Topic

10
1. 2. 3.

Two Dimensional Shapes (2D)

LEARNING OUTCOMES
By the end of this topic, you should be able to: Explain the shape and space in daily life; Identify shapes using the correct vocabulary related to 2D shapes; Classify two dimensional (2D) shapes; and Describe the teaching and learning of shape activities.

4.

X INTRODUCTION
Look at things around you. How do they appear or look like? Almost everything around you is in the form of solids or in three-dimensional form, but topologically, they can be described as two dimensional shapes. What does an apple, an icecream cone, a star fruit and a ball look like to small children? Are children able to name and relate logically between three dimensional solids and two dimensional shapes?

10.1

SHAPE AND SPACE IN DAILY LIFE

Understanding the environment we live in is very important as we live in an environment made up of shape and space. Take a look at the things around you many objects around are either in the form of two dimensional shapes or three dimensional solids. Some pertinent questions come to mind. How do young children see things surrounding them? How do they develop geometric thinking and mental reasoning about shapes? How does the human mind, or thinking, change and make connections between 3D solids and 2D shapes? Things like cauliflower, cabbage and broccoli are usually spherical in shape like that of a ball,

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see Figure 10.1 (i.e. 3D in shape) but at certain angles, they may look like the face of a clock (i.e. 2D in shape)!

Figure 10.1: Spherical 3D solids can be viewed as circular 2D shapes

10.2

SPATIAL SENSE

How do we deal with the space around us? To understand more about spatial sense, let us consider a few situations. How are bags and luggage arranged in the compartments of an aeroplane to accommodate all baggage checked in? How do we ensure that we can walk into a laboratory or classroom without stumbling over instruments and furniture? Why do drivers position their cars on the right lane of the road in order to avoid tragic accidents? Why is it we cannot simply drive on the road without getting a driving licence first? One has to apply spatial sense to be safe on the roads. To acquire a driving licence, we have to undergo several tests and practise driving for hours under the supervision of experts before we can drive independently and safely on the roads.

SELF-CHECK 10.1
1. 2. What is meant by geometric spatial sense? Why is geometric spatial sense important for understanding our environment?

Spatial sense is defined as an intuition about shape and the relationship among shapes, including our ability to mentally visualise objects and spatial relationships by turning things around in our minds. It is about our feeling of geometric aspects of objects and shapes that appear within our surroundings or our living environment. (Walle and Lovin, 2006)

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Spatial sense is spatial perception or spatial visualisation that helps students to understand the relationship between objects and their locations in three dimensional worlds. (Kennedy and Tipps, 2006)

Geometry has several applications in real life. Spatial sense is spatial visualisation or spatial perception that helps children in understanding their world. Furthermore, spatial sense is an imaginary visualisation of object orientation in our minds. People with good spatial sense are able to analyse, using their geometric reasoning and ideas to appreciate nature, space exploration, home decoration, architecture, art and design. It promotes creativity in art and design. One is also able to imitate and transfer a bouquet of flowers into 2D shapes. See Figure 10.2.

Figure 10.2: Bouquet of flowers

ACTIVITY 10.1
Do your pupils/young children have spatial sense? Is spatial sense innate in children or do we have to teach spatial sense in the classroom? Discuss.

Next, carry out the following task. Take a look at the pictures shown in Figure 10.3.

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Figure 10.3: Pictures of objects

Show these pictures to your pupils. Ask them to arrange the pictures in ascending order according to their size in real life. Discuss and look out for your pupils spatial reasoning when doing the arranging. The answer: (picture frame < door < Eiffel Tower) If their arrangement is as such, how did they know that Eiffel Tower is the biggest/ tallest among the three things? x x x Have they ever visited Eiffel Tower? Did they use their spatial sense when arranging the pictures in ascending order? Get your children to look closely at the picture of the rabbit and ask them whether it is possible that the size of the rose (flower) can be bigger than the rabbit in reality.

