Why do this
problem?
Recognising shapes is relatively easy - it requires spotting
perhaps just one or two key characteristics and matching to a name.
Generating a shape given the name, as in
this activity , is much more difficult for young children and
requires much more attention to be paid. Using a grid helps
children to visualise the shapes and make connections between them.
Talking with a partner helps to clarify definitions.
Possible approach
This is an activity that can be introduced to the whole class
who then work in pairs. Using a large version of the grid, (either
on an IWB or copying the grid paper (downloadable
here ) onto an OHT), tell the
children that lots of different shapes are hidden, and ask if they
can see any. Draw an equilateral triangle to illustrate. Ask what
it is called and invite a child to come out and draw another
equilateral triangle, perhaps a different sized one. Explain that
they don't have to go over the lines of the grid but they do have
to join up the vertices.
Introduce the name of each of the shapes in turn, share
understandings of what the shape is like and allow some time for
the children to work in pairs to see how many different ones they
can find. Bring the children together for each, or after each two
or three, and invite them to illustrate for all to see. Does
everyone agree? Encourage the children to name their shapes on
their grid.
Key questions
What shapes can we see?
Can we draw more than one of each?
Are they the same or different?
How do we know this is a ...?
What makes it a ...?
Possible extension
Possible support
Children who find it difficult to see the embedded shapes may
benefit from the
sheet of shapes.
If you have triangular pinboards and elastic bands these can be
helpful too.