Ready-Ed
Publications
E-book Code:
REAU0011
The Shapes & Spaces Series
Book 1 - For 6 to 8 Year Olds
Shapes and Spaces
at the Circus
Written by Judy Gabrovec. Illustrated by Melinda Parker.
© Ready-Ed Publications - 2001.
Published by Ready-Ed Publications (2001) P.O. Box 276 Greenwood W.A. 6024
COPYRIGHT NOTICE
Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes.
However, this permission is not transferable and applies only to the purchasing individual or institution.
ISBN 1 86397 337 0
Teacher Information
“Shapes and Spaces at the Circus”, an activity book suitable for 6 to 8 year old
children, uses the theme of the circus to introduce early spatial language and
concepts. The activities are outcomes based and provide children with the
opportunity to develop early knowledge of:
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pathways;
mazes;
spatial features of 2-D shapes;
spatial features of everyday objects;
matching shapes;
recognising the similarities and differences in shapes;
describing possible functions of shapes;
arranging shapes according to size, shape;
symmetry;
repeated patterns;
tessellations;
classifying shapes using spatial features;
identifying shapes;
spatial language;
manipulating 2-D shapes;
copying shapes;
function of 2-D shapes;
and ways in which 2-D shapes can move.
Some nets for 3-D shapes are included at the back of the book so children can
begin early experimentation with these.
Games and activities involving handling, arranging, building, stacking, packing and
investigating these shapes are included on page 4 of this book.
Page 2
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Contents
Teacher Information ...................................................................... 2
Games and Activities Using Concrete Material ........................ 4
Going to the Circus ........................................................................ 5
Which Shape? .................................................................................. 6
At the Circus ................................................................................... 7
Add the Shape ................................................................................. 8
Circus Models .................................................................................. 9
Finish the Clown 1 ....................................................................... 10
Finish the Clown 2 ....................................................................... 11
Match the Shapes ......................................................................... 12
Circus Art ....................................................................................... 13
Draw a Car for the Clown ........................................................... 14
Circus Shapes 1 ............................................................................. 15
Circus Shapes 2 ............................................................................. 16
Matching Shapes 1 ....................................................................... 17
Matching Shapes 2 ....................................................................... 18
Matching Shapes 3 ....................................................................... 19
Matching Shapes 4 ....................................................................... 20
Make a Circus Tent 1 ................................................................... 21
Make a Circus Tent 2 ................................................................... 22
Jigsaw Shapes 1 ............................................................................. 23
Jigsaw Shapes 2 ............................................................................. 24
The Circus Jigsaw Puzzle ............................................................ 25
Circus Symmetry 1 ....................................................................... 26
Circus Symmetry 2 ....................................................................... 27
Alike or Different? ....................................................................... 28
Shapes............................................................................................. 29
Which Shape? ................................................................................ 30
Repeated Patterns ........................................................................ 31
Tessellations .................................................................................. 32
Clown Fun ..................................................................................... 33
Circus Sets ..................................................................................... 34
Circus Movement ......................................................................... 35
Circus Equipment ........................................................................ 36
Circus Test ..................................................................................... 37
Triangular Pyramid ....................................................................... 38
Rectangular Prism ........................................................................ 39
Cube ................................................................................................ 40
Cone ................................................................................................ 41
Cylinder .......................................................................................... 42
Square Pyramid ............................................................................. 43
Octahedron.................................................................................... 44
Ready-Ed Publications
Page 3
Games and Activities Using Concrete Material
It is vital that children’s early experience with space and shape involve handling,
arranging, building, stacking, packing, rolling, sorting, matching and investigating a
variety of three dimensional objects that exist in their everyday environment.
The type of everyday objects that can be used to develop important mathematical
spatial awareness are:
! blocks of all shapes and sizes;
! models of regular shapes (cubes, pyramids);
! building sets and construction kits;
! toys (marbles, buttons, balls, jigsaw puzzles);
! manipulative material (Plasticine, modelling clay, wire, string);
! playground equipment;
! school buildings;
! school yard;
! classroom;
! furniture.
Some suggestions on using these materials are:
Compare the building blocks according to size, shape, colour and possible uses.
Classify blocks using properties like colour, shape, number of corners and number
of faces.
Build structures from an assortment of blocks following a “brief ” or a set of
instructions, e.g. Build a tower using ten square blocks and ten rectangular blocks.
Have discussions with children about which blocks would suit specific purposes, e.g.
Which blocks would stack, roll or be more suitable for balancing on other blocks?
Investigate the way in which the different blocks can move, e.g. Can they spin, roll,
slide?
Identify things in their classroom, school yard or bedroom that are the same shape
as the blocks.
Cut out appropriate pictures from magazines and glue them onto charts that
represent different shapes.
Use blocks to play games to develop the concepts of repeated patterns and
symmetry.
Develop children’s spatial language by encouraging them to describe their models
and constructions to other children in the class.
Encourage children to evaluate their model making efforts by explaining how and
why they constructed the model and if it was a success.
Page 4
Ready-Ed Publications
Outcome: Children follow pathways.
Going to the Circus
Carol, Mary, Julie and Jane are going to the circus.
