True or Trick? - DREME For Teachers

The teacher draws a shape and asks children whether the drawing is or is not an example of a given shape family (for example, triangle, square). To make it “tricky,” the teacher sometimes draws non-examples of the shape (for example, the teacher draws a shape with three curved sides and asks children if the drawing is a triangle or not; since the sides are curved, the drawing is not a triangle). Children describe why a shape is or is not an example of a given shape. The teacher draws another shape and children play again.

Primary Objective

Distinguishing between examples and non-examples of shapes (for example, a drawing that is a closed shape with three straight sides is an example of a triangle, while a drawing that is a closed shape with curved sides is a visually similar non-example)
Naming and describing geometric features of shapes (for example, number of sides and angles)

How to use

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

Whole Group
Small Group

This activity can be adapted to make it easier or harder depending on children’s current shape knowledge. If the activity seems too easy for children, try some of the Make It Harder challenges. If it’s too difficult, try some of the Make It Easier suggestions.

Materials

White board (or paper) and marker
Set of at least five shapes, depending on the shapes you will be using for the activity; you can use pattern blocks, tangrams, attribute blocks, and/or shapes you make yourself from foam board or cardstock
Thumbs Up, Thumbs Down cards
Think-Pair-Share cards

Teacher Resources

Shape Glossary Handout : 1) example and non-example drawings of shapes organized by familiar and less familiar, and 2) sample language to use when describing shapes to children
Think-Pair-Share Handout: Sample language to use when introducing the Think-Pair-Share concept to children

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 draws a shape and asks whether it is a particular shape.

Step 2

Children decide whether the shape is an example of the shape family named by the teacher and respond with thumbs up or thumbs down.

Step 3

Children Think-Pair-Share how they know it is or is not an example of the shape family.

Step 4

Teacher confirms and/or clarifies.

Instructions

Instructions for introducing the activity to the Whole Group.

Activity Set-Up
	Choose which shapes you are going to draw. Review the Shape Glossary Handout for ideas. Adjust the Challenge MAKE IT EASIER Math: easier, draw typical versions of familiar shapes (for example, equilateral triangle with horizontal base). EF: introduce a limited number of shape families in a given session (for example, start with just triangles and circles). EF: use the Thumbs Up, Thumbs Down cards if children call out the answer right away or use the Think-Pair-Share cards. MAKE IT HARDER Math: draw more challenging examples and non-examples using less familiar shapes (for example, as a challenging non-example, draw a “square” with rounded corners). EF: omit the Thumbs Up, Thumbs Down cards if children call out the answer right away or omit the Think-Pair-Share cards.
Activity Warm-Up
Let’s talk about some of the shapes we’re going to use today.	Using shapes from the shape set, show examples of shapes you will be using during the activity. Name the shapes that will be focused on during the activity. If you’re introducing new shapes to children, consider using the Shape Glossary Handout for definitions, language, tips, and examples.
Introduce the Activity
We’re going to pretend to be on a game show, like on TV. It’s called, “True … or Trick?” (use your best game show voice) I’ll draw a shape. Then you’ll think and tell me if the shape I show you is the same as the shape I name.
If it IS the shape, you’ll give me a thumbs up, like this. Do it with me! If it IS NOT the shape, you’ll give me a thumbs down, like this. Do it with me!	Model and have children show you thumbs up for true (yes) and thumbs down for trick (no). Adjust the Challenge MAKE IT EASIER EF: use the Thumbs Up, Thumbs Down cards MAKE IT HARDER EF: omit the Thumbs Up, Thumbs Down cards
Let’s practice with something besides shapes first. My shirt is red. True… or trick? (or ask some other easy question)	Ask children an easy, non-shape question to practice the thumbs up, thumbs down response.
Show me your thumbs—but no talking yet! Thumbs up for yes, thumbs down for no.	Have children respond with thumbs up or thumbs down—without saying anything out loud yet.
Now, Think-Pair-Share with your partner and tell your partner why or why not.	Have children Think-Pair-Share with their partner why they thought yes or no. Adjust the Challenge MAKE IT EASIER EF: use the Think-Pair-Share cards. MAKE IT HARDER EF: omit the Think-Pair-Share cards.
Model the Activity
Now let’s try it with some shapes! I’m going to draw a shape. We’ll play True or Trick? again and you will have to tell me whether the shape I draw matches the shape I name.	With the white board facing away from the children, draw a triangle. NOTE: You can use chart paper or a laminated piece of paper to draw shapes if you don’t have a white board, just make sure it is big enough for all the children to see.
This is a triangle. True… or trick?	Turn the white board or paper toward the children as you ask the question.
What do you think? True, thumbs up, or trick, thumbs down?	Encourage children to quietly show thumbs up or thumbs down. Adjust the Challenge MAKE IT HARDER EF: pause for increasingly longer times before asking children to respond, or have children respond only after you ring a bell or say “go.”
Now Think-Pair-Share with your partner. Tell your partner whether this is a triangle and why or why not.	Have children Think-Pair-Share with their partner their answer and why. Adjust the Challenge MAKE IT EASIER Math: remind children of the defining features of the target shape. For example, “Remember, a triangle has to have three sides and three angles.” MAKE IT HARDER Math: challenge children to describe exactly why the shape is in the class it is, naming all the features and properties of the shape class (for example, “a triangle has three straight sides, three angles, and is closed”). Math & EF: for non-examples (for example, a “square” with rounded corners), challenge children to describe what’s wrong or missing and how to “fix” the shape so it is correct.
True! This is a triangle. It is closed and has three straight sides and three angles.	Correct and clarify children’s responses as needed. Describe sides and/or angles as needed.
Let’s try another shape!	Play additional rounds with more shapes – using both examples and non-examples.

Explore The Executive Function And Math Skills In This Activity

Executive Function Skills

Math Learning Trajectories

2D shapes levels

What to do next

Do some children need more support or more challenge? Try the adaptation ideas to make the activity easier or harder. On another day, do this activity in Small Group.

This activity can be scaffolded to support all children’s shape knowledge. If the activity seems too easy for children, try some of the Make It Harder challenges. If it’s too difficult, try some of the Make It Easier suggestions.