10.3

GEOMETRIC THINKING

Geometry recognition is part of the primary mathematics curriculum. The aim of introducing two dimensional shapes in the primary school curriculum is to develop the pupils reasoning and spatial sense with respect to geometry since geometric practical applications are very useful in everyday life. Most of the mathematics primary curriculum incorporates number systems and numerical thinking as a foundation into the teaching of geometry. The development of the human mind on geometric concepts and reasoning of solids and shapes encompasses two basic areas (see Table 10.1).

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Table 10.1: Two Basic Areas of Human Mind on Geometric Concept Basic Area Visual spatial thinking Description This happens on the right hemisphere of the brain that is associated with literature and can occur unconsciously without one being aware of it. It can operate holistically and intuitively, with more than one thing at a time and is literally called simultaneous processing. This lies on the left hemisphere of the brain consisting of continuous processing and one is always aware of it. It operates sequentially and logically and is related to language or symbols and numbers.

Verbal logical thinking

Gardner proposed that the multiple intelligence of spatial ability can be developed through experience. Children are able to explain and demonstrate their discoveries after seeing how things work and observing their properties. The levels of thought, or childrens thinking, is the basis for the instructional activities at the primary school level. The Van Hiele Theory: Levels of Geometric Thinking Figure 10.4 explains the level of geometric thinking according to Van Hiele.

Figure 10.4: Van Hieles levels of geometric thinking

According to Pablo Picasso, O Observation is the most significant element of my life, but not just any kind of observation. This means that certain observations or the way we look at things will form a visual image that can be used in the study of mathematics and its applications.

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10.4

GEOMETRIC SYSTEMS

Children learn geometry at the primary level which can be divided into four separate geometrical systems as suggested by many mathematicians (Kennedy and Tipps, 2000), as described in Table 10.2.
Table 10.2: Four Separate Geometrical Systems Geometrical System Euclidean geometry Description Euclidean geometry is the geometry of shapes and objects in a plane (2D) or in space (3D). It is about the properties or the characteristics of objects, points and lines, circles and spheres, triangles, polygons, pyramids, cylinders, cones and other solids. Shapes have properties including similarities and congruence, length of sides, number of parallel sides, lines or rotational symmetry. It is about the location of shapes on coordinate or grid systems. Coordinate geometry ranges from simple to complex uses that define the location of an object on plane coordinates of the vertical and horizontal axes for 2D shapes or the positioning of objects on grid systems for three dimensional spaces. Complex uses of coordinate geometry include the location of vessels in the Pacific Ocean or the location of a travellers camp at the Antarctic or the grid location of Mount Everest. Transformation geometry is about geometry in motion. It describes the movement of shapes or objects in a plane or in space. Objects or shapes in motion can be transformed by flipping (reflection), sliding or gliding (translation), and turning (rotation) or a combination of these transformations in many different ways. For example, during an aircrafts landing or departing, it slides on the runway, flips and turns in the sky or exhibits a combination of movements in different ways. Topological geometry describes the locations of objects and their relations in space or the recognition of objects in the environment. Children view everything and their perceptions relative to their standing positions or locations in space. It focuses on the development of the childrens mental understanding, the use of extensive vocabulary, giving descriptions of objects in space, as well as the size and position of objects within their perspectives. The use of vocabulary to describe the locations of objects in space include words such as: far-near, high-low, big-small, above-below, inside-outside or in front, in between, front and behind, etc.

Coordinate geometry

Transformation geometry

Topological geometry

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ACTIVITY 10.2
Group discussion: The teaching of geometry covers four areas of geometric systems and must be aligned to the Van Hieles theory of levels of thought. In groups, discuss how to integrate the teaching of the concept of geometry with any two areas underlined.

10.5

GEOMETRIC CONTENT

The Primary Mathematics curriculum touches on the simple concept of geometric systems. The geometric content for primary schools focuses more on Visualisation and Euclidean Geometry, as well as Van Hieles theory of childrens thinking. The sequence of teaching geometric content and the teaching of concepts at the primary school level is as illustrated in Figure 10.5.

