1. Connecting Academics & Parents
Two-Dimensional Shapes
Critical Point: Welcome participants to the session. This training was intended to take one hour, but can be adjusted to take more/less time as needed. State that during the training, they will learn strategies to support their children in understanding two-dimensional shapes. Additionally, they will receive real-world activities to take home and apply for extra support.
Step-by-Step Directions:
Welcome parents and introduce trainers.
Give purpose for training which is to build parents’ understanding of what their children are learning and strategies they will be using in the classroom, which align with the Mathematics Florida Standards.
Explain that parents will also be leaving with “purposeful practice” games and strategies to practice at home and will reinforce what they are learning in school.
Materials needed for training:
Participant packets
Toothpicks, mini marshmallows, popsicle sticks, stickers
Envelopes with cut out open sort cards

2. Mathematics Florida Standards Focus
Kindergarten
MAFS.K.G.2.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
Critical Point: This training centers around the stated Mathematics Florida Standard. All activities within this training will be aligned with this standard. Although this standard addresses three-dimensional shapes, this training is focused specifically on two-dimensional.
Step-by-Step Directions:
In groups, have participants discuss and paraphrase their understanding of the standard.
Select participants to share.

3. Learning Progression: 2-D & 3-D Shapes
Critical Point: Show participants how two-dimensional shapes progresses from kindergarten to future grades. The concepts learned in kindergarten are vital to students’ ability in applying the skills to more complex attributes in successive grades.
Trainer Notes – Do not spend a lot of time on this (about 2 minutes max).
Copyright 2009

4. Complete an Open Sort Critical Point:
“As young students work at classification of shapes, be prepared for them to notice features that you do not consider to be ‘real’ geometric attributes, such as ‘dented’ or ‘looks like a tree.’ In any sorting activity, the students should decide how to sort, not the teacher. This allows the students to do the activity using ideas they own and understand.” (Van de Walle, 2010).
Step-by-Step Directions:
Pass out one envelope of shape cards to each group.
Instruct participants to sort the cards any way they see fit.
As participants are sorting, circulate around the room and ask questions about their decisions. Questions could include: “Why did you sort them that way?”, “What attributes did you use to sort your shapes?”
Participants may sort the cards based on a variety of attributes. Have 2-3 groups share how they sorted their shapes. Pay close attention to the attributes they used to sort their shapes.
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5. What are the attributes of a polygon?
Polygons
Non-Polygons
Closed plane figure
Three or more line segments
Connected at vertices (corners)
Critical Point:
Participants will use the concept card to create their own definition of a polygon.
Step-by-Step Directions:
On the first click, the Polygon Chart will appear.
Have participants look at all the shapes in the polygon column.
Have participants look at all the shapes in the Non-polygon column.
In groups, have them use the images to create a definition of a Polygon.
Participants may say that Polygons are all closed shapes, made up of straight lines that are connected at the corners.
Take the participants ideas and phrase them so the mathematical language is precise.
Click to reveal the text box with the attributes of a polygon.
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6. Does your square look like this?
Your Turn! Draw a square.
Does your square look like this?
Critical Point:
The orientation of a shape does not effect the attributes of a shape.
Step-by-Step Directions:
Initially, only the title will appear on the slide.
Have participants draw any kind of square they would like, anywhere on their paper or sticky note.
Click to reveal the square.
Ask, “Does your square look like this?” Have participants raise their hands if their square looked like the one on the slide (it may have been larger or smaller than the one projected, we are more focused on the orientation & type)
Click to have the square rotate.
Ask participants why our students tend to think this shape is not a square. Remind participants that you did not change the shape in any way, you just changed it’s orientation. Discuss the characteristics of a square (Polygon made up of 4 equal sides and 4 right angles),
Students may say this is NOT a square. Why?
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7. Consider this…
Research indicates that spatial visualization is correlated with achievement in mathematics. Research also indicates that the rigid ways geometric shapes are presented in early grades influences students’ long-term thinking.
Critical Point:
Research indicates that spatial visualization is correlated with achievement in mathematics. Research also indicates that the rigid ways geometric shapes are presented in early grades influences students’ long-term thinking.
Step-by-Step Directions:
Have participants read the slide and reflect on the implications of this statement,
Share that this training is going to help parents focus on attributes of shapes to build a conceptual understanding.
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8. Orientation Misconceptions
Students need ample experiences manipulating shapes and looking at shapes with various typical and atypical orientations. Through these experiences, students will begin to move beyond what a shape “looks like” to identifying particular geometric attributes that define a shape.
Critical Point:
Students need ample experiences manipulating shapes and looking at shapes with various typical and atypical orientations. Through these experiences, students will begin to move beyond what a shape “looks like” to identifying particular geometric attributes that define a shape.
Step-by-Step Directions:
Click once to change orientation of the triangle.
Click again to show another orientation.
Discuss with participants that regardless of the orientation, the triangle is still a triangle.
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9. Attributes of a Triangle
Triangles are closed figures made up of three sides and three vertices.
Side
Vertices
Vertices
Side
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discover properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010). Sides and vertices are used to classify and name shapes.
Step-by-Step Directions:
Have participants find the “Attributes of Two-Dimensional Shapes” sheet in their participant packet. Participants will use this as we advance through the next few slides.
Initially, the definition and images of triangles will appear.
Remind participants that triangles are closed figures made up of three sides and three vertices.
On the next click, the vertices will be circled in red. Share with participants that the vertices are where the two line segments meet.
On the next click, the red arrows will appear and point to the sides of the triangle. A triangle has three sides, made up of line segments.
Have participants record the attributes of a triangle on their recording sheet.
Side
Vertices
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10. Attributes of a Rectangle
Rectangles are closed figures made up of four sides and four vertices. Also, all four angles are right angles and opposite sides are equal.
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discover properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010).
Step-by-Step Directions:
The definition and images of a rectangle will appear.
Remind participants that rectangles are closed figures made up of four sides and four vertices. Rectangles also have four right angles. Kindergarten students will not have to use the language “right angle” however, it is important the students know this is an attribute of the shape.
Have participants record attributes on their recording sheet.