" Who has taken the right path?
Mary
Carol
Julie
Jane
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Page 5
Outcome: Children identify everyday shapes.
Which Shape?
Some different shapes are square, triangle, rectangle and circle.
" Look at the shapes below.
This shape is a .................
This shape is a .................
This shape is a .................
This shape is a .................
This shape is a .................
This shape is a .................
Page 6
Ready-Ed Publications
Outcome: Children attend to the general spatial features of an object.
At the Circus
" Count all the different types of shapes in the picture.
How many squares?
……
Colour them blue.
How many triangles?
……
Colour them yellow.
How many rectangles?
……
Colour them orange.
How many circles?
……
Colour them black.
How many ovals?
……
Colour them red.
Colour the rest of the picture.
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Page 7
Outcome: Children attend to the general spatial features of an object.
Add the Shape
" Add the correct shape to complete the objects in the
circus pictures. Colour the pictures.
The elephant’s
The clown’s
stand is ..................
hat is a ..................
The juggler’s
balls are
..............................
The lion’s cage
The clown’s
is a .........................
hoop is an .............
Page 8
Ready-Ed Publications
Outcome: Children attend to the general spatial features of an object.
Circus Models
" Use Plasticine or modelling clay to make the circus
equipment for the circus performers.
1. Make a model of a circus tent.
What shape is the roof of the tent? .................................
2. Make a cage for a lion.
What shape is the door of the cage? ..............................
3. Make three objects for the juggler to juggle.
Draw them below.
4. Make a stand for the seal to perform on. Put a seal
balancing an on object on his nose on the stand.
What shape was the balanced object? ...........................
5. Make a shape for the clown to carry water in. Draw the
shape below.
6. Make a top hat for the ringmaster to wear.
What shape is the top of the hat? ...................................
7. Make a ladder for the trapeze artists to climb up.
What shape is the outline of the ladder? .........................
8. Make a drum, a triangle and a guitar for the circus band
to play.
What shape is the drum? ................................................
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Page 9
Outcome: Children draw an object from a description which involves spatial language.
Finish the Clown 1
Draw a triangular shaped hat on the clown.
Draw a large round pom-pom on the top of the hat.
Decorate the hat with 3 triangles and 2 circles.
Place some square buttons on the clown’s shirt.
Draw some circles down the side of the clown’s pants.
Draw a lion behind the clown.
Put a rectangular shaped stand under the clown.
Colour the picture.
Page 10
Ready-Ed Publications
Outcome: Children draw an object from a description which involves spatial language.
Finish the Clown 2
Draw an oval body on the clown.
Draw two rectangles to make the clown’s legs.
Make the clown’s shoes oval shaped.
Draw two rectangles to make the clown’s arms. Add
hands.
Draw a diamond shaped tie on the clown.
Decorate the clown’s costume with circles, squares and
stars.
Draw a car behind the clown.
Draw a dog balancing on a ball next to the clown.
Ready-Ed Publications
Page 11
Outcome: Children remember the shape of objects and components of the object.
Match the Shapes
" Label each shape. Draw a line from the shapes to the
matching part of the pictures. You might find each shape
more than once. Colour the pictures.
.....................
.....................
.....................
.....................
.....................
Page 12
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Outcome: Children convey the essential spatial features of common mathematical figures in their drawings.
Circus Art
" Read and draw.
A clown with
• a triangular hat with a
round pom-pom on top,
• an oval shaped mouth,
• square buttons on his
shirt,
• a round nose and
• diamond shapes on his
pants.
" Read and draw.
A circus tent with
• a triangular roof,
• a rectangular doorway,
• two round windows and
• a square flag flying from
the roof top.
Ready-Ed Publications
Page 13
Outcome: Children convey the essential spatial features of common mathematical figures in their drawings.
Draw a Car for the Clown
" Use the shapes and lines to finishing drawing the
clown’s car. Colour.
squares
straight lines
triangles
circles
Page 14
ovals
rectangles
Ready-Ed Publications
Outcome: Children interpret and begin to use spatial language.
Circus Shapes 1
Here is a list of words to describe shapes:
flat, straight, curved, round, square, pointed.
" Can you add some more words to the list?....................
.............................................................................................
.............................................................................................
" Look at the picture.
Use the words to describe the objects in the picture.
The poodle’s ball is ..............................................................
The lion’s tail is .....................................................................
.............................................................................................
The bareback rider’s costume has ......................................
.............................................................................................
The magician’s hat is ...........................................................
.............................................................................................
Ready-Ed Publications
Page 15
Outcome: Children interpret and begin to use spatial language.
Circus Shapes 2
Here are some words that describe position:
behind, beside, in front, on top.
" Can you add some more words to the list?....................
.............................................................................................
.............................................................................................
" Look at the picture.
Use the words to describe the objects in the picture.
The poodle is .......................................................................
The baby elephant is............................................................
.............................................................................................
The bareback rider is ...........................................................
.............................................................................................
The magician is ....................................................................
.............................................................................................
Page 16
Ready-Ed Publications
Outcome: Children match shapes and pictures by re-orientating and turning.