Figure 10.5: Sequence of teaching geometry in primary schools

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Visualisation covers the recognition of shapes in the environment, classification, sorting and naming of shapes. Euclidean geometry is the study of shapes and their properties. Advance concepts of topological geometry, Euclidean Geometry, coordinate and transformation geometry will be taught at secondary school or at higher levels. The geometric content includes: (a) (b) Identifying shapes sorting, classification and grouping; Knowing and naming shapes (vocabulary): (i) (ii) Triangle (types of triangles); Rectangle (quadrilaterals);

(iii) Polygon; and (iv) Circle and ellipse. (c) (d) (e) Identifying geometric properties of shapes; Classification and grouping; and Shapes in the environment.

10.6

THE TEACHING AND LEARNING OF SHAPES

The learning of shapes is the second stage for children learning about geometry. The teaching and learning of geometry should be associated with the childrens levels of thinking and the four areas of geometric systems described earlier. As a teacher, we have to understand our pupils levels of thinking and mental reasoning before teaching them the concept of two dimensional shapes. Both hemispheres of our pupils minds must be stimulated. Exposure and experience through investigation and discovery will promote pupils learning. Some suggested teaching-learning activities for helping children to develop or consolidate ideas and further understanding of geometrical concepts are highlighted. There should be a progressive development of activities and a proper sequence for introducing concepts, starting from basic geometric concepts to the highest level of geometric problem solving.

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Learning Activities The following are some suitable learning activities: (a) (b) (c) Contextual learning children look around and observe the environment plus describe in words what they have seen. Explore and experiment with shapes (visual images) in order to gain insight into the properties and their uses. Analyse shapes informally, observe size and position in order to make inferences; then refine and extend knowledge that develops from various learning activities.

Introduction of three dimensional shapes must be done earlier or before the teaching of 2D shapes. The concept of two dimensional shapes can be developed from three dimensional shapes. Shapes that can be introduced to pre-school or early primary level include those easier concepts that are commonly found within their environment.

Figure 10.6: Different views of the surface area of faces of a cuboid

A teacher should always guide young children on how to relate solids of three dimensions (3D) to shapes of two dimensions (2D). As described previously in Topic 9, for the visualisation of cuboids, pencil boxes can be used to represent cuboids. Pupils can be encouraged to rotate, visualise and trace the shapes from different perspectives by looking at them from different orientations or from different sides or elevations (see Figure 10.6).

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10.7

TEACHING AND LEARNING ACTIVITIES

Geometric thinking and spatial reasoning can be developed through formal or informal activities. A good instructional activity includes good planning, appropriate activities and a variety of selection of effective teaching materials. The learning of geometric concepts can be incorporated into the childrens activities such as playing activities, discussion, role play, music activities, dramas as well as art and design activities while they are actively involved. Teaching and learning activities suggested here cover the four areas mentioned earlier and can be modified to teach 2D shapes to pre-school and early primary school children.

Part I: Euclidean Geometry

10.7.1

Identifying Shapes Sorting, Classification and Grouping

Shape is generally defined as space within an enclosed boundary. Shapes are drawn on a flat surface called a plane. Two dimensional plane geometry is about shapes like lines, circles and triangles. As such, shapes can be enclosed by straight or curved lines. Shapes enclosed by only straight lines are called polygons. Other shapes are known as non-polygons. The activities described here are geared towards achieving the following learning outcomes with respect to 2D shapes: (a) (b) (c) (d) (e) Identify 2D shapes, i.e. figures with closed boundaries; Sort and classify 2D shapes; Discover features and properties of 2D shapes; Identify similarities and differences of shapes between groups; and Use correct vocabulary and language while doing activities.

Activity 1.1: Identifying 2D Shapes Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) Identify and colour 2D shapes i.e. figures with closed boundaries; and Count how many figures there are with closed and open boundaries.

