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Kindergarten
Geometry and Patterns
www.njctl.org
2015-03-11
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Table of Contents
Positions
2-Dimensional Shapes
3-Dimensional Shapes
Symmetry
Equal Parts
Patterns
Click on topic to go to that section
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Spatial Vocabulary - Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, top, between, around, over, under, inside, outside, up, down, and next to.
Encourage your students to use positional words by asking them to describe where objects are located in the environment.You might map out the classroom; identify shapes in their drawings; or set up an obstacle course using position words as they go through the course.
Have the students use a small object and direct the students to position that object. (ex. Place it over your head, below your chin, under your chair). One child might position her body next to another student, or between two students, or you might direct them where to stand in line (in front/behind another student).
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Direction Stories and Games
Read stories like "Rosie's Walk" by Pat Hutchins (Simon and Schuster, 1968) or a version of "The Three Bears", "The Three Billy Goats Gruff" or "The Ugly Duckling". Have the students identify position words in the stories.
Play "Hokey Pokey", "Going on a Bear Hunt", or "Simon Says" include as much spatial vocabulary as you can.
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" The Three Bears"
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In Front / BehindP
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1 What is in front of the bike?
ABC
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2 Is the bear behind the chair?
YesNo
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3 Which one shows the bear in front of the chair?
A B C
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Inside , Outside
What is inside the house?
What is outside the house?
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Inside, Outside
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Inside StoryP
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4 Is the cat inside the hat?
YesNo
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5 What is outside the box?
AB
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6 What should go inside this lunchbox?
A
B
C
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Three Billy Goats Gruff
Pull Pull
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Over, AboveUnder, Below
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Where canthese pictures go?
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Over, Under
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Rhyme TimeP
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7 Is the bird above the tree?
YesNo
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8 Which animal is under the umbrella?
ABC
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9 Which animal is below the umbrella?
ABC
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10 What is over the rainbow?
A
B
C
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Top, Middle Bottom
Top
Middle
Bottom
PullPull
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Top, Middle, Bottom
Tell the children the order they should put the shapes into (ex. red-top, blue-middle, yellow-bottom).Give the children blocks, cubes, or interlock objects that they can manipulate. Encourage them to use the terminology top, middle,and bottom.
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11 Which bird is on the bottom?
ABC
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12 Is the goat on the bottom?
YesNo
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13 Which pig is in the middle?
ABC
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14 What is on top?
A
B
C
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Left, Right
Left Right
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Left Right
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Left and Right On the Map
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Left RightP
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Left Right
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15 Is the cat to the left of the road?
YesNo
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16 Is the bird to the right of the tree?
YesNo
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17 What is to the right of the house?
A
B
C
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Two-dimensional Shapes(lying in a plane,"flat")
Ask children to name shapes in the environment. They should correctly name shapes regardless of their orientations or overall size. Look around the classroom and identify shapes (e.g., windows are rectangles, tables are circles or rectangles, the SMARTboard is what shape?). Have the students draw pictures of what they find.
Books you might read during unit:
Sea Shapes , Suse MacDonald. Gulliver, 1994Circus Shapes , Stuart J. Murphy. Harper Collins, 1998.What Is Round , Rebecca Kai-Dotlich. Harper Collins, 1994The Wing on a Flea , Ed Emberly. Scholastic, 2001.The Shape of Things , Dayle Ann Dodds. Scholastic, 1999.
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CurvedStraight
Draw straight and curved lines.P
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Put the sides together to create a shape.
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Exploring Shapes
As you introduce each shape.
*Have the students draw the shape in the air with large arm motions.* Walk around the outline of the shape. Use yarn or rope to create shape. (use terms: straight sides, curved sides and corners)* Describe and name shape. Count the number of sides and corners, compare lengths of sides, and ask are the sides straight or curved.* Ask what objects remind them of each shape.* Play "I Spy" . Look around the room, outside, or in the hallway for similar shapes.*Give each child a small handful of shape blocks. Introduce the shapes. Have the children look at their blocks and find the one that matches the shape on the board. Use correct shape name.*Provide yarn, string, ribbons, shoelaces to make circle, triangle, square and rectangle. Terms to use- sides, corner, angel.
