Grades K to 1 - Shape and Space (3-D Objects and 2-D Shapes)

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 explore, sort, and classify real-world and three-dimensional objects according to their properties.

It is expected that students will:

explore and describe real-world and three-dimensional objects using descriptive attributes such as big, little, like a box, and like a can
explore, identify, and classify three-dimensional objects in the environment according to their properties
construct three-dimensional objects using materials such as plasticine, blocks, and boxes
identify and describe specific two-dimensional shapes such as circles, squares, triangles, or rectangles
construct and rearrange a design using a set of two-dimensional shapes
compare, sort, classify, and pattern two-dimensional shapes

To view the prescribed learning outcomes for Shape and Space (3-D Objects and 2-D Shapes) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

The world around us is filled with shapes. Young children experience the world through touch, sight, and movement. Early geometric activities should involve the exploration and investigation of shapes and their properties in the real world so that children are able to make sense of their experiences and arrive at some common understanding about these shapes and objects. It is also vital that children develop the language they need to convey their understanding.

Have students collect objects (e.g., boxes, cans) from home or the classroom and then sort and re-sort them using a variety of attributes, such as size (big, little), colour, and shape (round, square).
Have students make models of skyscrapers, using boxes, cans, wooden cubes, Lego, Polydrons, or other materials.
Have children use attribute blocks, pattern blocks, or pictures from magazines to identify various two-dimensional shapes. They can then sort and classify the objects according to common attributes.
Given a design or picture, have children use tangram pieces (or pattern-block pieces) to recreate the design. Ask them to try to use different pieces to make the same design or picture or to make a new design using the same pieces.
Have students use a set of shapes to make a border pattern around a placemat.

SUGGESTED ASSESSMENT STRATEGIES

Children learn about shape and space by exploring and manipulating real objects. They demonstrate their emerging skills and knowledge by the approaches they use, the games they invent, and the structures and designs they create. Teachers notice and record children's actions, their conversations, the explanations they offer, and their ability to engage and persevere in tasks involving geometry.

Observe

Observe and note the processes students use, their ability to explain or show their choices, their perseverance in doing the task, their attention to detail, and the extent to which they make appropriate or inappropriate choices.
As students sort, note:
- the number of ways they did the sort
- the kinds of attributes they used
- the way they described their sorts
- their explanation of why these shapes fit together
When students are asked to construct and rearrange a design, note the ease with which they are able to cover the design and rearrange the pieces. You might ask:
- How did you approach the task?
- Why did you do it that way?
- Which pieces did you start with? Why?
Ask students to describe their patterns. Note the complexity of the patterns, students'use of the names of shapes, and the variety of shapes they used.

Record

Record your observations on an "at a glance" sheet or checklist.
Children can record their designs by gluing similar paper pieces to paper. You can save these recordings to make books or to place in portfolios.