Early Geometry: Shape

Geometric Shapes Two Dimensional Shapes –Circle –Triangle –Square –Rectangle Three Dimensional Shapes –Cylinder –Triangular Prism –Cube –Rectangular Prism

Examples of Shape Activities Naturalistic Activitiesg Informal Activities Structured Activities

Haptic Activities Using the ______________ to match or _______________ shapes –place objects in a bag or wrap in a cloth for the child to feel and identify find one object, then find another that is the same be shown one object, then find another that is the same find an object after being given the name of the shape

Visual Activities Use the sense of ________________ –child is given a visual or verbal clue and must choose from several shapes real objects or pictures can be used

Visual-Motor Activities Use the sense of sight and _______________________ –puzzles, attribute blocks, flannel boards, magnetic boards, and paper cut-outs. child may sort the objects into sets or arrange them in a picture.

Assessment and Evaluation Does the child use shape to organize her world? Does the child use the word shape? Individual interview tasks center on –discrimination—can the child see if one form is different from another? –labeling—can the child find a shape when given the name? –matching—can the child find a shape like one shown to her? –sorting—can the child separate a group of mixed shapes into similar shapes?

Spatial Sense

Relationship Ideas in Space Position- Where? –on/off –on top of/over/under –in/out –into/ out of –top/bottom –above/below –in front of/ in back of/behind/ beside/next to –between

Relationship Ideas in Space (cont.) Direction – which way? –up/down –forward/backward –around/through –to/from –toward/ away from –sideways –across/near/far Distance - What is the relative distance? –near/far –close to/far from

Use of Space Organization & Pattern – How can things be arranged so they fit in a space? –_____________________________________ _____________________________________ Construction – How is space made? –____________________________________ ______________________________________

Examples of Space Activities (we will brainstorm these) Naturalistic Activities Informal Activities Structured Activities

Assessment and Evaluation Does the child use space words? Does he react appropriately to directions involving the use of space? –Example: Does the child answer space questions with space words? –Example: Does the child use organization and pattern arrangement during play? Does the child use construction materials, such as blocks? How does the child use her own body in space?

Parts and Wholes

Three Types of Part/Whole Relationships Some things are made up of special parts –Bodies have parts –Cars have parts –A house has parts, etc. Sets of things can be divided into parts Whole things can be divided into smaller parts Serves to bridge later understanding of __________

Examples of Parts and Wholes Activities Naturalistic Activities Informal Activities Structured Activities

Assessment and Evaluation Does the child use the words part and whole? Does the child use the words correctly? Observe the child’s actions: –does she divide items equally to share with friends? –does she cut or break things into smaller pieces, if there is not enough for everyone? –does she realize when part of something is missing? –does she realize that people, animals, and things have parts that are unique to each.

Measurement: Volume, Weight, Length, and Temperature

Measurement Terms Measurement- assigning a ____________ to things so they can be compared on the same attribute –Volume – ______________ - pints, quarts, liters –Weight – ______________ – pounds, ounce, gram –Length – __________________ yard, meter, inch –Temperature – how hot or cold - degree

Stages in which the Concept Measurement Develops Ages 0-7 –Play stage –Making ________________________ Ages 5-7 –Child learns to use ____________________ –Child begins to see a need for standard units Ages 6+ –Child begins to use and understand standard units

Examples of Measurement Activities Naturalistic Activities Informal Activities Structured Activities

Assessment and Evaluation Does the child use the word measure in an adult manner? Does the child use measuring tools in her play as she sees adults use them? Can the child solve everyday problems by using informal measurement?

Measurement: Time

Time Sequence –______________ ______________ Duration –______________ ______________

Three Kinds of Time Personal experience— Social activity—a sequence of __________________ events Culture—having to do with ___________ and ______________________

Language of Time General – time, age Specific – morning, afternoon, evening, night, day noon _________________Words – soon, tomorrow, yesterday, early, late, a long time ago, once upon a time, present, while, never, new, old, when, sometimes, then, before, once, next, always, fast, slow, speed, first, second, third

Language of Time (cont.) Specific ______________ Words- clock (minutes, seconds, hours) calendar (date, days of the week, months, seasons, year Special Days – birthday, holidays, school day, weekend, vacation

Examples of Time Activities Naturalistic Activities Informal Activities Structured Activities

Assessment and Evaluation Does the child use time language? Does the child remember the sequence of events at school and home? Can the child wait for one thing to finish before going on to the next? Is the child able to order things in sequence? Does the child talk about future and past events? How does the child use the calendar? How does the child use the clock? Can the child sequence stories?