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Materials: x x Exercise sheet: Set of shapes (open and closed figures); and Colour pencils.

Procedure: (i) Distribute the exercise sheet (see Figure 10.7), containing examples of various shapes to the pupils. Ask pupils to colour the shapes with closed boundaries and count how many shapes there are with closed boundaries and how many there are without.

(ii)

Figure 10.7: Set of shapes

This activity is an early introduction to the concept of shapes whereby shapes are identified as figures that have closed boundaries. Children have to colour all the shapes with closed boundaries and leave out those with open boundaries. This activity serves to give a clear picture to young children about 2D shapes.

ACTIVITY 10.3
Play the game of Look Around. Children who can spot the most number of 2D shapes will be the winner.

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Activity 1.2: Sort and Group 2D Shapes Learning Outcomes: By the end of this activity, pupils should be able to: (a) Sort, group and classify shapes to discover their features and properties.

Materials: x Set of 2D shapes/cut-outs of 2D shapes; x x A4 paper/manila cards; and Vocabulary (word cards).

Procedure: (i) Sort and group the shapes. Place the sorted shapes under the respective categories on the pieces of A4 paper/manila cards provided. Use common features for grouping the shapes into various categories: Triangles, Quadrilaterals/Rectangles, Polygons and Non-polygons/Enclosed boundaries (see Figure 10.8). Discuss what is interesting about each group.

(ii)

Figure 10.8: Examples of 2D shapes

(iii) Ask simple questions and guide pupils to describe in simple words the common features used for sorting and grouping shapes: x x x x How many groups of shapes are there? What are the special features of the figures or shapes in each group? What are the common features within each group? Is there any difference between the groups?

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(iv) Say in simple sentences or describe clearly the special features of each group. (v) Encourage the children to say in simple words what they understand about the interesting features of the shapes.

(vi) Ask pupils to look for similarities and differences within and between the groups. (vii) Introduce simple geometric words and correct vocabulary to help pupils to describe the features and propertries of the shapes. (viii) Check the answers for the grouping of 2D shapes: For example as shown in Figure 10.9:

Figure 10.9: Grouping of shapes under different categories

(ix)

Distribute worksheet to reinforce the concept learnt.

10.7.2

Knowing and Naming Shapes (Vocabulary)

Introduce different types of shapes and let pupils look for features and properties to identify the various groups of shapes. At this level, only simple geometry is used and the shapes shown here are to be considered as extra knowledge for teachers.

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Activity 2.1: Identifying Polygons Polygons are two dimensional flat surfaces with length and breadth or width. Polygons have special names based on the number of angles and the number of sides (straight edges) that enclose them. A triangle is a polygon with the least number of points and sides to form a closed boundary, followed by quadrilaterals, pentagons, hexagons, heptagons, octagons, nonagons, decagons, dodecagons, etc. Other figures known as non-polygons also have enclosed boundaries but with sides that are circular and elliptical. Here, various examples of polygons and a few non-polygons are illustrated in Table 10.3 (to be used as teachers notes).
Table 10.3: Examples of Polygons and Non-Polygons
Triangle 3 points 3 sides Quadrilateral 4 points 4 sides

Pentagon 5 points 5 sides Heptagon 7 points 7 sides

Hexagon 6 points 6 sides Octagon 8 points 8 sides

Nonagon 9 points, 9 sides

Decagon 10 points, 10 sides

Hendecagon/Undecagon 11 points, 11 sides Dodecagon 12 points Non-polygons: Circle, Ellipse and other shapes Enclosed boundaries

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Most of the polygons shown in Table 10.3 are irregular plane figures or polygons where all the sides and angles are not of equal measure. Regular polygons have sides that are all equal in length and angles that are all equal in measure. Figure 10.10 shows an example of a regular and irregular hexagon.

