Grades K to 1 - 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 describe verbally the relative position of both three-dimensional objects and two-dimensional shapes.

It is expected that students will:

use directional terms such as over, under, beside, near, far, left, and right to describe the relative position of objects and shapes
match the size and shape of figures by superimposing one on top of another
identify and fit pieces of puzzles or shapes that go together (part to whole relationship)
explore and describe reflection in mirrors

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

SUGGESTED INSTRUCTIONAL STRATEGIES

Young children's views of the world are directly related to themselves. They see things in relationship to who or where they are. Activities used to develop spatial sense must involve children in doing things physically, either by moving themselves in relation to something else, or by moving the objects around them. By engaging in these activities they learn the language needed to describe the movements. As their view of themselves and the world around them broadens, they can begin to use this language to place themselves and the objects into positions in space and to view these things from different perspectives.

In everyday activities use directional terms that describe where things are found in the classroom or where people are to move.
Read "Rosie's Walk" by Pat Hutchens to the children. Have them act out and explain where Rosie went. Set up an obstacle course in which children go over, under, through, and so on. Then have the children retell the story.
Using pattern blocks, have children make a design and then redo the design in another way by placing new pattern blocks on top of the first design.
Have children place Unifix cubes or rubber bands on a geoboard according to oral directions:
- Put the yellow Unifix on the second nail.
- Put a rubber band on top of the row of nails.
Set out a variety of mirrors and pictures from magazines or books for children to explore with. Ask:
- What happens when you move the mirror?
- What happens if you use two (or three) mirrors?

SUGGESTED ASSESSMENT STRATEGIES

Most children enjoy demonstrating movements and talking about their actions and positions. They refine and offer insights into their understanding of shape and space through their actions and their explanations.

Observe

Note your observations in the following areas:
- Was the child able to do the task?
- How easily did the child accomplish the task?
- How does the child explain his/her movements?
- What type of vocabulary is the child using?
- To what degree does the child persevere with the task?
- Does the child turn/rotate/flip pieces to make things fit?
- Does the child use visual clues or tactile clues?

Question

Ask:
- How could I place my blocks to make a design the same as yours?
- How did you know that those shapes (or puzzle pieces) would fit together?
- Do you like putting puzzles together? What kinds of puzzles are easy for you? What kinds are hard? What do you do to figure out hard ones?

Record

Videotape a child/class/group during activities to assess the ease with which the child/class/group follows directions.
Note the amount of time children spend on a task, especially when putting puzzles together.
Use focus sheets and checklists for recording observations.