BY JOAN NOVELLI

NEW YORK • TORONTO • LONDON • AUCKLAND • SYDNEY

MEXICO CITY • NEW DELHI • HONG KONG • BUENOS AIRES

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

The reproducible pages in this book may be reproduced for classroom use. No part of this publication may be reproduced
in whole or in part, or stored in a retrieval system, or transmitted in any form or by any means, electronic, photocopying,
recording, or otherwise, without written permission of the publisher. For information regarding permission, write to
Scholastic Inc., 557 Broadway, New York, NY 10012.

Cover design by Brian LaRossa

Cover art by Susie Lee Jin
Interior design by Kathy Massaro
Interior illustrations by Maxie Chambliss

ISBN-13: 978-0-439-45872-6
ISBN-10: 0-439-45872-2

Copyright © 2008 by Joan Novelli

Published by Scholastic Inc.
All rights reserved.
Printed in the U.S.A.

1 2 3 4 5 6 7 8 9 10 40 15 14 13 12 11 10 09 08

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

 Contents
About This Book....................................................4 Spatial Sense ..............................................24
Research Connections ............................................4
Sight Word Builders (positional words) ..................25
Assessing Learning ................................................5
Simon Says! (directional & positional concepts) ........25
Encouraging Understanding ..................................6
Location Mini-Book (location)..............................26
Supporting the Standards ......................................6
Mini Picture-Word Puzzles (positional concepts) ....26
Spatial Sense Safari (positional concepts)................27
Getting to Know Shapes ............................7
Obstacle Course Geometry (following directions) ....27
Word Wall of Shapes (shape words) ........................8 Tops and Bottoms Garden (positional concepts) ......28
My Mini-Book of Shape Riddles (attributes) ..........9 From Here to There (mapping locations)................28
“Mister Sun” Circles (circles & spheres) ..................9 Sundae Assembly
Teams Take Shape (shape formation) ....................10 (positional & directional concepts) ......................29
Presto Shape-O! (attributes) ..................................11 My I Spy (coordinate geometry & visual skills) ........29
Sign Up for Shapes! (shape recognition) ................11 Find the Bone (coordinate geometry) ....................30
Square, or No Square (categorizing) ......................11
Reproducible Pages ........................................31–35
On a Roll (attributes) ............................................12
Shape a Snake (patterns) ......................................13
A World of Shapes ......................................36
Headline Cone Hats
(shape formation & identification) ........................14 Shapes at School, Shapes at Home Booklet
Shoe Box Shape Center (shape formation) ............15 (shape recognition) ............................................37
Transition Time Trace-and-Tell The Poetry of Shapes
(shape recognition) ............................................15 (representation with shapes) ..............................37
Peek-In Pyramids (composing shapes) ..................15 To Market, To Market
Triangle Put-Together (identifying shapes in context) ............................38
(decomposing & composing shapes) ....................16 Math in My Lunch! (shape identification) ..............38
Shape Surprise Center (reproducing shapes) ..........17 Dominoes Shape Up
Tangram Storytelling (composing shapes) ..............17 (matching shapes in context) ..............................39
Mirror-Image Math (symmetry) ............................18 Lift-the-Flap Castle
(shapes in context & shape vocabulary) ..............40
Reproducible Pages ........................................19–23 Balls and Rings (3-D circular shapes) ....................40
Shapes and Signs (shape recognition) ....................41
Architects at Work (3-D representations) ..............41
Geometry Zoo (representation with shapes) ..........42

Reproducible Pages ........................................43–48

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

 About This Book

“L ook at me—I’m a circle!” Shapes intrigue children

from early on. As they learn the names for different
shapes, children use this math language to describe the
world around them. Rectangles can be found in the ladder
rungs of a slide, triangles on a trapeze bar, squares in
sandwiches, triangles in tortilla chips, and a circle in the
opening of a birdfeeder. Everyday experiences are an
important part of mathematical learning. Children explore
properties of geometric shapes while building block
structures and learn about spatial relationships as they
assemble puzzles. They discover symmetry when observing
a butterfly and create representations of the world around
them with the use of shapes (such as mapping the place
they live). Children are filled with wonder and satisfaction
as they observe, investigate, and discover shapes in their
world. And making these connections helps them develop
confidence as learners in the process.
This book is designed to expand children’s shape knowledge through dozens of
hands-on explorations and investigations, literature-based activities, games, mini-
books, and more—all of which are aligned with the National Council of Teachers of
Mathematics (NCTM) Standard for Geometry for Grades PreK–2. The activities help
build content knowledge and strengthen process skills, such as problem solving and
communication. In addition, they encourage children to make connections to other
math concepts (for example, counting the sides of shapes to develop numeration
skills) as well as in everyday routines, play, and across the curriculum.

Research Connections
Research indicates that quality mathematics education, when implemented early,
results in “learning benefits into elementary school, including in mathematics.”
(Clements, Sarama, and DiBiase, 2004) Children bring with them significant
mathematical knowledge, developed through everyday experiences such as sorting
blocks and setting the table. More formal mathematics education at school provides
opportunities to extend this knowledge, giving children a needed “introduction to the
language and conventions of mathematics, at the same time maintaining a connection
to their informal knowledge and language.” (NCTM, 2000)
Research supports geometry as a natural focus for math instruction at the early
grades. “Our initial evidence indicates that geometry and patterning are foundational
for mathematics learning. They are important in and of themselves. They build on
the interests and competencies of young children. Finally, they support the learning
of other mathematical topics, such as number (from counting the sides of shapes to
seeing numbers in rows and columns).” (Sarama & Clements, 2004) The NCTM

4
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Curriculum Focal Points identify geometry as an area of content emphasis
at PreK–K, including in-depth exploration of shapes and spatial Shapes and
relationships. (NCTM, 2006) Reading
As children explore these mathematical ideas, it is essential to provide many
opportunities to revisit concepts over time. “If we want children to make sense Success
of mathematics, we must provide a variety of experiences that ask the children What does geometry
to think about what they are doing and to focus on critical elements of the have to do with reading
concept. It is through encountering an idea in different settings and in many success? Children who
different ways over time that generalizations begin to form.” (Richardson, can quickly recognize
2004) The activities in this book offer dozens of experiences that build on a set and name letters have an
of related skills and concepts and allow children to deepen understanding over easier time learning to
read. (Adams, 1990; as
time and make connections to more complex ideas.
cited in Blevins, 2006)
Noticing the shapes that
Assessing Learning make up letters is one
Children come to school with varying levels of understanding about way children develop
alphabet recognition.
geometry concepts. Some will be able to identify, describe, and name shapes
They discover that some
and spatial relationships while others may be learning these concepts for the letters are made up of
first time. Use a form similar to the one shown, below, to do a quick circles. The letters a, b,
assessment of each child’s basic understandings. After plenty of in-class and g, for example, have
explorations of shapes, repeat the assessment to see how the child’s small circles while O and
understandings have grown. Q have big circles.
For continued assessment, place a sticky note for each child on the inside Children who first
of a file folder. Write children’s names and the date on the sticky notes. understand and can
Then, as you observe and engage in conversations with children, record differentiate between
comments on their sticky notes. Later, transfer these anecdotal records to basic shapes can apply
individual files. These notes come in handy when writing narratives on this knowledge to learn
progress reports and for sharing during parent conferences. about letters more easily.
This connection between
shapes and letters carries
over to writing, as well.
Child’s Name ___________________________________________________ Date ____________________________ As pre-writers, children’s
drawings reflect their
awareness of letter
Shapes and Spatial Relationships Assessment shapes in lines and
circles scattered on a
page. Soon, they use
Shape these shapes to form
circle square triangle rectangle diamond trapezoid strings of letters and
write their names.
Names Shape

