Geometry:ALookatShapesinElementaryEducation

SarahGame,TheresaHeppler,AllanHardy, LauraRichardson,andDarrenVaughan th January28 ,2009 EDUC4274 DanJarvis

Rationale
Geometry is important within the k-6 mathematics curriculum for several reasons. First, it can be integrated with the other mathematics strands. For example, in measurement students can measure the sides and angles of shapes. Second, shapes come into play in our every-day life. From home improvements to architecture we see and use geometric shapes in a variety of ways. Third, geometry is often overlooked within the classroom even though it is an area of study that many students and teachers enjoy because it offers such a wide range of opportunities for hands on exploration (Small, 2008, 284). Finally, we believe geometry is an important strand of mathematics because it is an essential part of our lives and often we take our knowledge for geometry for granted. It is imperative that we as teachers do not overlook geometry and ensure we expose the students to this very important topic.

Research
The following is a list of common misconceptions and errors about geometry: Error or misconception Vocabulary Description Students often confuse the names of 2D and 3D shapes What teachers can do Provide opportunities to compare and contrast shapes that are likely to be confused. Ask students to tell how they are different. Emphasize the correct terminology

Components of shapes

Students might confuse the names of components of 3D shapes Having trouble counting vertices, edges, and faces

Counting components of 3D shapes

Ask them to mark a starting point from where they count. Use of concrete objects. Build prisms by stacking pattern blocks and emphasize that the base is not a rectangle Encourage students to measure the edges of the shape they plan to duplicate.

Identifying the base of a prism

Students have trouble identifying the base of the prism They eyeball the shape and find that nets dont fold properly because they dont take into account to match

Congruent edges on nets

congruent edges Attributes and properties They confuse attributes of shapes with their properties They need the opportunity to explore each shape in many different forms and provide opportunities for students to examine and sort them

Changes in orientation

Students think the way a shape Working with concrete shapes is oriented is part of what such as pattern blocks and defines it. models to show shapes can be shown in different ways. Students think the diagonal of a parallelogram is the line of symmetry Provide many opportunities to test for symmetry by folding and using a transparent mirror. (Small, 2008, 322-325)

Parallelogram and reflective symmetry

Group Members Thoughts and Reflections

Laura Richardson I have found that geometry is overlooked and underappreciated in schools and throughout our daily lives. While I was on my placement, I noticed that there were pictures of two dimensional and three dimensional shapes above and below the math board. These pictures were in an awkward spot and during my time there, they were never discussed. I personally disregarded them, as well as my associate teacher. After reading the text and finding information about geometry, I am aware of how present shapes are in the curriculum and in many professions. I can see how many teachers leave geometry until the end of the year to teach. One may see it as an easy topic to teach. Based on what I know now I would introduce geometry at the beginning of the year, because geometry can be linked to so many subjects and integrated into other math topics. Darren Vaughan Geometry to me has always been an exciting topic. I can remember back to my primary/junior years, I would be very enthusiastic and excited when we would get out the manipulative for geometry. In saying that, one of the biggest factors in teaching this subject area is the use of concrete materials. I have always been a hands-on learner and am well aware of the importance of incorporating manipulatives into these lessons. Geometry is a fascinating subject but we have to be sure to teach it a number of ways (including hands-on), as educators it is vital that we realize that a number of our students may need concrete figures and shapes

(manipulatives) to help them gain the knowledge and understanding of this very important subject. Sarah Game After researching geometric shapes, I feel that I have a better appreciation for this strand of math. It seems to me that as adults we take for granted our knowledge of shapes and I feel that children should be taught about 2-D shapes and 3-D figures because they are relevant within the classroom and without. Geometry is a strand of math which can be related to tangible objects that students can see and touch, making this type of math more concrete for students to understand. Shapes can also be the basis for cross curricular activities as well which makes shapes, 2-D or 3-D, valuable learning tools. I see the importance in the subject area and also feel that shapes can be difficult for students to correctly identify and understand because there are so many similarities between them. Since terminology and concepts can be quite confusing, especially for younger students, I believe that plenty of time must be allotted in long range plans for the Geometry and Spatial Sense unit. In my research, I found a number of educational websites which would be beneficial to all students and feel that if computers can be integrated into lessons it would be a great way for students to practice sorting shapes, learn new vocabulary, examine attributes and properties of shapes and it would also be a fun introduction to geometry. I know from experience, in my grade one placement class, that shapes interest students and if hands on activities and a variety of manipulatives are used, students can grasp concepts faster and they retain the new information more than if shapes were just drawn on a worksheet. This is the beauty of this strand, it allows for so many interactive activities and there are so many different ways that geometry can be taught that it is fun for students while they still learn important concepts Allan Hardy After reading about Geometry and teaching some geometry concepts on practicum I have come to realize that this is an enjoyable and important topic to teach. During my practicum I was shocked to discover that Geometry was not going to be part of this classs unit test. In fact, we did not spend very much time on this topic at all. This was disappointing considering how much fun geometry can be and how important it is to math education. Using manipulatives and technology is key to many math topics but especially geometry. Relating geometry directly to the student is also extremely important when it comes to understanding. Overall, I have come to realize that learning geometry in a variety of fun and exciting ways is much needed in elementary mathematics and should be taught in every classroom. Theresa Heppler I believe that geometry and special sense are one of the most over looked and undervalued subjects within mathematics. At the same time geometry can be one of the most interesting and exciting for students to learn at the elementary level. The level of excitement