11. Attributes of a Square
Squares are closed figures made up of four equal sides and four vertices. Like rectangles, all four angles are right angles.
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discover properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010).
Step-by-Step Directions:
The definition and images of a square will appear.
Share with participants that squares are a special type of rectangle. Squares are closed figures made up of four EQUAL sides and four vertices. Like rectangles, squares also have four right angles. Kindergarten students will not have to use the language “right angle” however, it is important the students know this is an attribute of the shape.
All squares are rectangles, but not all rectangles are squares.
Have participants record attributes on their recording sheet.

12. Attributes of a Pentagon
Pentagons are closed figures made up of five sides and five vertices.
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discover properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010).
Step-by-Step Directions:
The definition and images of a pentagon will appear.
Remind participants that pentagons are closed figures made up of five sides and five vertices.
Have participants record attributes of pentagons on their recording sheet.

13. Attributes of a Hexagon
Hexagons are closed figures made up of six sides and six vertices.
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discover properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010).
Step-by-Step Directions:
The definition and images of a hexagon will appear.
Remind participants that hexagons are closed figures made up of six sides and six vertices.
Have participants record attributes of hexagons on their recording sheet.

14. Attributes of a Circle
Circles are not polygons but they are two-dimensional shapes. They are closed figures. However, they are not made of line segments.
Critical Point:
As students begin to work with shapes, “They are finding out what makes these shapes alike and different and in the process they begin to discoverer properties of the shapes, including the conventional names for these properties. With sufficient experiences, students develop classifications of special shapes…” “ Focus more on the properties of figures rather than on simple identification. As new geometric concepts are learned, the number of properties that figures have can be expanded.” (Van de Walle, 2010).
Step-by-Step Directions:
The definition and images of a circle will appear.
Remind participants that circles are closed figures with no sides or vertices. Therefore, although they are two-dimensional shapes, they are NOT polygons.
Have participants record attributes of circles on their recording sheet.

15. How are these shapes alike?
Critical Point:
Students compare and contrast two-dimensional shapes based on their attributes.
Step-by-Step Directions:
Ask participants to choose two shapes that are alike in some way.
Ask, “How are these two alike? What attributes did you use to say these two were alike?”
Ask participants to choose two shapes that are different in some way.
Ask, “How are these two different? What attributes did you use to say these two were different?”

16. Polygon Prowl
Using you “Attributes of Two-Dimensional Shapes” graphic organizer, search the room or surrounding area for examples of each polygon.
Record the shapes you found (i.e. the face of the door is a rectangle)
Be prepared to share and justify.
Critical Point:
Now that participants have gone through the attributes of the various shapes, they are going to apply their understanding in a Polygon Prowl. Participants will look around the room or near the room for shapes that share the attributes of various shapes discussed earlier in the training.
Step-by-Step Directions:
Participants will use the completed Two-Dimensional Attribute sheet to record shapes they found around the room.
Lead a discussion about the various shapes participants found around the room/school.
Have a discussion about the attributes they used to determine which shapes met the criteria.

17. Creating Polygons: Sticker Activity
This activity is done using circle stickers. Students place a specific number of stickers anywhere on their paper (they cannot place them in a line because they will not create a shape).
These stickers will represent vertices for their shape. Then they draw non-intersecting lines to make their shape.
It is important to model this with students & to model that none of your lines are intersecting.
Critical Point:
Participants will apply their knowledge from todays training to a variety of tasks that can be completed at home to reinforce concepts.
Step-by-Step Directions:
1. This activity is done using circle stickers. Students place a specific number of stickers anywhere on their paper (they cannot place them in a line because they will not create a shape).
2. These stickers will represent vertices for their shape. Then they draw non-intersecting lines to make their shape.
3. It is important to model this with students & to model that none of your lines are intersecting.

18. Creating Polygons: Toothpick Activity
This activity is done using toothpicks and marshmallows.
Provide students with a riddle such as, “I am a flat shape. I have three sides and three vertices. Use toothpicks and marshmallows to create me.”
Critical Point:
Participants will apply their knowledge from todays training to a variety of tasks that can be completed at home to reinforce concepts. This task can be modified to use popsicle sticks instead of toothpicks.
Step-by-Step Directions:
1. This activity is done using toothpicks and marshmallows.
2. Provide students with a riddle such as, “I am a flat shape. I have three sides and three vertices. Use toothpicks and marshmallows to create what I look like.”

19. Take it Home and Try It! DO TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Polygon Prowl Sticker Activity Toothpick & Marshmallow Activity Identifying Shapes Activity
Critical Point: Give parents purposeful practice and resources to use at home to reinforce attributes of two-dimensional shapes.
Step-by-Step Directions:
When the slide appears, there are “purposeful practice” tasks. Go through the different details and encourage parents to look in their packet at the resources. There are directions for each one in the packet.
Encourage them to try it at home and use those as a guide to develop their own meaningful problems and tasks.
Trainer Notes – If funding allows, may want to purchase popsicle sticks, toothpicks, and circular stickers to reinforce two-dimensional shapes.
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20. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Critical Point: This slide is only shared at Train the Trainer session for delivery model options.
Step-by-Step Directions:
1. Share slide to help teachers/trainers think through implementation of this training.

21. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Critical Point: This slide is only shared at Train the Trainer session for delivery model options.
Step-by-Step Directions:
1. Share slide to help teachers/trainers think through implementation of this training.