Shapes

#### Parts of Shapes

Make large shapes on the floor. Name a shape to find based on a rule that focuses on the defining parts of that shape, such as the number of sides or angles. For example, “jump on a shape with three sides!” or “jump on a shape with four angles!” Then children quickly jump on an example of that shape. Have children explain why the shapes they jumped on are correct examples of the shape (or discuss why they are not correct). State another rule and play again.

Primary Objectives

• Recognize sides and angles (vertices) as distinct geometric features
• Count shapes’ sides and angles
• Name and describe attributes of shapes (for example, a square has four straight sides that are all the same length)

How To Use

1. First, introduce the activity to the WHOLE GROUP.
2. Then, engage children in the activity in SMALL GROUPS.
3. Once the children are very familiar with the activity, they can play it independently at CENTER TIME with slight modifications.

If most of your children are not yet able to recognize and name most shapes, you may want to instead preview the Shape Names version. If most of your children are naming all shapes and are also able to describe shapes based on their defining features (how many sides and angles most shapes have), you may want to instead preview the Shape Properties & Attributes version.

Materials

Teacher Resources

Shape glossary handout with sample language to use when describing shapes to children; also features additional shape examples and non-examples.

##### Steps of the activity

The activity step icons below outline the steps of the activity to the Whole Group.

Find a sample script for teachers to use here.

Step 1

Teacher states a rule indicating which shapes are “safe” to jump on.

Step 2

Children jump on a shape based on the rule.

Step 3

Teacher checks children’s chosen shapes.

Step 4

Teacher states another rule and repeat steps 1-3.
##### Instructions

Instructions for introducing the activity to the Whole Group .

This is a summary of all the available adaptations to make Don’t Burn Your Feet easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories
• 2D shapes levels
##### What to do next

On another day, do the activity in Small Group

Are some students ready for more challenge? Try the adaptations provided above for Whole Group. For children who can recognize and name most shapes and learn about how a shape family (such as triangles) has defining features of sides and angles, introduce the Shape Properties and Attributes version.

If most of your children are not yet able to recognize and name most shapes, you may want to instead preview the Shape Names version. If most of your children are naming all shapes and are also able to describe shapes based on their defining features (how many sides and angles most shapes have), they might be ready for the Shape Properties & Attributes version.

Materials

Teacher Resources

Shape glossary handout with sample language to use when describing shapes to children; also features additional shape examples and non-examples

##### Steps of the activity

For small groups, we suggest four children arranged in pairs with a teacher present to provide guidance.

The activity step icons below outline the steps of the activity. Find a sample script for teachers to use here.

Step 1

Teacher states a rule indicating which shapes are “safe” to jump on.

Step 2

Children jump on a shape based on the rule.

Step 3

Teacher checks children’s chosen shapes.

Step 4

Teacher states another rule and repeat steps 1-3.
##### Instructions

Instructions for introducing the activity to the Small Group .

This is a summary of all the available adaptations to make Don’t Burn Your Feet easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories
• 2D shapes levels
##### What to do next

Do some students need more support or more challenge? Try the adaptations provided above for Small Group. Continue working in small groups with teacher support until students can comfortably play with minimal teacher guidance. Then have students practice the activity independently in Center .

For children who can recognize and name most shapes and learn about how a shape family (such as triangles) has defining features of sides and angles, introduce the Shape Properties and Attributes version.

Did some of your students play the Naming Shapes or Shape Properties & Attributes versions in a Small Group? If so, they should also play that version during Center Time. Don’t forget, children should play Don’t Burn Your Feet in Small Group before playing in Center Time!

Materials

Teacher Resources

Shape glossary handout with sample language to use when describing shapes to children; also features additional shape examples and non-examples

##### Steps of the activity

The activity steps icons below outline the steps of the activity. Print these icons as cards and share them to help children remember the steps. They’re also a helpful scaffold for children! Find a sample script for teachers to use here.

Step 1

One child selects a rule card and shows or tells the rule to the other child(ren).

Step 2

Children jump on a shape based on the rule.

Step 3

The child who selected the rule card checks the other child(ren)’s answer on the back of the rule card.

Step 4

Another child selects a rule card and play continues.
##### Instructions

Instructions for introducing the activity to the {group title}

Instructions for using this activity in pairs during independent Center Time

This is a summary of all the available adaptations to make Don’t Burn Your Feet easier or harder to accommodate the needs of your students. Whether the adaptation is easier or harder depends on each student’s math or executive function (EF) skills.

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories
• 2D shapes levels
##### What to do next

Keep playing this activity in Centers throughout the year. Students who played the Parts of Shapes version may switch to the Shape Properties and Attributes version once they’ve been introduced to it in Small Group and can recognize and name most shapes and learn about how a shape family (such as triangles) has defining features of sides and angles.

Do some students need more support or more challenge? Try the adaptations provided above for Centers.

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