Describes Shape

Draws Shape

Identifies Shape
in Environment

5
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Encouraging Understanding
Bibliography Use these tips to nurture children’s natural enthusiasm for shapes and
encourage their mathematical thinking in other areas.
Blevins, W. 2006. Phonics from
A to Z. New York, NY: Scholastic. ◆ Ask questions that challenge children to clarify and extend their
thinking, for example, “If I wanted to build a block tower as tall as
Clements, D. H., J. Sarama, and A.
DiBiase, eds. 2004. Engaging young
yours, how do you think I should start?”
children in mathematics: Standards ◆ Provide time for children to explore and test their ideas with
for early childhood mathematics familiar materials, such as blocks, clay, puzzles, and pattern blocks.
education. Mahwah, NJ: Lawrence ◆ Help children connect the mathematics they’re learning to their
Erlbaum Associates. everyday world. For instance, when learning about rectangles,
National Association for the Education encourage them to find this shape in the classroom and elsewhere
of Young Children (NAEYC) and the in the school (doors, books, cafeteria trays, and so on).
National Council for Teachers of ◆ Encourage math connections by incorporating learning into
Mathematics (NCTM) (2002). “Early activities children are interested in, such as dramatic play and block
childhood mathematics: Promoting building. For example, set up a grocery store where children can
good beginnings.” explore shapes on the shelves and in the foods (circular can lids,
National Council of Teachers of rectangular cereal boxes, spherical oranges, and so on).
Mathematics. (2006). Curriculum ◆ Use a variety of assessment methods to find out what children
focal points for prekindergarten know and what they’re ready to learn. Suggestions include
through grade 8 mathematics. drawings, models, conversations, and observations.
Reston,VA: National Council of
Teachers of Mathematics. Supporting the Standards
National Council of Teachers of Shapes are a natural focus of a math program for young children. The
Mathematics. (2000). Principles and activities in this book are aligned with the following NCTM geometry
standards for school mathematics.
standards for PreK–2:
Reston, VA: National Council of
Teachers of Mathematics. ◆ Analyze characteristics and properties of two- and three-
dimensional geometric shapes and develop mathematical
Richardson, K. 2004. “Making sense.”
arguments about geometric relationships
In D. H. Clements, J. Sarama and A.
DiBiase (Eds.), Engaging young ◆ Specify locations and describe spatial relationships using coordinate
children in mathematics: Standards geometry and other representational systems
for early childhood mathematics ◆ Apply transformations and use symmetry to analyze mathematical
education. (pp. 321-324). Mahwah, situations
NJ: Lawrence Erlbaum Associates.
◆ Use visualization, spatial reasoning, and geometric modeling to
Sarama, J. and D. H. Clements. 2004. solve problems
“Building blocks for early childhood
A study of shapes also supports the NCTM algebra standard, which
mathematics.” Early Childhood
Research Quarterly, 19: 181-189.
discusses shapes as they relate to recognizing, describing, and extending
patterns. As children explore the geometry of shapes, encourage them
Varol, F. and D. C. Farran. 2006. “Early to investigate how shapes are used in patterns, such as the arrangement
mathematical growth: How to support of bricks in a wall and repeated shapes on clothing. Helping children
young children’s mathematical make connections in this way lets them revisit concepts and deepen
development.” Early Childhood their understanding. They will naturally make connections to other
Education Journal, 33(6): 381-387.
areas of the standards, too—for example, counting or measuring the
sides in different shapes to find out how they relate to each other.
6
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to Know
Shapes
Investigating Two- and Three-Dimensional Shapes
Activities in this section engage children in building lively word walls, creating rhyming
math mini-books, playing games, singing songs, sharing stories, solving problems, and
more. In the process, children will investigate two- and three-dimensional shapes—naming
and describing them, discovering ways in which they are alike and different, and exploring
what happens when they put shapes together and take them apart.

Skills and Concepts Supported by the Activities

in This Section
◆ recognizing and naming ◆ describing attributes of shapes, including those with
shapes from different lines of symmetry
perspectives ◆ patterning with shapes
◆ building with shapes ◆ taking apart shapes and putting them back together
◆ drawing shapes ◆ relating ideas in geometry to ideas in number and
◆ comparing and measurement
contrasting shapes ◆ recognizing geometric shapes and structures in the
◆ sorting shapes environment

As children build with blocks again and again, they develop

understandings of relationships among shapes. Two square blocks fill
the same space as a rectangular block. Two triangles placed side to
side can make a square. A cylinder has a circle on each end. Children
develop a foundation for understanding symmetry as they construct
a building, carefully adding to one side what they place on the other.
As you observe children in such activities, engage them in conversations that develop math
understandings and related vocabulary. Sample discussion starters follow:
◆ What is the name for the shape of that block? What do you know about this shape?
◆ What other blocks have something in common with this one? How are they alike?
◆ What two blocks could you put together to equal the shape and size of this block?
◆ If you wanted to build the tallest tower possible, what blocks would you choose? Why?
◆ Which blocks do you think make a good base for your building? Why?
◆ How are these blocks like shapes you see in buildings?

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Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Word Wall of Shapes Shape Words

▲▲▲▲▲
This picture word wall helps teach shape names and reinforce math
Depending on children’s
vocabulary.
ability level, you may want
to introduce the mathematical
term rhombus. Explain that 1. Write the name of each shape you are teaching on a separate sentence
a rhombus has four sides strip and add a corresponding picture. Display the sentence strips on a
that are all the same length. wall, leaving plenty of room around each one. Reinforce properties of
Squares and diamonds are each shape by asking questions, such as: “How many sides does this
both rhombuses: A diamond shape have? How many more sides does this shape have than that shape?
is like a square that stands Which shapes have sides? Which don’t?”
on one of its corners.
Encourage children to 2. Pass out large index cards. On each card, have children draw an item or
explore the room to find the glue on a magazine picture that represents a shape, write the shape
two kinds of rhombuses. name, and sign their name. They may also attach an actual object, such
as a sticky note to represent a square.
3. Display each shape card with the corresponding sentence strip on the
word wall. Use the word wall to reinforce vocabulary for and properties
of shapes. Help children notice the different sizes and orientations that a
shape can have. For example, a rectangle can be seen in a small chewing
gum wrapper as well as the side of a large building.
4. Add to the word wall as children discover new examples of the displayed
shapes and as you introduce new shapes. To reinforce the association
between a shape, its name, and spelling, point out each word as you use
it in conversations and lessons.

8
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

My Mini-Book of Shape Riddles Attributes

▲▲▲▲▲
As children’s shape vocabulary grows, so will this rhyming lift-the-flap mini-
As children create new
book! Predictable text builds word recognition and fluency skills, too.
pages for their lift-the-flap
1. Before children begin to work on their mini-books, invite them to
mini-books, show them how to make read them aloud during
designated times, such as
the pages by following these steps:
the morning meeting. The
◆ Cut apart a copy of the cover class will enjoy listening to
and riddle template on page clues and guessing the
19. Then cut along the dashed shapes.
lines around the riddle to
create a flap.
◆ Glue only the edges of the ▲▲▲▲▲
riddle template to a half-sheet Shapes, Shapes, Shapes
of white paper, leaving the flap by Tana Hoban
free to open and close. (William Morrow, 1986).
◆ Read the riddle and complete
In this wordless book,
it by writing in words that
readers discover shapes in a
describe a selected shape.
lunchbox and on a
◆ Draw the shape and write its tablecloth, in an egg and
name under the flap. an orange. After sharing the
book, invite children to take
2. Give children copies of page 19 and have them make mini-book pages. photos or draw pictures of
Let them make pages for all the shapes they want to include in their objects around the
mini-books. classroom or school that
represent different shapes.
3. When finished, help children stack all their pages, place the cover on Assemble the pictures into a
top, and staple to bind. Then have them write their name on the cover. class concept book for
Children will enjoy sharing these interactive mini-books with their children to explore on their
classmates and families. own, with partners, or at
home with their families.
(On an extra page in the
“Mister Sun” Circles Circles & Spheres front or back of the book,
draw and label the shapes
This traditional song invites children to use their arms to represent the shape children can look for within
of the sun high above their heads, as they sing about it shining down. the various pictures.)

1. Copy the song onto chart paper. Review the arm positions with children
(as indicated in each verse).
2. Sing the song together, pointing to the words and using the arm movements
to show the sun shining down, hiding, and then coming back out.
3. After singing, compare the shape children make with their arms (a circle)
to the actual shape of the sun (a sphere). You might show them a ball to
represent a sphere. Discuss how these shapes are alike and different.
(continues )
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Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Mister Sun
Oh Mister Sun, Sun,
▲▲▲▲▲
Mister Golden Sun,
Sun Song Please shine down on me.
by Jean Marzollo
(HarperCollins, 1995). [raise arms above head to form circle]

Watch the sun come up with Oh Mister Sun, Sun,

a warm and cheery story Mister Golden Sun,
that is just the right way to Hiding behind a tree.
begin any day. Let children
revisit pictures of the sun [hide arms behind back]
and look for similarly-
shaped objects in the These little children
classroom. Guide a Are asking you
discussion on how spheres To please come out
and circles are alike and So we can play with you.
different. [slowly bring arms back up]

Oh Mister Sun, Sun,

Mister Golden Sun,
Please shine down on me!
[raise arms above head to form circle]

—Author Unknown

Teams Take Shape Shape Formation

As children team up to make shapes with their bodies, they strengthen creative
thinking and problem-solving skills, as well as explore positions in space.

