![]() ![]() Shapes into two groups: rectangles and not rectangles. What is a rectangle? This activity provides experiences in sorting Some students may not distinguish between closed shapes such as circles or rectangles, and open shapes which have certain similarities, for example, a spiral may be called a circle, a ‘square’ shape that is open on one side may be called a square. Class discussion of ‘look-alike’ shapes providesĪn opportunity for students to learn appropriate vocabulary and to use it themselves. Provide opportunities for students to work with examples and Octagon and a circle as both appear ‘round’.Īs students become familiar with the properties of shapes, they will begin to name Some students may not distinguish between ovals and circles, or even between an That a property of a square, for example, needs to be closed. While students can see the difference between open and closed shapes, they mayĬonsider them both as circles if the gap is small. Some students may not distinguish between closed shapes such as circles or rectangles,Īnd open shapes which have certain similarities, for example, a spiral may be called aĬircle, a ‘square’ shape that is open on one side may be called a square. You may ask, ‘Are these both squares?' The answer is ‘no’ because one is open and May also lack geometric language (such as ‘side’) toĪt this level students sort shapes (eg into sets of open or closed shapes) and distinguishīetween circles/rectangles/squares and look-alike circles/rectangles/squares ‘look-alike’ shapes such as circles and ellipses. Shapes such as circles and squares, but will see theseĪs broad categories, and may not be able to distinguish Prior to this, students may be able to identify common ![]() Primarily visual because students are only developingĪn appreciation of properties such as number of sides. For example, show students how toĭistinguish open from closed shapes and name someĬommon geometric shapes (e.g. Simple properties and to name some of these Support students to sort shapes based on some Of concepts and makes them more precisely defined. So naming concepts (eg as ‘rectangle’)Īnd verbally describing the properties becomes an option to expand their understanding Students use language for learning concepts. Instead students learn how to name and classify shapes by observation. Initially there is little verbal learning what is a chair, what is a dog, what is aĬircle) by observing examples and non-examples. Before school, students learn concepts (e.g. ![]()
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