students experience is because of the hands on nature of geometry as well as the students ability to relate geometry to their everyday life. When students believe that the information they are learning is useful outside of the classroom, they are more likely to be interested in what is being taught. Manipulatives including pattern blocks, nets, cubes, miras, and geo-boards are fantastic resources to enhance the geometry unit allowing students to learn in a hands on and exciting manner. Geometry and special sense should be treated as important as every other mathematical topic within the curriculum. As a teacher I will be certain to expose students to all topics of mathematics to ensure they are educated in a well rounded manner.

Developmental Analysis
Activity Shape Bingo Previous Grade Kindergarten Explore, sort, and compare traditional and non-traditional two-dimensional shapes and threedimensional figures. Identify and describe, using common geometric terms, twodimensional shapes (e.g., triangle) and three-dimensional figures (e.g., cone) through investigations with concrete materials Building 3D skeletons Grade 3 with marshmallows Compare two dimensional and three-dimensional figures and sort them by their geometric properties. Grade 4 Geometric relationships. Construct skeletons of three-dimensional figures using a variety of tools (toothpicks and marshmallows) Current Grade Grade 1 Identify common twodimensional shapes and three-dimensional figures and sort and classify them by their attributes Following Grade Grade 2 Distinguish between the attributes of an object that are geometric properties and the attributes that are not geometric properties. Identify and describe various polygons and sort and classify them by their geometric properties. Identify and describe various threedimensional figures.

Grade 5 Identify and classify two-dimensional shapes by side and angle properties and compare and sort three-dimensional figures.

Constructing 3-D nets

Grade 3 Construct rectangular prisms and describe geometric properties of the prisms (using paper nets)

Grade 4 Construct prisms and pyramids from given nets. Draw and describe nets of rectangular and triangular prisms.

Grade 5 Identify prisms and pyramids from their nets. Construct nets of prisms and pyramids using a variety of tools. Grade 4 Construct a three dimensional figure from the picture or model of the figure using connecting cubes. Construct skeletons and three dimensional figures using a variety of tools and sketch the skeletons.

Guess the prism

Grade 2 Build a structure using threedimensional figures and describe the twodimensional shapes and the threedimensional figures in the structure

Grade 3 Identify and describe the two dimensional shapes that can be found in a three dimensional figure

Handout Shape Bingo

Grade One Overall Expectation: Identify common two-dimensional shapes and three-dimensional figures and sort and classify them by their attributes. Specific Expectation: Identify and describe common two dimensional shapes (e.g. circle, triangles, rectangles, squares) and sort and classify them by their attributes (e.g. color; size; texture; number of sides), using concrete materials and pictorial representations. Identify and describe common three dimensional figures (e.g. cubes, cones, cylinders, spheres, rectangular prisms) and sort and classify them by their attributes (e.g. color; size; texture; number and shape of faces), using concrete materials and pictorial representations.

Shape Bingo Lesson (Grade 1): Explain and visually show the students they need to only have one kind of shape under each BINGO letter. Have them cut and paste the two and three dimensional shapes to their bingo sheets. Make sure to check the cards before beginning the game. If a child has made a mistake, have them cover the incorrect shape with a left over shape. Give them bingo chips to cover the shapes that are called. When calling the two and three dimensional shapes have a large visual of the shape with the name. This covers Stage 1: Visualizations - recognizing /naming figures / look like Talk about faces (flat surface), edges (lines of the shape), vertices (the points of the shape) when showing and calling the shape. It is good to have them work with both 2d and 3d shapes. For older grades: First, call out all the components of the shapes. Give the class a minute to think about what shape it might be and then show and tell them the shape you are talking about. Accommodations: This activity is hands on and has many visuals for the students to follow (ESL learners would benefit from this). Some children in your class may need a premade BINGO card, to avoid having them cut and paste the shapes. For special needs students that could not take part in this activity, I would have them help me at the front of the room holding and calling out the shapes. For gifted students, I would give them the shape and they would have to explain the attributes before telling the class what the shape is. (Please see the appendix for shape bingo templates)

