Grades 2 to 3 - Shape and Space (Transformations)

The sub-organizer contains the following sections:
Prescribed Learning Outcomes
Suggested Instructional Strategies
Suggested Assessment Strategies
Recommended Learning Resources

PRESCRIBED LEARNING OUTCOMES

It is expected that students will use positional language, numbers, and directional words to describe the relative positions of objects in one dimension and to communicate motion in real-world contexts.

It is expected that students will:

communicate and apply positional language and cardinal directions (relating to compasses and maps) in verbal, written, or numerical form
graph whole number points on a horizontal or a vertical number line
trace a path on a line following oral or written instructions
make congruent shapes and symmetrical two-dimensional shapes using folds and reflections

To view the prescribed learning outcomes for Shape and Space (Transformations) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

As students become more aware of their environment and of how movement affects it, they are better able to explore position and direction in a more abstract way. They are able to view the position of objects in relation to other objects and no longer have to connect the position of objects directly to their own position. Experiences that allow students to move themselves and other objects in space help them develop the ability to view things from varying perspectives.

Provide experiences to help students understand and correctly use the language of shapes and to become increasingly able to view them in an abstract way:
- Involve students in activities and games on the playground and in the gym that use positional language such as by, near, behind, north, and south . Games could come from a variety of cultures (e.g., First Nations' L'hal game).
- Make up positional activity cards for children to use in pairs. Taking turns, each student reads the directions noted on a card, and the other follows them. Have students summarize their experience by writing about, for example, the funniest part of the game or the most difficult part.
- Have children label north, south, east, and west in the classroom.
- Discuss with children the location of surrounding towns in relation to the town where they live. Follow up by using and making simple maps of the local area.
Have students look for symmetry in the letters of the alphabet. Show them some examples and then ask: How many letters are symmetrical? Use a mirror to help students see which letters are symmetrical. You may also wish to use letters from a variety of languages (e.g., Chinese, Arabic).
Have students create symmetrical pictures in art by first folding paper, and then cutting out shapes.

SUGGESTED ASSESSMENT STRATEGIES

Children reveal their understanding of positional language and concepts as they follow directions, offer suggestions, and talk about the world around them. As they have more and more opportunities to explore and talk about position and direction, they consolidate their understanding and become more confident.

Observe

As students participate in games, watch for evidence that they recognize and understand positional language in verbal form. Which instructions seem to be most problematic for some children?
Ask students to work in pairs to reproduce settings from literature or from outside of school using concrete objects (e.g., blocks, play dough). Note their use of positional language as they work. Assign a similar activity in which the partners use pencil and paper to describe their work, or have them describe their work in an informal interview. Record your observations on a checklist or rating scale.

Question

If you have made maps of your local area, conduct informal interviews with the children in which they locate on the map some of the places that are familiar to them. Prompt them to use directional terms to describe the relative location of two sites (e.g., their homes and the school) and note their use of directional language.

Collect