Shapes

#### Shape Properties and Attributes

Make large shapes on the floor. Describe a rule that focuses on the defining parts of shapes (sides and angles) and properties of shapes (relationships between parts). For example, “jump on a shape with four straight sides and four angles” or “jump on a shape with all sides equal length.” Then children quickly jump on appropriate shapes. Have children explain why the shapes they jumped on were correct examples of the shape (or discuss why they are not correct). State another rule and play again.

Primary Objectives

• Use essential attributes to name and describe shapes (for example, a triangle has three straight sides and three angles)
• Understand shape properties, or the relationship between parts of shapes (for example, a square has four equal-length sides)
• Understand angle size (for example, bigger or smaller angle, right angle)

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 able to name most shapes but are not yet able to describe shapes based on their defining features (how many sides and angles most shapes have), they may benefit from the  Parts of Shapes version.

Materials

Teacher Resources

##### Steps of the activity

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 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
• Shapes levels
##### What to do next

Are some students ready for more challenge? Try the adaptations above provided for Whole Group. On another day, play in pairs in Small Group .

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 but are not yet able to describe shapes based on their defining features (how many sides and angles most shapes have), they may benefit from the Parts of Shapes 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 groups of four 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 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
• Shapes levels
##### What to do next

Did some students need more support or more challenge? Try some of the adaptations provided above for Small Group. Continue working in small groups with teacher support until students can comfortably play with minimal teacher guidance. While there are no Center Time instructions for Shape Parts & Attributes, students can play Shape Names or Parts of Shapes independently in centers throughout the year.

top