Building 3D skeletons
Expectations: Geometry and Spatial Sense Geometric Relationships construct skeletons of three-dimensional figures, using a variety of tools (e.g., straws and modeling clay, toothpicks and marshmallows), and sketch the skeletons; Accommodations: Students who are physically unable to use the concrete materials will be assigned to work with an elbow partner. Teacher will determine what shapes/figures will be constructed depending on their comprehension level. Materials: Round toothpicks Miniature marshmallows (mildly stale)

Procedure: In the center of the work surface (table or grouped desks), each group will have sufficient marshmallows and toothpicks for construction of models. Demonstrate how to connect a toothpick to a marshmallow without pushing the toothpick all the way through the marshmallow. Ask each student to construct a triangle from three toothpicks and three marshmallows. Have some students describe their models to the class. Ask each student to construct a square from four toothpicks and four marshmallows. Have students explain the difference between a square and a triangle. Allow students to compare their triangles and squares to find the components of each shape (vertex, face, edge) In implementing this lesson for the use in higher grades, the teacher will incorporate different 3D shapes including cubes, pyramids etc. To conclude this exercise and check for student comprehension, Teacher will dictate a number of shapes and their components. Next the students will have to model each shape using the marshmallows and toothpicks (e.g., It has 4 vertices, 4 faces and 6 edges)

Constructing 3D Nets
Using what is called a net, students will build 3D shapes out of paper. The net looks like a flattened 3D shape and displays the faces that would be seen in the 3D version of the shape. For the purpose of this in class activity we have cut out the nets for you, within the classroom we would not do this. In grade 4 students are expected to build 3D shapes out of nets provided by the teacher. In grade 5 students are required to draw their own nets and then build them into 3D shapes.

Specific Expectation Grade 4: construct prisms and pyramids from given nets Identify and describe prisms and pyramids and classify them by their geometric properties (i.e. vertices and edges) Specific Expectations Grade 5: Student will draw nets of prisms and pyramids Identify prisms and pyramids from their nets Accommodations: Allow students to use tape to create nets, much easier than using glue Cut out and fold nets for students Assist students in filling out Qualities of Your Shape sheet Materials Required: 3D shape nets Glue Scissors Tape

(Please see the Appendix for templates of nets)

Guess the Prism

Grade 3: Geometry and Spatial Sense Expectation: Geometric Relationships: Identify and describe the two-dimensional shapes that can be found in a three-dimensional figure ( Sample Problem: Build a structure from blocks, toothpicks, or other concrete materials, and describe it using geometric terms, so that your partner will be able to build your structure without seeing it) Materials: Triangular, rectangular, hexagonal, pentagonal, and square pattern blocks 2 folders per pair, paper clipped and fastened so that they stand like a barrier between students Activity: 1) Place the folder barrier in between pairs of students. 2) Ask one partner to create a prism using the pattern blocks 3) The other partner must asked the first questions ( using proper geometric terminology) so that they can figure out the 2-d shapes making up the 3-d model Ex. How many faces does the first 2-d shape have?

4) When the partner has guessed what sort of 2-d shapes make up the 3-d shape, they can name the 3-d model and then they become the builder and the partner becomes questioner ( the roles are reversed) Assessment: 1) Anecdotal notes: look for: proper use of terminology, accuracy, cooperation Concept to stress: One of the key concepts in geometry is that any shape can be created by either combining or dissecting other shapes (Small, 2007, 309) Notes from Small Text Structures/models help students learn about symmetry; how the properties of shapes affect the way you use them. can use pattern blocks to create models and pictures Having students build prisms from stacks of pattern blocks may help them see that the block shape they use to start and end the prism is the base, and what the lateral faces on this type of prism are always rectangles. Emphasize that there are only two bases on a prism, and they may or may not be rectangles.

Other types of manipulative to use: Tooth picks and modeling clay ( or marshmallows) straws and pipe cleaners

Accommodations: Use cards instead of models. For example, if you cant make a model pick a card that has a prism on it. For students with hearing disabilities include cards with questions already prepared. For students visually impaired this activity could be made completely oral. Also, 3D models can be used to touch.

Bibliography

Small, Marian. Making Math Meaningful. Vol. 1. United States: Nelson, 2008 http://www.apples4theteacher.com/math.html#geometrygames www.learnalberta.ca www.arcytech.org

Appendix

SquareBasedPyramid

 ShapeBINGO

BINGO

Free

 Rectangle Square Triangle

Circle

 Cube Cones

Cylinder

Spheres

RectangularPrisms