1. Divide the class into teams of three children each.

2. Gather children in an area where they’ll have plenty
of room to move. Then challenge children on each
team to work together to find a way to make shapes
with their bodies including their heads, arms, and
legs. You might specify the shapes you want teams to
make, or draw shapes on slips of paper and place
them in a bag for children to select at random. The
rules? Each team needs to use all three children for
the shape it makes.
3. When each team has devised a way to make its shape,
bring the class together. Let the teams demonstrate
their shapes for the class to identify. If possible, take
photos to share at conferences, open school night, or
to use in a class book about shapes.
10
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Presto Shape-O! Attributes

After children make shapes with their bodies (see “Teams Take Shape” on page
10), challenge them to do the same with a piece of string. It might not take
magic, but using a mysterious cloth and magic wand will add special effects as
children demonstrate their skills.
1. Give each pair of children a length of string about 36 inches long.
2. Have the partners work together to shape the string into a triangle. Can
they think of a way to make a square? How about other shapes?
3. As the partners form their shape, have a volunteer assistant cover their
hands with a large black cloth, wave a “magic” wand over it, and chant
something suitably magical.
4. When the pair has formed the shape, have the assistant lightly tap the
cloth with the wand and then remove it with a flourish to reveal the shape.
5. After all the pairs have performed their “magic,” discuss the different
solutions they found for forming each shape.
Name _______
______________
______________
______________
____ Date ______________
______________
Sign Up for Sha ___

Shape Recognition
pes !
Sign Up for Shapes! triangle
circle
trapezoid

Children collect shapes and signatures with this activity. Name

Name
Name
square
diamond octagon

1. Copy a class set of the record sheet on page 20.

Cut out the same shapes from tagboard. (You can Name
Name
Name

rectangle hexagon
use enlarged copies of the shapes on the record oval

sheet for templates.) Make sure there is a shape Name

▲▲▲▲▲
for each child (duplicates are fine). Name
20

Building Foundation Name

s in Math: Shapes

Use a copy of the grid on

© 2008 by Joan
Novelli, Scholastic
Teaching Resources

2. Tape a shape to each child’s shirt (like a nametag) or string it on page 20 as a template for
making signature sheets to
yarn to make a necklace. Give each child a copy of the record sheet.
reinforce new shapes.
Explain that children need to find a classmate who is wearing each shape
Simply mask some of the
on the record sheet and have that child sign on the appropriate line. shapes and replace them
3. As children search, encourage them to name each shape they find. with the new shapes you
want children to work with.

Square, or No Square Categorizing

Are all four-sided shapes squares? Let children discover the answer with this
active game.
1. Draw a variety of different-size squares in different positions on index
cards, one per card. Make cards for other four-sided shapes that are not
squares (such as rectangles, trapezoids, rhombuses, and parallelograms).

(continues )
11
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

2. Make two signs: “Square” and “Not a Square.” Post these signs in an
area where children have room to line up in front of them.
▲▲▲▲▲

With geometry as a focal 3. Mix up the cards and give one to each child (or pair of children). At
point of math instruction in your signal, have children decide which sign they think describes their
a Pre-K–K classroom, it is shape and stand in front of it. Provide any necessary tools, such as
important for children to standard and nonstandard rules of measurements, to help children make
learn to recognize and their decisions.
name shapes in different
orientations (for example, a 4. Ask children to explain their reasons for choosing the signs they chose.
triangle turned so that the Use their ideas to write a class definition for “square.”
vertex is no longer at the
top is still a triangle). Look 5. Repeat the activity with other shapes, such as a triangle and circle.
for opportunities to build
this awareness and help
children make connections
between what they know
and new situations.

On a Roll Attributes Name ______

__________________
__________________
__________________
___ Date ____________
__________________

▲▲▲▲▲ Object
On a Roll Rec
Prediction
ord Sheet
__________

Result
Will It Roll?
Did It Roll? Comments

Cubes, Cones, Cylinders What kinds of shapes roll? Which don’t? Explore Yes No Yes No

& Spheres attributes of shapes by examining whether or not Yes No Yes No

Yes No Yes

by Tana Hoban they roll. Yes No Yes

No

No

(Greenwillow, 2000). Yes No Yes No

1. Begin by having children brainstorm things that Yes

Yes
No Yes No

Everyday objects—such as No Yes No

21

roll, including balls. If possible, have some balls Building Foundatio

ns in Math: Shapes
© 2008 by Joan

blocks, balls, bubbles, and

Novelli, Scholastic
Teaching Resources

and other objects (or pictures) that children might

ice cream cones—as well as
a few out-of-the-ordinary
name on hand to learn more. Guide them to notice and discuss what the
items, are used to teach objects have in common. For example, bicycles, cars, skateboards, and
colorful lessons in solid trains all have wheels. What characteristics of wheels allow them to roll?
shapes. Ask children to
2. To set up a simple investigation, gather a collection of objects, including
identify as many shapes as
possible in each photograph
some that roll and some that do not. Arrange the objects in a learning
of this wordless book. Then, station. Write the object names and draw simple pictures of them on a copy
with the book in hand, take of the record sheet (page 21). Then copy a class set of the record sheet to
children on a walk around add to the learning station. Let pairs of children visit the station to test the
the school to see how many objects. Have them record their predictions, results, and comments.
of the same shapes they
can spot. 3. After children have had an opportunity to test the objects, bring the
class together. Have them use their record sheets and observations to sort
the objects into two groups: “Things That Roll” and “Things That Don’t
Roll.” Challenge children to use what they know about shapes to
describe similarities among objects that roll.

12
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Shape a Snake

Shape a Snake Patterns

Set up a learning center with an expandable snake and a variety of

shapes to give children a fresh way to explore shapes and attributes.
1. Make multiple copies of the snake patterns on page 22.
Color the snake sections, laminate for durability, and cut
them out.
22

2. Provide commercial pattern blocks or laminated die-cut

Building Foundatio
ns in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

shapes in a variety of colors and sizes, no larger than two

inches. (Or use the shapes on page 20 as templates to create shapes
for the activity.)
▲▲▲▲▲
3. Set up the materials in a center. Add body sections between the
snake’s head and tail to make the snake as long as desired. Then use For young children, it may
pattern blocks (or the shape cutouts) to begin a pattern starting at be helpful to begin with
the left end of the snake. The pattern may focus only on shapes, or patterns that focus on
include more than one attribute (such as color and size). shapes only. Add in colors
and sizes as part of the
4. Let children visit the center to complete the snake, using the shapes pattern when children are
to fill in the spaces according to the established pattern. If children ready to be challenged with
wish, they can insert extra body sections to extend the snake for additional attributes.
additional patterning practice.

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Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Headline Cone Hats Shape Formation & Identification

Turn headlines into hats and reinforce recognizing and naming rectangles,
triangles, and cones.
1. Give each child a sheet of newspaper. Have children place their
newspaper flat on the desk or floor. Ask: “What shape do you see?”
Invite them to share ideas for finding out for sure what the shape is.
Involve them in counting and measuring the sides. Then help
children create newspaper hats by following the steps below.
Encourage them to name the different shapes that are formed as they
work, as well as to use and respond to positional terms (such as top,
down, left, right, in, up, bottom).
2. Let children decorate their hats as desired, using colorful paper
shapes, curly ribbon, shiny bits of wrapping paper, and so on. Then
show them how to open their hats to form cone shapes. Discuss the
other shapes children see in their hats. Then invite them to wear
their hats in a lively shape parade around the school.

Make a Newspaper Hat

Fold the top of the newspaper Fold the paper from side to Unfold the paper once. Then
1 down to the bottom and crease
2 side, and crease the fold.
3 fold the top left and right
the fold. corners in to the center. Crease
the diagonal folds.

Fold one bottom flap up and Turn the paper over and repeat Tuck in the flap edges. Secure
4 crease the fold.
5 with the remaining flap.
6 with tape if desired.

