape Make models of three-dimensional objects and describe key features (ACMMG063) Elaborations: Exploring the creation of three-dimensional objects using origami, including prisms and pyramid.

  What's in the Kit?

Tangram activities A tangram is a Chinese puzzle consisting of 7 shapes (or “tans”) Tangrams help children to • classify shapes • develop positive feelings about geometry • gain a stronger grasp of spatial relationships • hone spatial rotation skills • acquire a precise vocabulary for manipulating shapes “using materials such as tangrams.. enables children to build a rich background in visual and descriptive thinking about shapes and their properties”. Developing Visualisation. (Siemon, D, 2011) According to Piaget and Inhelder: Complexity of geometric thinking develops with age. Preschool children distinguish between open and closed shapes. Older children distinguish between shapes with straight versus curved sides. Later, children can distinguish between shapes such as squares and rhombuses.

Bingo geometry game Identifying and matching 2D and 3D shapes and their attributes through visual imagery .

Headbands Name that shape? Guessing your shape by using deduction and problem solving techniques. Does my shape have parallel sides? Does my shape have right angles?

What is a polygon activity: Thinking logically Classification and sorting: realising that shapes belong to various families. Comparing and identifying similarities and differences Linking to ‘real-life” objects. All activities help to improve: ‘Logical reasoning’ an important aspect of shape(Booker, et al,2010)

GeoBoard showdown: Geo Boards are a great manipulative for teaching Geometry (Siemon, D, 2011) Children make shapes in different orientations: helping them identify regular and irregular shapes. Geo showdown game to see who is the fatsest. As they become more accomplished they can record their shapes on dot paper.

Popsicle stick shape making Children use colour popsicle sticks to create 2D shapes that match a shape picture template. Children discuss and record the shapes attributes This activity will provide opportunities for developing more accurate communication through model making(Siemon, D, 2011) Popsicle stick shape making

Shape Monsters: Children create and label a shape monster Create a story about their shape monster Use geometric language and their knowledge to connect their shape with real-life. “My monster is a polygon. It has 6 sides and is also a Hexagon .You might find my shape in a beehive or as a floor tile”.

Hands On 3D construction Looking at shapes in their net form and constructing 3D shapes. Using modeling clay and toothpicks/popsicle to make 2D and 3D shapes and communicating their attributes. Counting up 2D and 3D shape attributes: Linking to real-life examples.

http://geometryshapetoolbox.weebly.com/   An online interactive website for building geometrical language and the learning of 2D and 3D shapes. Maths dictionary of geometric terms and meanings. Songs for identifying shapes Interactive games in labeling and identifying shapes. Drawing 2D and 3D shape easy to follow activities Geo board interactive game. Polygon Sort Quadrilateral shape games

I talk about it and I connect. I hear and I forget I see and I remember I do and I understand (Old Chinese Proverb) I talk about it and I connect.   Swan and Sparrow (2004) as cited in Swan and Marshall ( 2008). References Australian Curriculum, Assessment and Reporting Authority. (2014). Mathematics. Retrieved from Australian Curriculum: http://www.australiancurriculum.edu.au/mathematics/Curriculum/F-10   Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics: Computation and Estimation for Whole Numbers - Addition and Subtraction, Multiplication and Division.(4th ed.). Frenchs Forest, NSW: Pearson. Way, J(2011)University of Cambridge: NRICH : enriching Mathematics; The Development of Spatial and Geometric Thinking: the Importance of Instruction. Retrieved from http://nrich.maths.org/terms Ontario Education(2005) A guide to Effective Instruction in Mathematics. Kindergarten to Grade 3-Geometry and Spatial Sense. Retrieved from http://www.eworkshop.on.ca/edu/resources/guides/Guide_Math_K_3_GSS.pdf Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, r., & Warren, E. (2011). Teaching Mathematics: Foundations to Middle Years. Melbourne: Oxford University Press Swan Paul ,Linda Marshall (2008) Edith Cowan University Research Online Exploring the Use of Mathematics Manipulative Materials: Is It What We Think It Is? Edith Cowan University. Retrieved from: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1032&context=ceducom