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Exploring Shapes Circle and Triangle
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Exploring Shapes
This is a circle.A circle is a curve that is closed.P
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Exploring Shapes
This is a triangle.A triangle has three straight sides.A triangle has three corners (angles).
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Complete the Shape Circle and Triangle
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18 What type of line is used to make a circle?
A Straight
B Curved
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19 How many sides does a triangle have?
A 2
B 3
C 4
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20 Which is not a triangle?
A
B
C
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21 Which object is the same shape as a circle?
ABC
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Square and Rectangle
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This is a Square A square has straight sides. A square has 4 equal sides.A square has 4 corners(right angles).
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This is a rectangle.A rectangle has 4 straight sides.A rectangle has 4 corners - vertices - that are right angels.
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Create a Shape
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More with Shapes
I Can Feel a ...
Put shapes in a bag. Shake the bag.One child can...1.Pick out two shapes that feel the same.2.Find the shape the teacher describes.3. Describe the shape in their hand and the group must guess what it is.
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Square RectangleP
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We're Going on a Shape Hunt
1. Divide the class into groups.2. Give each group a list of shapes to find in the classroom.3. Record findings with drawings or words.4. Play the game with 2- dimensional or 3-dimensional shapes (later).
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Create and Compose Shapes
Model the construction of shapes using various tools to encourage children to do the same.You might use play dough, sticks, toothpicks, marshmallows, geo-boards, bodies, and/or ropes.
Let's Build a Shape!
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Oh boy, Geoboards
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Create and Compose Shapes
Use bodies and/or ropes and work together to create shapes with partners.
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4 equal straight lines3 straight lines
4 straight linescurved lines
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Shape Sorting Sort the shape blocks. Create pictures or designs with the blocks.P
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Name that shape!
Hooray for me!
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22 How many sides does a square have?
A 3
B 4
C 5
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23 Which shape is a square?
A
B
C
D
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24 Does a rectangle have 4 sides?
YesNo
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25 Which shape is a rectangle?
A
B
C
D
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Hexagon A plane geometric figure with six sides.
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Find the HexagonsHow do you know it is a hexagon?
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PullPull
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RhombusA plane geometric figure with four sides. It does not have right angels.P
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Find the rhombus shapes.How are they different from squares?
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TrapezoidA plane geometric figure with four sides. It has one pair of parallel sides.P
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Where Do I Belong?
3 4 More than 4curved straight sides
straight sides
straight sides
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More, More, Geoboards
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PullPull
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PullPull
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PullPull
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Hexagon
TrapezoidRhombus
Rectangle
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Use us to make a hexagon, trapezoid, rhombus and rectangle.
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Let's CreateP
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"Mystery Shape"Pul
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Cut small sponges into geometric shapes.Children dip sponges into paint and use themto create patterns, pictures, or designs.
What can you create?
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26 Which shape is a rhombus?
A
B
C
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27 Which shape is a trapezoid?
A
B
C
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28 Which shape is a hexagon?
A
B
C
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29 How many sides does a hexagon have?
A 4
B 3
C 6
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30 Does a rhombus have 4 sides?
YesNo
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3 - Dimensional Shapes
*Before using the next pages pass around 3- dimensional shapes (cube, sphere, cylinder, and cone). *Talk about the shapes.*Then pass around 2-dimensional shapes. Compare the shapes. How are they the same? How are they different?*Set up a "Shape Center" to display objects they collect at home.Sort similar shapes together and compare.
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Let's Look at Our Shapes
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I am a Cube
I can be a ....What else can I be?
Cuboid Cube
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I am a cylinder.
I can be a ....
What else can I be?
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I am a cone.
I can be a ....
What else can I be?
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I am a sphere.
I can be a ...
What else can I be?
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Create and Compose Shapes
· First model the construction of shapes with various tools. · Provide the children with materials they can manipulate to make various shapes.· Compose simple shapes to form larger shapes.· Ask...what shapes did you use?· Talk about the shapes you notice in their construction.· Encourage them to attach different shapes.
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I am an Engineer
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Can you create shapeslike these?How many sides dowe need?What shapes can we puttogether?
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Can you make a model of somethingin the world by building shapes from toothpicks and marshmallows?
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Design, Design, DesignP
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31 Which shape is a cube?