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Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Shoe Box Shape Center Shape Formation

This portable center lets children create and work with shapes again
and again.
1. Cover the sides and lid of a large shoe box with colorful felt.
2. Cut yarn into different lengths (from 2 to 8 inches long) and
place in a resealable sandwich bag or plastic container. Make
shape cards by drawing and labeling target shapes on index cards.
Place the yarn and shape cards inside the box.
3. Let children take the shoe box center to their seats to form shapes. Have
them choose several index cards and then use different lengths of yarn to ▲▲▲▲▲
form the shapes on the lid and sides of the felt-covered box. Stock the shoe box shape
center with copies of a
4. When finished (and after you’ve admired their work), children can peel
simple chart picturing the
off the yarn, return all materials to the shoe box, and place the lid on
different shapes on the
top for easy clean-up! shape cards. Then have
children check off the
shapes they make. Or, for
Transition Time Trace-and-Tell Shape Recognition
record-keeping and
assessment purposes, use
Reinforce characteristics of shapes with a quick tactile activity that’s just right the chart to record dates
for filling in time when transitioning from one part of the day to another. and anecdotal comments
about children’s work and
1. Pair up children. Have partners find a place to sit on the floor, with one
knowledge of shapes.
child facing the other’s back.
2. Have children take turns finger-tracing shapes on their partners’ backs.
3. Challenge the partners to guess the shapes. Encourage them to visually
search shape displays around the room to determine which shapes best ▲▲▲▲▲
fit the ones they felt being drawn on their backs. Shape Up!
by David A. Adler
(Holiday House, 2000).
Peek-In Pyramids Composing Shapes
This lively book uses
These easy-to-make peek-in pyramids let pretzels, cheese slices, and
bread to teach lessons on
children explore triangles and squares, and
shapes. Children will enjoy
how these shapes combine to form new ones.
following along by making
1. Cut out a supply of 3-inch tagboard their own shapes. For food
squares and tagboard triangles that have alternatives, substitute
toothpicks for pretzels,
at least one 3-inch-long side.
yellow construction-paper
2. Distribute one of each shape to each child in a small group. Invite them squares for cheese, and
to describe the square and tell how they know for sure that it’s a square. white or brown construction-
(Guide them in measuring the four sides to find out if they are equal.) paper squares for bread.
Repeat with the triangle.
(continues )
15
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

3. Ask children to trace the square in

the middle of a 12- by 18-inch
sheet of construction paper. Then
help them identify the side of the
triangle that is the same length as
the sides of the square. Have
children line up that side of the
triangle to a side of the square, trace
it, and then repeat for each of the
other three sides of the square.
4. Guide children in cutting out the
new shape, without separating the
triangles from the square. (If this
happens, they can tape the pieces back
together.) Have children decorate the
front and back of the shape cutout and
then fold the triangles toward each
other to form a pyramid. Help them
tape three sides in place, and leave the
fourth side loose to serve as a flap so
they can peek inside their pyramid.

Triangle Put-Together Decomposing & Composing Shapes

How many different ways can children put two identical triangles together?
How about three triangles? Four, or more? Let them guess, and then use
triangles to find out.
1. Give each child a construction-paper square. Show them how to cut the
square in half diagonally. Have children name the two shapes they now
have (triangles).
2. Have children trace with their finger and count the sides of each
triangle. How many sides are the same? Children can measure to find
out, and then use that information to further describe the triangles.
3. Invite children to put their triangles together again, placing two equal sides
together any way they like. Let children share their shapes. Have them
keep count of the different ways they found to put two triangles together
to create other shapes. Then invite them to compare their results.
4. Pair up children and have the partners combine their triangles so they
can explore how many ways there are to put four triangles together.
Have them keep count and then compare their results with other pairs.
5. Repeat the activity, forming groups of three children (for six triangles),
four (for eight triangles), and so on.
16
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

Shape Surprise Center Reproducing Shapes Perfect Play Clay

Children use shape pictures as models for creating the shapes with
3 cups water
play clay.
3 cups flour
1. Make a batch of Perfect Play Clay (see recipe). Then divide the 3 tablespoons vegetable oil
clay and place a handful in each of several resealable plastic 3 tablespoons cream of tartar
sandwich bags. 1 1/2 cups salt
2. To make shape scrolls, draw and label shapes on small slips of food coloring (optional)
paper (one shape on each slip). Roll up each paper slip, tie with
a ribbon, and place in a basket. Mix all the ingredients in a pan.
Stir over medium heat until the
3. Stock a center with the basket, the bags of play clay, a safe mixture has the consistency of
cutting utensil, and a rolling pin (or cylindrical block). dough (about 15 minutes). Allow
the clay to cool. Then store in a
4. Let children visit the center, select a shape scroll, and then form covered plastic container or
the shape with the play clay. They can form the outline of that resealable bag. (Note: Provide
shape with a clay rope, cut the shape out of a clay patty, make a close supervision if making this
3-D clay shape, or use their own method. recipe with children. Let the clay
cool before allowing children to
5. When finished, have children place their papers in a separate handle it.)
container (to be rolled back up and returned to the basket), and
return the clay to the bag.

Tangram Sto
rytellin g

Tangram Storytelling
Composing Shapes

A Chinese tangram is a square puzzle made

up of seven shapes: five triangles, one square, ▲▲▲▲▲
and one parallelogram. Encourage children to Grandfather Tang’s Story
explore the different shapes they can make by by Ann Tompert
putting some or all of the pieces of a Building Foundatio
ns in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources (Crown, 1990).
tangram together. 23

Grandfather Tang and Little

1. Have children color and cut apart copies of the tangram Soo use the shapes of a
on page 23. Invite them to combine the shapes in different ways to tangram puzzle to tell a
create other shapes and designs. story about two foxes, Chou
and Wu Ling, who magically
2. Using Grandfather Tang’s Story by Ann Tompert as inspiration, have change into various
children work in pairs or small groups to tell a short story (one they animals. After sharing the
already know or an original story). Then challenge them to use their story, place the book in a
tangram shapes to retell the story, arranging the pieces in various ways to center with a few tangram
illustrate the characters and events. puzzles and let children use
the shapes as they retell the
(continues ) story in their own words.

17
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Getting to
Know Shapes
▲▲▲▲▲▲▲

3. Invite children to perform their tangram stories for the class (or a small
group) at a magnetic white board. To make shapes to use on the board,
enlarge the tangram pattern (page 23), transfer to poster board, and cut
out the pieces. Laminate for durability and then attach magnetic tape to
the back of each piece. As children share their stories, they can
manipulate the shapes on the white board to illustrate what’s happening.

Mirror-Image Math Symmetry

Symmetry is all around—in a butterfly’s wings, a fence design, the shape of a

leaf, details on a building, and even some letters of the alphabet! Try these
activities to explore symmetry with children.
1. Draw and cut out symmetrical
shapes—for example a heart
and a circle. Then cut each
shape in half along its line of
symmetry. Hold half of one of
the shapes at a right angle to
an unbreakable handheld
mirror. Let children take turns
viewing how the image in the
mirror makes the shape look
complete.
2. Pair up children and provide each pair with an unbreakable mirror and
half of a symmetrical shape. Have partners experiment with the shape
and mirror until they can view the whole shape. Encourage pairs to trade
shapes to experiment with a variety of symmetrical figures.
3. Have children make their own symmetrical designs by folding a sheet of
paper in half and drawing half a design along the fold (such as a paper
doll, heart, or butterfly). Let them hold the fold against the mirror to see
the complete design. Then have them cut out their designs through both
layers of paper, unfold, and look at the symmetry in them.
4. To explore symmetry in the alphabet, write the uppercase letters on
index cards, one letter per card. Divide the class into small groups and
▲▲▲▲▲
give each group a set of letters and a small unbreakable mirror. (Make
sure each group has at least one letter that has a line of symmetry.)
After children experiment Challenge each group to determine which letters have symmetry in their
with finding lines of shape. Bring the class together and let each group present their findings.
symmetry in letters, let them
Ask children if they think the results would be the same for lowercase
try it with numbers.
letters. Let them test their ideas.
5. To extend the activity, go on a symmetry scavenger hunt. In how many
places around school can children spot symmetry?

18
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
by

Can you guess my shape?

I’ll give you a clue:

It

and

, too!