Figure 10.10: Regular and irregular hexagons

ACTIVITY 10.4
Stop and Have Fun! Activity: Shapes of games Take your pupils outside and play these games: (a) (b) (c) Shape jumping Track to the moon Play ting-ting

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1. Shape jumping x Lay out a few sets of shapes (coloured, hard cardboard) on the floor. x Call out the shapes and jump to land on the shape called out e.g. triangles, quadrilaterals, polygons, curved shapes.

2.

Track to the moon x Lay out a few sets of plane figures (coloured, hard cardboard) on the floor. x Call out the shapes and Jump and sing the Jumping song: Names of shapes.

3.

Play ting-ting x Number and shapes x Jump in steps. x Count the number of sides, corners and angles. x Discuss special features of regular rectangles (squares).

Activity 3: Vocabulary for Naming Shapes This activity is to enhance childrens understanding of different types of shapes for each group and the differences between various classes of shapes. Provide the opportunity for pupils to look for special features and properties as well as learn the names of shapes. Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) (c) (d) (e) (f) Identify different types of shapes (triangle, quadrilateral, polygon, etc.); Name shapes; Discover features and properties of shapes; Identify special features and properties of each group of shapes; Identify similarities and differences of shapes between groups; and Use correct vocabulary and language while doing activities.

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Materials: x x x Geoboard (safety nail pegs), see Figure 10.11; Coloured rubber bands (see Figure 10.11); and Vocabulary cards: (Names of shapes; properties of shapes).

Figure 10.11: Geoboard and rubber bands

Procedure: (i) (ii) (iii) Take a rubber band and form shapes using the pegs on the geoboard. Name and label the shapes made using appropriate vocabulary cards. Identify the features or properties of the shapes labelled.

Activity 3.1: Triangles Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) (c) Discover features and properties of triangles; Identify special features and properties of triangles; and Use correct vocabulary and language to describe triangles.

Materials: x x x x Rubber bands; Geoboard; Grid paper; and Vocabulary cards: (names of shapes, labels of properties).

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Procedure: (i) (ii) Ask pupils to use three points and a rubber band to form a triangle. Then, ask them to form different types of triangles see Figure 10.12 (a) and draw the shapes on grid paper.

(iii) Guide them to look for properties of triangles, classify and describe the triangles made.

Figure 10.12 (a): Examples of triangles

A.

Teachers Instructions:

A triangle is a shape with three points (see Figure 10.12 (b)), three corners and three straight sides.

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Figure 10.12 (b): Examples of triangles

B.

Teachers notes: Extra information on types of triangles.

Types of Triangles These are triangles, each of them has three straight sides, three corners or three vertices but they are all different. There are many types of triangles such as equilateral, right angle, isosceles, acute, obtuse or scalene triangles (see Figure 10.12 (c)). At this level of visualisation, we want young children to be able to use their senses to observe differences and similarities between the shapes within a group. It may seem difficult to explain the different types of triangles but at this level, children only have to understand that there exists special properties for triangles and that there are many different types of triangles (see Figure 10.12 (d)).

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Figure 10.12 (c): Types of triangles

Figure 10.12 (d): Classification of triangles

Activity 3.2: Matching Triangles Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) Identify special features and properties of different types of triangles; and Use correct vocabulary and language to describe the types of triangles.

Materials: x x Exercise sheet Matching activity; and Vocabulary cards (Names of shapes, labels of properties).

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Procedure: (i) Can you see any differences between those four triangles in the upper row? Look at them closely look for similarities and differences between them. Try to match those on the upper row by drawing arrows to those shown in Figure 10.13.

(ii)

Figure 10.13: Matching activity: Types of triangles

Activity 3.3: Quadrilaterals Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) (c) Discover features and properties of quadrilaterals; Identify special features and properties of quadrilaterals; and Use correct vocabulary and language to describe quadrilaterals.

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Materials: x x x x Rubber bands; Geoboard; Grid paper; and Vocabulary cards: (names of shapes, labels of properties).

