# True or Trick?

#### True or Trick?

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

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.

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.

Explore The Executive Function And Math Skills In This Activity

Math Learning Trajectories
##### 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.

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 Small Group