19
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
Name _____________________________________________________ Date _______________________________

Sign Up for Shapes!

triangle circle trapezoid

Name Name Name

square diamond octagon

Name Name Name

rectangle hexagon oval

Name Name Name

20 Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Name _______________________________________________________________ Date ________________________________________

On a Roll Record Sheet

Prediction Result
Object Comments
Will It Roll? Did It Roll?

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Yes No Yes No

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

Yes No Yes No

Yes No Yes No

21
 Shape a Snake

22
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Tangram Storytelling

23
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial Sense
Learning About Positions in Space, Directions,
Distance, and Location
Above, below, between . . . Learning the language for spatial sense helps children
understand the world around them—from the puzzles they put together to the way
they follow directions and find things. Coordinate geometry is another way to
describe locations. Activities in this section explore spatial relationships, help build
language skills for describing and naming locations, and introduce simple
coordinate systems.

Skills and Concepts Supported by the Activities

in This Section
◆ developing language to describe positions in space
◆ describing direction and distance
◆ finding and naming locations
◆ using math vocabulary
◆ working with simple coordinate systems

Dramatic play activities provide great opportunities for math

talk. Build language for spatial relationships as children act
out stories, interact in a play kitchen area, and engage in
other play activities. Sample questions to spark math-rich
conversations follow:

◆ Can you take me on a tour of your castle (or restaurant, house, or other place
related to the play activity)?
◆ Your block tower looks sturdy! What can you tell me about the blocks you used?
◆ Where can I find the crackers in your kitchen? Are they in the cupboard? Where
on the shelf are they?
◆ How would you set the table for yourself and three classmates? Who would sit
where? Where do the cups, plates, and spoons go?

24
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

Sight Word Builders Positional Words

▲▲▲▲▲
The Dolch Basic Sight Words list features many positional words, including
Make copies of the word
over, down, around, on, right, into, under, out, in, up, before, and after.
wall cards and bind the
Reinforce these words and concepts with a picture word wall of spatial sense
pages together to make a
vocabulary. Illustrations of each term will provide children with meaningful book. Children will love
visual connections that strengthen learning. sharing this class book with
their families and using the
1. Snap photos of children engaged in activities that represent each word
word on each page to
you want to include on the word wall. For example, photograph children
describe various activities.
sliding down the slide, going up and down on a seesaw, going across a
horizontal ladder, ducking under while performing movements to
“London Bridge.”
▲▲▲▲▲
2. Glue each photo to a card. Write the corresponding positional word next
to (or beneath) the photo. All About Where
by Tana Hoban
3. Display the cards on a word wall. Invite children to use the words in (Greenwillow, 1991).
sentences to tell what the pictures show.
From above and behind to
under and through, this
Simon Says! Directional & Positional Concepts colorful photo-essay
introduces more than a
dozen positional words.
This twist on Simon Says lets children move their bodies to learn and practice
Extend the concepts by
using the language of spatial sense. encouraging children to use
1. Review the rules for Simon Says. Then warm up with a few rounds of the the same words to describe
scenes in the world around
traditional game—for example, to illustrate commands that children should
them. To go further, snap
follow, say “Simon says, ‘Pat your head’” or “Simon says, ‘Hop on one
photos of various scenes
foot.’” Say “Pat your head,” or “Hop on one foot” (omitting “Simon says” and activities to display.
before the command) to illustrate commands children should not follow. Challenge children to use as
many different positional
2. To reinforce spatial sense, play the game using some of the commands
words as possible to
shown here (or make up your own). Begin some commands with
describe the relationships
“Simon says” and leave it out on others. Remind children to follow only they see in each photo.
the commands that “Simon says” to do.

◆ place one hand on top of your head

◆ place one foot in front of the other
◆ stand behind your chair
◆ hop around your desk
◆ place one hand under the other
◆ raise your arms above your head
ays,
◆ tap your leg between your knee and foot im on s and on
S ur h .”
ut yo ur head
“P of yo
3. As with the traditional game, you might have children sit top
if they follow a command that doesn’t begin with “Simon says,”
continuing play until one child is left standing.
25
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

Location Mini-B
ook

1 Building Foundation
s in Math: Shapes
© 2008 by Joan
Novelli, Scholastic

Exploring Location
Teaching Resources
2
Location Mini-Book The
by
▲▲▲▲▲ 3
is above the
.

Use this reusable, interactive mini-book to make school- The

4
The
Prepare a note with text
similar to the following to
home connections and reinforce children’s understanding is below the
.
is between the

and the
5

send home with each of the language for spatial sense. Families can help their The
6
.

The

booklet: beginning writers complete and illustrate the sentence is next to the
.

31
is behind the
.

on each page.
We are learning about
geometry by exploring 1. Copy page 31 for each book you wish to make. Cut apart the title and
shapes and the places we see text boxes. Glue the title to a sheet of construction paper and each text
those shapes. Identifying the box to the bottom of a sheet of copy paper. Laminate, sequence the
location of an object helps
pages behind the cover, and bind together.
develop and strengthen your
child’s spatial sense. Please 2. Show children how to complete the mini-book, beginning with writing
work with your child to your name on the cover. Complete pages 1–5 by filling in the names of
complete this book. You can objects in the classroom and their locations (for example, “The clock is
use the enclosed pen to fill in
above the bookshelf ”) and illustrating the sentences.
and illustrate the sentence
on each page. When 3. Place each blank book in a resealable bag,
finished, enjoy reading the along with a wipe-off pen and a note to
book with your child. Please families about how to complete the pages
return the completed book
with their child (see Teaching Tip).
and the pen to school.
4. When children return the completed book,
let them share it with the class. Afterward,
use a paper towel to erase the words and
pictures and then send the booklets home
▲▲▲▲▲ with the next group of children.
The Foot Book
by Dr. Seuss
(Random House, 1968). Mini Picture-Word Puzzles Mini Picture-Wo
rd Puzzles

Left, right, front, back…this Positional Concepts

book cleverly connects feet
on top of
to direction, color, number, These mini puzzles let children experiment with the under

position, and other math way things fit together and provide visual clues to
concepts. As you read each reinforce the language of geometry.
page with children, next to
behind

encourage them to notice 1. Give each child a copy of page 32. Have
things in the pictures that children color the puzzle pictures, leaving the
are above, behind, under, word boxes uncolored. around
over
over, between, beside,
32
Building Foundatio
ns in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

below, and so on. Try the 2. Help children cut apart the six puzzles and
same thing in the then cut out the puzzle pieces along the dashed lines. Have
classroom. What’s above them put each puzzle in a separate resealable sandwich bag.
the whiteboard? Between
the door and the windows? 3. Let children put each puzzle together. Have them read and use the words
on their puzzles to describe the pictures.

26
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

Name _______
______________
______________
______________
______________
____ Date ______________
______________
Spatial Sense ____________

Spatial Sense Safari The

Above

The
Below
Safari
Between
In Front Of
Behind
The

Positional Concepts is above the

is below the
The
The
▲▲▲▲▲
is between the
is in front of the
. is behind the
.

and the
.
. Make pointers for children
A safari around the school will give children lots .

to use to “read” math

of practice in using positional concepts. around the room. Simply cut

33
out star shapes, label each
1. Copy a class supply of the chart on page
Building Foundation
s in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

with a positional word

33. Give a copy to each child. If possible, give each (under, above, behind, and
child a clipboard to hold the chart. (Or clip the charts to clipboard-size so on), and outline the word
sheets of heavy cardboard.) with glitter glue. Tape each
topper to a dowel and add
2. Review each positional term on the chart. Explain that children will curly ribbon for a festive
draw pictures and complete sentences to show examples of each word touch. Invite children to
or phrase. search the room for things
that match the positional
3. Take a walk around the school. Focus on one word or phrase at a time to
term labeled on the pointers
assist children in learning the language. For example, at the start of the (for example, they’ll point
walk, ask children to be on the lookout for things that are “above” other to a pencil sharpener above
things. Stop periodically for children to draw pictures of what they see. the chalkboard tray with the
“above” pointer).
4. After children have completed their charts, return to the classroom.
Then let children write (or dictate) words that describe their pictures to
complete each sentence.