Procedure: (i) (ii) (iii) Ask pupils to use 4 points and a rubber band to form a quadrilateral. Then, ask them to form different types of quadrilaterals see Figure 10.14 (a) - and draw the shapes on grid paper. Guide them to look for properties of quadrilaterals, name and describe the quadrilaterals made, (see Figure 10.14 (b) and Figure 10.14 (c)).

Figure 10.14 (a): Examples of quadrilaterals

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A. Teachers Instructions:

Figure 10.14 (b): How to make the quadrilaterals

Figure 10.14 (c): Examples of quadrilaterals shapes

Activity 3.4: Polygons Learning outcomes: By the end of this activity, pupils should be able to: (a) (b) (c) Discover this features and properties of polygons; Identify special features and properties of polygons; and Use correct vocabulary and language to describe polygons.

Materials: x x x x Rubber bands; Geoboard; Grid paper; and Vocabulary cards (names of shapes, labels of properties).

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Procedure: (i) (ii) (iii) Ask pupils to use five points and a rubber band to form a pentagon. Then, ask them to form different types of polygons using six pegs and more, see Figure 10.15 and draw the shapes on grid paper. Guide them to look for properties of polygons, name and describe the polygons made.

Figure 10.15: Examples of polygons

Activity 3.5: Curved Shapes: Circle and Ellipse Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) (c) Discover features and properties of non-polygons or curved shapes such as circle and ellipse; Identify special features and properties of non-polygons or curved shapes; and Use correct vocabulary and language to describe non-polygons or curved shapes.

Materials: x x x Picture card: Set of pictures of curved shapes; Vocabulary cards: Names of shapes (circle, semicircle, ellipse); and Vocabulary cards: Features/properties (crescent/lunar/cloud/heart shape).

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Procedure: (i) Ask pupils to look at the set of curved shapes in the picture card distributed. Explore and observe shapes through visual images to gain insight into their properties. Look for similarities and differences (see Figure 10.16). Guide them to look for properties of non-polygons, name and describe the non-polygons shown. Introduce names, vocabulary or the language of geometry for describing non-polygons or curved shapes shown. Count the total number of faces, the number of similar faces and slowly introduce the names and properties of the curved shapes.

(ii)

(iii)

Figure 10.16: Examples of non-polygons or curved shapes

Shapes in the Environment

ACTIVITY 10.5
Colour and print shapes of the environment Use any 3D solids or objects from the environment. Cut and colour the cross-sections or longitudinal sections of objects (e.g. star fruits, pears, banana stems, potatoes, leaves). Then, print them on to a piece of drawing paper. Use your creativity. Are they shapes of the environment?

The learning of geometric concepts will be easier if pupils are actively involved in the fun learning process using appropriate teaching materials from the environment, such as the use of common materials from the childrens environment like potatoes, star fruits, pears or banana stems as materials for drawing and painting shapes (see Figure 10.17).

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Cross-sectional or longitudinal cuttings of:

Figure 10.17: Cross-sectional or longitudinal cuttings of objects

Part II: Transformation Geometry

The following activity allows children to have some fun with shapes, with respect to motion geometry, where the learning of geometric concepts is incorporated into childrens play. Activity 4.1: Fun with Shapes: The Most Powerful Spinning Propeller (Motion Geometry) Learning Outcomes: By the end of this activity, pupils should be able to: (a) (b) Construct propellers of different shapes: semi-circular shape, crescent (lunar) shape, heart shape and arrow shape; and Discover which shape forms the most powerful spinning propellers.

Materials: x x x x x x x x Instruction cards for making different shaped propellers; Plastic glass; Manila card; Coloured paper/Fancy cards; Straws; Pencils; Pins; and Plasticine.

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Procedure: (i) (ii) Divide the children into four groups of five. Ask each group to prepare different shapes of propellers as follows: x x x x (iii) Group 1 : semi circular shaped propellers; Group 2 : lunar shaped propellers; Group 3 : heart shaped propellers; and Group 4 : arrow shaped propellers.

