We're going to be 3D shape description experts. If you tracked the logic, then you're right. This third quarter we are identifying 3D shapes.Ĭan you guess what we're working towards for next quarter?.Second quarter we gained mastery over the descriptions of those shapes (circle, triangle, rectangle, hexagon and square).First quarter we had to master the name of 2D shapes.Look at the sequence of how we've taught shapes so far: So, what are some 3D shapes activities for kindergarten and resources for practicing this standard? Students should be able to describe the faces, vertices, and edges of each shape. This standard focuses on four main 3D shapes: Something we have done at school is begun to look for these 3D shapes everywhere! If you would like to do this at home, we encourage you to go on a shape hunt and look for a: sphere, cylinder, pyramid, cone and cube.Describing 3D shapes in kindergarten is now an expectation as it is a key geometry standard. Sometimes you would see them barely get their clues out and then start mouthing the sounds of the word, just because they were so excited! We are looking forward to sharing our shape clues with both Mrs. Once they finished their clues, they closed up the bag and ran off in search of a friend to swap clues with! Children were SO excited to share these clues and wait for their friend to take a turn to guess. Then, they thought of a few clues to write down to describe the shape. Students privately selected a 3D solid and placed it into a paper bag. Just yesterday students had a chance to make a mystery shape bag themselves! Recently, the grade one class came and shared some inspiring mystery writing with us, so this was a perfect opportunity to try it ourselves. He said, “I know it doesn’t roll and it has lots of points! It’s….It’s…The Eiffel Tower!” in order to guess what it was! When Finn unknowingly pulled out a pyramid, he felt the shape carefully. Using ONLY their hands, they had to feel the shape and talk about the faces, edges, points etc. They had to select one and show it to the class. Later that day we played a game where students would close their eyes and reach their hand into a bag filled with 3D shapes. It is student observations about each shape, framed in a way that makes sense to them. The language used on this chart is a reflection of their voices. They give me a thumbs up to show me they are ready and then take turns sharing their point of view. Briefly, children turn to the person sitting closest to them and sit knee-to-knee. This gives children a chance to participate actively during our time together and provides opportunities to both speak and listen. One strategy we use quite frequently in our classroom is “turn and talk to a neighbour” about what you notice/wonder/see etc. We make an effort to limit large group instruction, but felt that in this case it made sense because everyone had participated in the initial small group explorations. Students helped record their findings on a chart.Ī few days later we decided to gather as a whole class to talk about what we knew so far. Sam M: Yes, you have to turn it over to the flat face and anything will stack there! “Look at the sphere! It is rolling so quickly!” We made predictions based on our initial observations and tested it out! We decided to do an experiment to see which objects would stack and which objects would roll. In small groups, we talked about what each shape looked like, we felt them and noted how they were similar and different. Any guesses? They built with them! After observing and questioning them in small groups, we decided to have some more structured lessons. Like many other areas of learning, we put a basket with some common 3D shapes out during table top centres to see what children would naturally do. In the last few weeks, we have been exploring 3D shapes.
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