ABCD
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32 Which shape is a cylinder?
ABCD
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33 Which shape is a cone?
ABCD
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34 Is this a sphere?
YesNo
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35 Which shape is a cone?
A
B
C
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36 Which shape is a sphere?
A
B
C
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37 Which shape is a cylinder?
A
B
C
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Symmetry is something that has the same size and shape on both sides of a dividing line.
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Symmetry Magic
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Does your picture look like this?Where is the dividing line?
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How do we know it is symmetrical?Is it the same size and shape on both sidesof the dividing line?
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Which objects are symmetrical?
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Put the parts together to make symmetrical objects!
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Draw the other side to make the object symmetrical.
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Let's Make Our Own Symmetrical Objects
· Fold the paper in half.· Draw half of shape on your paper.· Cut and explore your new shape.· Try again with a new shape!
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Other ideas for symmetry.
*Have the children look at the mirror to explore whether their bodies and faces are symmetrical.Create own faces using pre -cut shapes.
*Look in magazines for examples of symmetry. Cut out objects for collage.How do we make sure it is symmetrical?(Fold your object in half... the two sides should be the same) .
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Sort pictures
Symmetrical Not Symmetrical
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38 Is this object symmetrical?
YesNo
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39 Is this object symmetrical?
YesNo
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40 Is this object symmetrical?
YesNo
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41 Is this object symmetrical?
YesNo
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42 Is this object symmetrical?
YesNo
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Half - both halves must be equal (same size or number)
Demonstrate with a group of children.From your group put one child into group A and then one child into group B. Continue until all the children are in a group. Are the groups the same size? How do we know?Let's count each group.Do we have the same number in each group? Each group is one-half of the whole group.
Group A Group B
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Read the story "The Doorbell Rang" by Pat Hutchins Mulberry Books, 1989
Use the cookies below to demonstrate dividing in to equal groups.
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Half PleaseP
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What Would You Like On Your Half?peppers
mushrooms
cheese
onions
pepperoni
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Half Snacks
Make a sandwich and cut it in half.Are the two sides equal?
Cut a orange. Check to see if the two pieces are the same size.
Make a pile of cracker fish. Divide the pile in half.
Take a cracker and eat half of it.
What other foods could you divide in half?
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43 Is this group divided in half?
YesNo
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44 Does this object have equal parts?
YesNo
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45 Does this object have equal parts?
YesNo
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46 Is this group divided in half?
YesNo
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47 Which object is divided in half?
A
B
C
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Patterns
A pattern repeats and you can tell what comes next once you identify the pattern.
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Discover patterns through sound and movement. Have the children replicate and extend sounds in patterns.This is helpful for auditory and kinesthetic learners.
Suggested patterns:· Say Boom, Then Clap; Boom, Clap;Boom, Clap...· Clap,clap, snap;clap,clap,snap...· La, tee, tee; La, tee, tee...· Stand,squat; Stand, squat...· Stamp, stamp, jump; Stamp, stamp, jump...
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AB Pattern (2 part)
Clap Stomp Clap Stomp Clap Stomp
Jump Tap Jump Tap Jump Tap
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Color Patterns
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Make a Color PatternP
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Make a Color PatternP
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What comes next in the pattern?
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48 What comes next in the color pattern?
AB
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49 What comes next in the pattern?
AB
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Shape Patterns
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Shape Pattern
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Create a Shape Pattern
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What comes next in the pattern?
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50 What comes next in the pattern?
AB
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51 What comes next in the pattern?
AB
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Size Patterns
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Size Patterns
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Create a Size Pattern
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What comes next in the pattern?
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52 What comes next in the pattern?
AB
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53 What comes next in the pattern?
AB
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ABC Pattern ( 3 objects or actions)
Stomp Jump Clap Stomp Jump Clap
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Create an ABC PatternP
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What comes next?
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What's Missing?
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Keep Working on PatternsOther ideas ...
· Make pattern necklaces or bracelets with cereal, beads or pasta.
· Use pattern blocks or block templates to create patterns on sentence strips.
· Children work with partner... One creates a pattern and partner finishes it. They can use blocks, toothpicks, craft sticks to create the patterns.
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54 What comes next in the pattern?
ABC
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?
55 What comes next in the pattern?
ABC
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