▲▲▲▲▲
Obstacle Course Geometry Following Directions
Over, Under & Through
by Tana Hoban
Set up an obstacle course to teach the language of spatial sense. Leave the
(Simon & Schuster, 1973).
course set up for children to use as a movement break or to navigate
individually or with partners. Children may be surprised
to see how much math is in
1. Set up obstacle course stations using objects such as large blocks, plastic the everyday activities they
hoops, boxes, traffic cones (check with the physical education teacher), enjoy. This book’s cover
and a sawhorse (or other object children can safely go under). appropriately pictures
children scrambling over a
2. Make signs to direct children at climbing structure.
each station (for example, “Go Photographs inside capture
around the cone 4 times” and the math in a young child’s
“Jump in and out of the hoop”). world—leapfrogging over a
Add pictures, if possible, to fire hydrant, peeking
provide visual support for through a curtained
following directions. window, and more.
Reinforce spatial sense by
3. Let children proceed through the encouraging children to
course one at a time, reading and notice and share examples
following the directions to go of over, under, and through
around, in front of, behind, in, during their daily activities.
out, and between the obstacles
from beginning to end.
27
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

Tops and Bottoms Garden Positional Concepts

▲▲▲▲▲

Tops and Bottoms

If children were characters in Tops and Bottoms (see Literature Link, left), what
by Janet Stevens crops would they plant? Have them “plant” a garden to find out.
(Harcourt Brace, 1995).
1. Invite children to suggest crops they would like to plant in a garden.
Children use their spatial Record suggestions on a T-chart labeled “Tops” and “Bottoms” (based on
sense as soon as they open what part of the plant they would eat). For example, carrots would go
this Caldecott Honor Book— under “Bottoms” and lettuce would go under “Tops.” Beets might go
from the bottom up! In this under “Tops” and “Bottoms” because people eat both parts of the plant.
tale, Bear and Hare try to
trick each other out of a 2. Have children cut construction paper into shapes that represent their
shared harvest, with one crops. Tack a sheet of white mural paper to a wall. Glue brown paper to
choosing the tops of the the bottom half to represent the garden space. Then let children glue
plants and the other the their crops on the paper to show whether they are “tops” or “bottoms.”
bottoms. After reading, Add details to complete the garden scene.
encourage children to use
top, bottom, and middle to
describe everyday things
they encounter (for
example, a sandwich has a
top, middle, and bottom,
and so does a traffic light).

From Here to There Mapping Locations

Build early orienteering and observation skills with an activity that invites
children to visualize and map a path from the classroom to another school
location.
1. After returning to the classroom from the cafeteria, library, or other
school location, ask children to draw a map that shows how to get from
the classroom to that place.
2. When finished, invite
children to retrace the route
with their maps and pencils
▲▲▲▲▲
in hand. (If possible, provide
clipboards, or clip children’s
To simplify the mapping maps onto clipboard-sized
activity, children can map a
cardboard.) To prompt
single location, such as the
further observation, ask
entrance of the classroom.
questions such as “What do
you see next to the library?”

28
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

and “What is located between the main office and the nurse’s office?” As
children walk the route, encourage them to check and modify their maps ▲▲▲▲▲
by making corrections, adding details, changing locations of places and
All You Need for
things, and so on. a Snowman
3. Have children use their maps to answer questions that involve spatial by Alice Schertle
relationships, such as: “What is next to the cafeteria? What is above the (Harcourt, 2002).
door to our classroom? What do you pass between the water fountain “Three hand-packed, triple-
and Room 201?” stacked balls of snow. Hat
on top, where a hat should
go. That’s all you need for a
Sundae Assembly Positional & Directional Concepts snowman. Except . . . ”
Rhythmic, rhyming text
Share and discuss All You Need for a Snowman by Alice Schertle (see Literature incorporates language for
Link, right). Then let children write a collaborative book about what they spatial relationships as
need to make another fun, cold project—an ice cream sundae! readers learn the steps to
build a snowman. Once
1. For reference, begin by making a list of positional words on chart paper. children know what it takes
to make a snowman, have
2. Tell children that they will create a story called “All You Need for an Ice them use spatial concepts
Cream Sundae.” Have them take turns using words from the list to from the story to create their
create parts of the story. Encourage them to be very specific, for own story about how to
example, “You take the ice cream out of the freezer. You set it on the build something else.
counter. You lift up the cover. You scoop out some ice cream. You put it
in a dish. You pour chocolate or strawberry sauce over the ice cream. You
squirt whipped cream on top. You sprinkle nuts over the whipped cream
and around the ice cream.”
▲▲▲▲▲
3. Write each direction on a separate sheet of drawing paper and distribute
to children to illustrate. Place the pages in order and bind to make a I Spy Fantasy
book that is a visual treat. by Jean Marzollo
(Scholastic, 1994).

Always a favorite, I Spy

My I Spy Coordinate Geometry & Visual Skills books are full of shape
connections. In this book,
I Spy books by Jean Marzollo and Walter Wick let children take a close look
are full of geometry connections. There are at the photograph on pages
34

My I Spy
Name _______
______________
______________
______________
Date ______________ ______
______________

shapes to be seen on every page—from the 14–15. Together, identify the

______________
______________
_
(B, 1)

candy that fills a Sweet Shoppe window (I Spy (D, 1)

(D, 2) (A, 2)

(D, 4)
(C, 3) shapes that make up the
C

Fantasy) to the streets, signs, and town square

(C, 2)
(B, 4) (B, 2)
creatures in the picture.
B

in Smuggler’s Cove (I Spy Treasure Hunt). (A, 4)

(C, 1)
(D, 3)
How many can the class
A
(A, 3)
name? Do children see some
Invite children to create an “I Spy” scene of Building Foundation
© 2008 by Joan
s in Math: Shapes
Novelli, Scholastic
(B, 3) (C, 4)

Teaching Resources
1 2 3 4
I spy shapes in each of the
their own by using coordinate geometry to . creatures? Do any creatures
place puzzle pieces on a grid. have a shape that none of
1. Give children copies of page 34. Have them cut out the grid and puzzle the others share? Follow up
with the activity in “My I
pieces. Then demonstrate how to use the coordinates on each piece to
Spy,” left.
assemble the puzzle on the grid. (continues )

29
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Spatial
Sense
▲▲▲▲▲▲▲

2. After children put their

▲▲▲▲▲
puzzles together, have
them glue the pieces to
To let children make their the grid and draw the
own coordinate puzzles,
missing part of the
copy the grid twice for each
picture in the empty
child. Have children draw a
picture on one copy of the
square. Have children
grid, label the coordinates name the coordinates of
for each square, and then this location on the grid.
cut apart the squares to Then help them write a
make puzzles. Children can completion to the
check their coordinate sentence.
markings by putting their
puzzles together on the 3. Using the riddles in an I Spy book as a model, have children create a
other copy of the grid. Invite rhyme to go with their pictures. Though their pictures will be similar,
children to pair up and put children’s riddles will reflect their own ways of looking at the scene.
each other’s puzzles
together.

Find the Bone Coordinate Geometry Find the Bone

This coordinate game lets children help dogs find a C

buried bone. B

1. Pair up children and give each pair two copies of 1 2 3 4

the blank grid (page 35), one bone, a set of dog 5 6

cards, a pencil, and some sticky-tack. Have each

child take a grid. Assign one child the role of Bone
and give him or her the bone. The other child will Building Foundatio
ns in Math: Shapes
© 2008 by Joan
Novelli, Scholastic

be Dog and will take the dog cards and pencil.

Teaching Resources
35

2. Ask the partners to sit back to back. To play, Bone sticky-tacks the bone
over any four consecutive squares on his or her grid, horizontally or
▲▲▲▲▲ vertically. Then Dog tries to locate the hidden bone by calling out
coordinates on the grid.
For a reusable version of
Each time Bone verifies that
Find the Bone, glue two
a correct guess has been
copies of the grid to the
inside of a file folder.
made, Dog sticky-tacks a
Laminate the folder, bone, dog card in that square on
and dog cards. To set up, his or her grid. If a guess is
provide a wipe-off pen and incorrect, Dog writes an X
have players stand a book in the square.
or other divider between the
two halves of the game 3. The game continues until
board. Then invite children Dog locates all four squares
to play the game as that the hidden bone
described. covers. Then partners
switch roles and play again.

30
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Location Mini-Book

1 2

The

is above the .
by

3 4
The
The
is between the
is below the .
and the .

5 6

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

The The

is next to the . is behind the .