Using their finished products, ask pupils to blow on to the propellers to see which propellers will spin the fastest.

Group 1 Figure 10.18 (a), Figure 10.18 (b), Figure 10.18 (c) and Figure 10.18 (d) explain the steps in making the semi-circular, lunar, heart and arrow shaped propellers for each of the four groups.

Figure 10.18 (a): The making of semi-circular propellers

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Group 2

Figure 10.18 (b): The making of lunar-shaped propellers

Group 3

Figure 10.18 (c): The making of heart-shaped propellers

Group 4

Figure 10.18 (d): The making of arrow-shaped propellers

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Finished Products Figure 10.18 (e) shows the finished products of the different shaped propellers from each group.

Figure 10.18 (e): Different shaped propellers

Part III: Coordinate Geometry

An activity about coordinate geometry dealing with the location of places or destinations is described next. Activity 5.1: Location of Places Learning Outcomes: By the end of this activity, pupils should be able to: (a) Explain the location and state the direction of places from a picture map.

Materials: x x Picture map; and A4 paper.

Procedure: (i) (ii) Distribute the picture map (see Figure 10.19) to your pupils. Ask them to study the map and explain the location of the places stated in the map to a tourist who lands at KLIA.

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(iii)

Discuss in detail the location and direction of those places.

Figure 10.19: Picture map

Part IV: Topological Geometry

The last area of geometric concept to be discussed concerns topology and touches on the location of objects according to a relative standing position in space. Activity 6.1: Location of Shapes Learning Outcomes: By the end of this activity, pupils should be able to: (a) Describe the locations and state the positions of objects with respect to a relative standing position from the picture provided.

Materials: x x x Picture card; A4 paper; and Vocabulary cards: (positional words e.g. behind in front, left right, far near, beside adjacent, etc.).

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Procedure: (i) Ask pupils to colour the shapes according to the colour scheme given i.e. (triangles green, quadrilaterals red, polygons light blue, circles dark blue, and ellipses yellow) or any scheme of their choice in the picture card as shown in Figure 10.20. Count the number of figures for every group of shapes that appears in the picture.

(ii)

(iii) Topology concept: Discuss the site or the location of objects in the picture from the girls standing position i.e. behind in front, left right, far near, beside adjacent, etc. (iv) Ask pupils to describe and state the positions of objects using appropriate vocabulary.

Figure 10.20: Picture card

This topic of two dimensional shapes discusses spatial sense in detail, how we understand our world, childrens level of thinking and the teaching of geometry concepts within four geometric systems, which are: (a) (b) Euclidean Geometry; Transformation Geometry;

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(c)

Coordinate Geometry; and

(d) Topological Geometry. x x Examples and activities suggested are within the primary school curriculum prescribed especially for pre-school and early primary school levels. Teachers are encouraged to develop good lesson plans, creative and effective teaching activities to suit pupils interest and their ability to understand the geometric aspects of their surrounding and the environment.

Acute angle Apex Base Boundary Circle Cone Corner Edge Equilateral triangle Hexagon

Isosceles triangle Rectangle Scalene triangle Sphere Square Symmetry Tessellate Triangle Two dimensional Vertex (Vertices (p))

As an early childhood mathematics school teacher, you have to plan teaching and learning activities that cover the teaching of geometric concepts for the four geometric systems. Suggest suitable teaching and learning activities that can be carried out to enable the children to acquire the geometric concepts discussed. Teaching activities and teaching materials should be creative and effective based on respective learning outcomes.

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The teaching of geometric concepts has to be aligned to childrens levels of thought, pupils experience and their geometric reasoning ability. List three learning activities that can suit the criteria mentioned.

APPENDIX
WORKSHEET
1. Count the shapes. Fill in the blanks with the correct numbers: (a) (b) (c) (d) (e) There are _____ circles. There are _____ rectangles. There are _____ squares. There are _____ triangles. There are _____ stars.