Shapes

#### Shape Names

Make large shapes on the floor. Name a shape, then children quickly jump on that shape—for example, “jump on a triangle!” Have children explain why the shapes they jumped on are correct examples of the named shape (or discuss why they are not correct examples). Name another shape and play again.

Primary Objectives

• Identify familiar shapes (such as triangle, rectangle) in different orientations and positions
• Identify less familiar shapes (such as hexagon, trapezoid) in different orientations and positions
• Distinguish between true examples and non-examples of shapes, which are visually similar to a shape but are missing some defining characteristics of shapes

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 some of your students are already recognizing and naming familiar (e.g., circle, square, triangle, rectangle) and less familiar (e.g., hexagon, trapezoid) shapes, you may want to instead preview the Parts of Shapes version of the activity. 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 with sample language to use when describing shapes to children; also features additional shape examples and non-examples.

Explore the Executive Function and Math Skills in This Activity

##### 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

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 repeats 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
##### What to do next

On another day, do this activity in Small Group .

Are some students ready for more challenge? Try the adaptations provided for Whole Group. For children who can recognize and name most shapes, introduce the Parts of Shapes version.

If some of your students are already recognizing and naming familiar (e.g., circle, square, triangle, rectangle) and less familiar (e.g., hexagon, trapezoid) shapes, they might be ready for the Parts of Shapes 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.

Explore the Executive Function and Math Skills in This Activity

##### Steps Of The Activity

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

The activity steps 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 repeats steps 1-3.
##### Instructions

Instructions for introducing the activity to Small Group and preparing to play in groups of four.

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
##### What to do next

Do some students need more support or more challenge? Try the adaptations provided for Center .  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, introduce the Parts of Shapes version.

Did some of your students play the Parts of 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.

Explore the Executive Function and Math Skills in This Activity

##### 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 whole class when informing the class of the new Center activity.

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
##### What to do next

Keep playing this activity in Centers throughout the year. Students who played the Shape Names version may switch to the Parts of Shapes once they’ve been introduced to it in Small Group and can recognize and name most shapes independently.

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

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