31
Mini Picture-Word Puzzles

on top of under

next to behind

around over
32
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Name ___________________________________________________________________ Date ________________________________________

Spatial Sense Safari

Above Below Between In Front Of Behind

The The The The The

is above the is below the is between the is in front of the is behind the

. . . .

and the

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources

33
 Name _______________________________________________________
My I Spy

34
Date _________________________________________________________

(B, 1)
D

(D, 2) (A, 2) (C, 3)

(D, 1) (D, 4)
C

(C, 2) (B, 2)
(B, 4)
B

(A, 4) (C, 1) (D, 3)

A, 3) (B, 3) (C, 4)
1 2 3 4
lding Foundations in Math: Shapes
© Joan Novelli, Scholastic Teaching Resources
I spy

.
 Find the Bone

1 2 3 4 5 6

35
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A World of Shapes
Exploring Geometric Shapes in the Environment
Children are naturally aware of and curious about the shapes and spaces around them.
A bucket has a round opening that makes it a perfect hat for a head. A box is easily
transformed into a train car. Children proudly point out the squares they see in windows
and the triangles and cones in pointed rooftops. They spot circles everywhere—in the
moon, a plate of pancakes, and the wheels on a bike. In the process of noticing and
comparing shapes in their world, children develop an understanding of the ways things
fit together, and make connections that will support more complex mathematical
concepts. So, while a young child might see the moon and a doughnut as circles, that
understanding over time will be modified to differentiate between various similar shapes,
such as a sphere and a torus. Plenty of opportunities to explore, investigate, discuss, and
revisit shapes will help children refine and extend their mathematical thinking.

Skills and Concepts Supported by the Activities

in This Section
◆ using spatial visualization
◆ recognizing and representing shapes from different perspectives
◆ recognizing geometric shapes in the environment
◆ describing locations of geometric shapes in the environment
◆ recognizing and applying flips, turns, and slides

As children make connections between the shapes they are learning

about and applications in the everyday world around them, ask
questions to extend and refine their thinking. For example:

◆ I see lots of sandwiches at our lunch table today. I wonder if they are all the same
shape. What do you think? Why do you think loaves of bread often have this shape?
◆ On our walk today, what shapes do you think you’ll see in the buildings we pass?
Why do you think buildings often have these shapes? What do you know from
building with blocks that helps you understand how buildings are constructed?
◆ How can you recognize a stop sign? Why do you think street signs have different
shapes? How does this help people?

36
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

Shapes at Schoo
l, Shapes at Home
Booklet

Shapes at School, Shapes at Home Booklet Building Foundation

s in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

Shape Recognition at school.

at home.

Children can make these two-part booklets to share what they discover
about shapes at school and then complete an at-home section to extend
their learning.

43
1. Copy page 43 for each shape you want to feature. Draw that shape in
the box at the top and write the plural form of the shape name on the
line (such as squares or circles). Then copy a class supply of each page.
2. Have each child stack and staple a set of booklet pages between two
sheets of construction paper. Help them write “Shapes at School, Shapes
at Home” on their booklet cover along with their name.
3. Explain to children how to complete the booklet. On the left side of
each page, they will draw things they see at school that have the
designated shape. They will complete the right section to show
examples of the same shape at home. (NOTE: Make alternative
arrangements for children who may be unable to complete the
booklet at home. You might, for example, work with children
to complete the booklets for two areas of the school such as the
classroom and the playground.)
4. Let children share their completed booklets. You might pair
them up to share with partners, or provide time during
morning meeting for a few children to share each day.

The Poetry of Shapes Representation With Shapes

Share Robert Louis Stevenson’s poem “Block City.” (See

Literature Link, page 38.) Then let children build a block
city to explore concepts of plane and solid shapes.
1. Let children work in groups to build sections of a block
city. To reinforce shape recognition, give each group a
sheet on which you’ve drawn and labeled various block
shapes they might use. As children work, have them
color in each type of shape they use.
2. Engage children in conversations that reinforce math
vocabulary. For example, ask: “What shape do you
think you’ve used the most of? The fewest of? Which of
your shapes have sides? Corners? How many have four
sides? Six sides? No sides?”
(continues )

37
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

3. Invite children to show where they used the shapes they colored in.
▲▲▲▲▲
Encourage them to name each shape and describe its attributes as they
point it out in their construction.
Provide practice recognizing
and representing shapes by 4. If possible, take photographs of the city as it is constructed. Use the
having children convert photos to make a picture book with children about the shapes they see
their block structures into in their block city.
drawings. Try the reverse,
too: Provide a drawing of a
block structure and let To Market, To Market Identifying Shapes in Context
children construct it. (See
Architects at Work, page 41, To reinforce geometry skills, set up a market in your dramatic play area,
for more.) complete with shopping baskets and stocked shelves (use clean, empty food
containers, such as cereal boxes, yogurt cups, and juice concentrate cans).
Then try these activities:
▲▲▲▲▲ ◆ Have children notice how items are arranged on shelves. Which items are
Block City
stacked? Why are some groceries stacked and others aren’t? Invite children
by Robert Louis Stevenson to explore and share their ideas. (You might also have them arrange—or
(Dutton, 1988). rearrange—items to test their ideas.)
◆ Encourage partners to take turns choosing items from the shelves, naming
This picture book version of the shapes they see on the items, and then adding them to a shopping
Stevenson’s classic poem
basket. Or challenge them to try to find items that have the same shape
shows the “palaces and
castles, temples and docks”
(such as a chip canister and oatmeal canister).
a child can create with an ◆ When unpacking groceries, have one child remove an item and then
imagination and a box of have his or her partner find something that has a shape in common with
blocks. How many different that item.
shapes can children find in
the pictures in this book? For a school-home connection, send a note to families describing how they
Guide them to notice cube- can try some of these activities with their child while grocery shopping
shaped buildings, together. Include in the letter that fun, easy activities such as these help
rectangular doors, cylinders children connect their knowledge of shapes to the world around them.
in the columns, cones and
domes atop towers, and
more. List and draw pictures Math in My Lunch! Shape Identification Name ______
__________________
__________________
__________
Date ____________

of plane and solid shapes on Color a square

for each shap
Math in My Lun
ch!
_________

chart paper. See how many What’s for lunch? Whether children eat the school lunch e that you found
in your lunch.

shapes children can spot as or bring theirs from home, they are bound to see all sorts
they explore the book. of shapes in it!
1. To create journals, ask children to cut apart multiple triangle
square
circle rectangle
dome
Other:

copies of the record sheet on page 44. Have them Write about the
shapes in your
lunch.

stack and staple the pages between two sheets of

construction paper and then decorate the cover. 44
Building Foundatio
ns in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

2. After lunch, demonstrate how to complete a page

by thinking aloud about the shapes in your own lunch. For example,
you might say “My sandwich had a square shape. I’m going to color in a

38
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

box for square to show that I ate square bread. I’ll color in a box for
circle, too, to show the shape of my cucumber slices.” Then write a ▲▲▲▲▲
sentence about the shapes in your lunch (for example, I ate a square
sandwich and cucumber circles). This journal will provide a
rich source of assessment as
3. After lunch each day, invite children to complete a page in their journal, children’s writings grow
coloring in boxes to represent the shapes they ate and writing (or over time. It makes a
dictating) sentences about the shapes. They might spot a dome in a wonderful record, too, for
sandwich bun or scoop of potatoes, a triangle in a cracker, rectangles in a children to revisit during the
year. They will enjoy
fish stick (also a rectangular prism), and so on.
looking back on their
lunches and noticing just
Dominoes Shape Up Dominoes Shape
Up
Building Foundation
s in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources
how many shapes they’ve
Matching Shapes in Context found—and eaten!

In this twist on dominoes, children match shapes

in pictures of everyday objects to make an
▲▲▲▲▲
attribute chain.
So Many Circles,
45

1. Copy the domino patterns (page 45) onto So Many Squares

tagboard, laminate, and cut apart. Divide the by Tana Hoban
dominoes evenly among two to three players. (Greenwillow, 1998).

2. Before play, explain that children will try to match pictures on their Readers will spot numerous
dominoes by the shapes that the pictures share (for example, the ice squares and circles on the
cream cone and glass share a cylinder shape). cover of this enticing
wordless book—and many
3. Have the first player set a domino in the center of the playing area. The more inside. After sharing
next player checks his or her dominoes to find a picture that shares a this book, children will
shape found in a picture on the starter domino. If a match is found, the never look at buttons,
player names the shape and places that end of the domino next to the bicycles, groceries, and
one it matches (lining them up at an edge). If no shape is found, play games the same way again!
Follow up with a shape-
moves to the next player. Play continues until children have linked all
filled class snack. How
their dominoes or no more matches can be made.
many circles and squares
4. If desired, make extra sets of the dominoes for children to take home can children spot in their
and play with their families. Store each set in a resealable bag. snack? Extend further by
having children glue
colorful precut shapes onto
paper plates to explore and
create patterns and
designs.

For a variation, make a new set of dominoes by cutting a supply of 4- by 6-

inch index cards into three parts each (2- by 4-inches). Glue small pictures (or
parts of pictures) from catalogs and magazines to the ends of each domino.
The pictures should have shapes embedded in them, for example, a picture of
a toaster might show rectangular openings for toast. To play, have children
match shape attributes in the pictures.
39
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

Lift-the-Flap Castle Shapes in Context & Shape Vocabulary

▲▲▲▲▲

Castle
A castle may not be an ordinary sight to see, but with this peek-through
by David McCauley castle, you can reinforce children’s vocabulary for common shapes.
(Houghton Mifflin, 1977).
1. Give each child a copy of pages 46–47. Have children cut out and color
In this Caldecott Honor the castle and add details to personalize it.
Book, readers can follow the
brick-by-brick construction 2. Help children cut along the dashed lines to create eight flaps. Have them
of a magnificent castle. glue only the back edges of the castle to the page labeled with shapes,
Intricate illustrations reveal making sure the edges line up and each word or phrase is directly under
different shapes coming the correct flap.
together as the castle is
created. After enjoying this 3. Let children explore their castle, naming
book, children may be the shapes they see on the outside, then
inspired to examine shapes lifting the flap to peek inside and read the
in the architecture around corresponding shape word.
them. They might diagram
a favorite building, 4. For a whole-class extension, have children
labeling parts and shapes work together to draw (on a large sheet of
they see. paper) a representation of the school’s
exterior. Cut flaps around recognizable
shapes and glue the drawing to another
sheet of paper along the edges only. Lift
each flap and label the shape underneath.

Balls and Rings 3-D Circular Shapes

Children often describe balls, wheels, oranges, bagels, and the sun as circles.
From a two-dimensional perspective, these objects do look like circles. But in
3-D, their shapes are actually spheres (balls) and toruses (rings). Plan a
treasure hunt to help children begin to recognize attributes of familiar, but
sometimes confusing, shapes.
1. Divide the class into small groups. Give each group a ball and a ring
(such as from a ring-toss game).
2. Have children look around the room, in books, in their cubbies—
anywhere you say it’s okay—to find examples of each shape. Have
children gather the items if small, or draw pictures of them if they’re not
portable.
3. Bring children together to share their treasures. Then use a chart to sort
the objects into three groups: “Shaped Like a Ball,” “Shaped Like a
Ring,” and “Not Shaped Like a Ball or Ring.” Guide children to discover
the attributes that make a ball different from a ring. Discuss how other
objects might be similar to a ball or a ring, but not be the same shape.
For example, a paper-towel tube can roll like a ball, but it is not a sphere.

40
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

48
Name _______
______________
______________
______________
______________
____ Date ______________

Shapes and Signs Look for road

Shapes and Sig
signs. Draw the
ns
sign under the
matching shape
______________
____________

Shape Recognition ▲▲▲▲▲

square
rectangle
diamond
Take copies of the record
Combine a lesson on road signs and safety pentagon
octagon
sheet (page 48) along on
with one on shapes. field trips to keep track of
the sign shapes children see
1. Copy the record sheet on page 48 and
Building Foundation
s in Math: Shapes
© 2008 by Joan
Novelli, Scholastic
Teaching Resources

as they travel. Or invite

clip it onto a clipboard. Share the shapes children to take home
shown on the record sheet with children, counting the sides and angles individual copies to
in each shape. Then tell children that they will look for road signs that complete with their families.
match these shapes. Take a walk that will allow children to safely view as (You might send home a
many road signs as possible. note explaining to families
how to fill out the record
2. When children spot a matching sign shape, stop to discuss what the sign sheet.)
means. Then draw it in on the record sheet in the corresponding
column. (Include any words or pictures that appear on the sign.) For
example, a “School Crossing” sign matches the pentagon, and a “Stop”
sign matches the octagon. ▲▲▲▲▲

3. After returning to the classroom, review the signs with children. Discuss I Read Signs and I Read
why using specific shapes for certain signs can be helpful in Symbols
communicating important messages and making the roads safe. by Tana Hoban
(Greenwillow, 1983).

Architects at Work 3-D Representations Colorful photographs

introduce children to signs
in the world around them.
Architects work with engineers, builders, and others to translate geometric
To help children connect the
designs on paper into actual structures. It’s fun and a challenge for children to signs to individual shapes,
try doing the same! distribute construction-
paper shapes represented
1. Set up a block center and display a series of designs—structures that
by signs in the books (one
children can build with available blocks. You can create designs on large-
per child). As you read, ask
grid graph paper to provide consistency of scale. children to hold up their
2. As children work, shapes when they see
matching sign shapes. You
invite them to tell how
might point out that some
they decide which
signs combine different
shapes to use. shapes (for example, a
Encourage use of square “No Left Turn” sign
mathematical has a circle symbol on it).
language. For example,
ask: “What shape do
you think comes first?
How do you know?
How is this shape like
the drawing you see?
What’s different?”
(continues )
41
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 A Wo r l d
of Shapes
▲▲▲▲▲▲▲

3. Invite children to estimate how big a structure will be. The blocks
▲▲▲▲▲
represented on the paper may be much smaller than the actual blocks,
but children can look at how big blocks are relative to one another to
“In order to contextualize estimate the size of the completed structure. When finished, have
mathematics in real children compare their structure to the design on paper.
life. . . focus on how carpenters,
candy sellers, or fishermen use 4. Extend and support children’s growing understanding of the way they can
mathematics. . . . ” (Varol & use geometric shapes to represent and describe the world around them by
Farran, 2006) To encourage providing plenty of blocks, large-square graph paper, and other materials
meaningful mathematical for hands-on explorations. Then invite children to construct and draw
connections, invite people who
their own architectural designs on a grid for classmates to build.
use geometry in their work to
talk with the class about what
they do. Architects, engineers,
electricians, plumbers, Geometry Zoo Representation With Shapes
designers, carpenters,
clothing-makers, gardeners Using the concept book Color Zoo by Lois Ehlert as inspiration (see Literature
and landscapers, city Link, left), invite children to transform shapes into animals.
planners, and chefs are just a
few careers to consider. 1. Provide tagboard templates for shapes represented in the book. Then let
children trace and cut out construction-paper shapes and experiment
with arranging them to create animal pictures. (Children might discover
that they need to modify some shapes or cut new ones to make their
▲▲▲▲▲ ideas work.)
Color Zoo 2. After creating their animals, have children glue the shapes in place. Then
by Lois Ehlert challenge them to make an identical set of shapes to use in creating a
(HarperCollins, 1989). new animal. Take this opportunity to demonstrate how children can
Colors, shapes, and cutouts
slide, flip, and turn their shapes to get different effects. (You might use
come together to create pattern blocks to model different positions of the same shape.)
ever-changing animals in
3. Display each child’s animal pair together. Guide children to notice that
this dazzling Caldecott
while a shape’s position may have changed from one design to the other,
Honor Book. A tiger becomes
a mouse; a lion becomes a
its form and size remain the same. To take the learning further, point out
goat. Can children discover examples of slides, flips, and turns in children’s work.
how? (Hint: have them look
for the way shapes are
turned.) Shapes are
labeled, letting readers
make connections between
the shapes and their printed
names.

42
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 at home.
at school.
Shapes at School, Shapes at Home Booklet

43
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Name ____________________________________________________ Date _____________________

Math in My Lunch!
Color a square for each shape that you found in your lunch.

Other:

triangle square circle rectangle dome

Write about the shapes in your lunch.

44
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
Dominoes Shape Up

45
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 Lift-the-Flap Castle

46
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
Lift-the-Flap Castle

triangle

circle
cone

cylinder
rectangle
square

trapezoid
cube

47
Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources
 48
Name ___________________________________________________________________ Date ________________________________________

Shapes and Signs

Look for road signs. Draw the sign under the matching shape.

square rectangle diamond pentagon octagon

Building Foundations in Math: Shapes © Joan Novelli, Scholastic Teaching Resources