Matching Shapes 1
" Cut out and match the shapes to the correct shapes on
page 18 and page 19. Glue the shapes onto the picture. Colour.
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Page 17
Outcome: Children match shapes and pictures by re-orientating and turning.
Matching Shapes 2
" Use the shapes from page 17 to make a perfect match
with the shapes below. Glue the shape onto the correct match.
Complete the pictures and colour.
Page 18
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Outcome: Children match shapes and pictures by re-orientating and turning.
Matching Shapes 3
" Use the shapes from page 17 to make a perfect match
with the shapes below. Glue the shape onto the correct match.
Complete the pictures and colour.
Ready-Ed Publications
Page 19
Outcome: Children match shapes and pictures by re-orientating and turning.
Matching Shapes 4
" Match the shapes from page 17 to the correct sized figures
in the circus picture. Glue the shapes onto the picture. Colour.
Page 20
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Outcome: Children match shapes and pictures by re-orientating and turning.
Make a Circus Tent 1
" Use the shapes below to make a circus tent on the
template on page 22.
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Page 21
Outcome: Children matches shapes and pictures by re-orientating and turning.
Make a Circus Tent 2
" Use the shapes from page 21 to make a circus tent on
the template below.
Page 22
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Outcome: Children make a copy of a picture when provided with a choice of components.
Jigsaw Shapes 1
" Cut out the shapes below. Use them to complete the
clown on the next page.
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Page 23
Outcome: Children make a copy of a picture when provided with a choice of components.
Jigsaw Shapes 2
" Glue the shapes from page 23 onto the picture
correctly.
Page 24
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Outcome: Children fit figures and objects together, based on shape and orientation.
The Circus Jigsaw Puzzle
" Colour the picture below. Glue on to a firm piece of
card. Cut on the dotted lines to make a jigsaw puzzle. Put
the puzzle together.
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Page 25
Outcome: Children recognize symmetrical arrangements.
Circus Symmetry 1
" Check the pictures which are symmetrical. Hold a small
mirror up to the line of symmetry and discuss what you
see. Colour.
Page 26
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Outcome: Children use a fold line to produce a symmetrical picture.
Circus Symmetry 2
" Complete the pictures so that they are symmetrical. Colour.
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Page 27
Outcome: Children interpret words that describe how two things are alike and how they are different.
Alike or Different?
" Look at the sets of similar pictures. Write a sentence under
each set to tell how they are alike and how they are different.
The clown’s cars are alike because.....................................
.............................................................................................
The clown’s cars are different because ...............................
.............................................................................................
The circus performer’s cycles are alike because ................
.............................................................................................
The circus performer’s cycles are different because ..........
.............................................................................................
Page 28
Ready-Ed Publications
Outcome: Children interpret and use spatial language to describe an object’s function.
Shapes
" Look at the picture and then answer the questions.
What shape are the wheels of the car? ...............................
Why are the wheels that shape? .........................................
.............................................................................................
What shape are the juggler’s balls? ....................................
Why are the balls that shape? .............................................
.............................................................................................
What shape is the block that the seesaw is on? .................
Why is the block that shape? ..............................................
.............................................................................................
What shape is the hoop the lion is jumping through? ........
Why is the hoop that shape?...............................................
.............................................................................................
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Page 29
Outcome: Children begin to connect shapes and function in some familiar objects.
Which Shape?
" Choose the correct shape to complete the different objects
from the circus. Explain why you choose each shape.
I choose ............................... for the elephant to balance
on his trunk because ...........................................................
.............................................................................................
.............................................................................................
I choose a ............................ for the clown’s hat
because ...............................................................................
.............................................................................................
.............................................................................................
Page 30
Ready-Ed Publications
Outcome: Children recognize a repeated pattern.
Repeated Patterns
" Check the rows that have a repeated pattern.
!\#!\#!\#!\#
$\%&'$#%&'$
$()*+,'-%./
-$*/,.-$*/,.
" Complete these patterns.
#$%&
'()*+
" Fill in the missing shapes in these patterns.
$%#
(
%$%#&%$
'*+()'*
#&%
()
+
) $ ,-)% . -) $.," Draw your own repeated patterns.
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Page 31
Outcome: Children recognize tessellations.
Tessellations
Tessellations are shapes that fit together without leaving
any gaps. These are tessellations:
" Put a tick on the patterns that are tessellations.
" Look at the picture below. There are five tessellating patterns
in the picture. Where are they?
1. ..........................................................................................
2. ..........................................................................................
3. ..........................................................................................
4. ..........................................................................................
5. ..........................................................................................
Page 32
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Outcome: Children arrange objects according to size, shape, matching sets or in a pattern.
Clown Fun
" Cut out the pictures. Use the numbers by the clowns to
order them.
1
2
3
6
5
4
" Arrange the pictures and record the number order.
tallest to shortest ..................................................................
thinnest to fattest .................................................................
longest hair to shortest hair .................................................
biggest shoes to smallest shoes ........................................
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Page 33
Outcome: Children arrange objects according to size, shape and matching sets.
Circus Sets
" Look at the pictures. Use the number by the circus
object to arrange them into groups or sets.
1
2
6
3
4
7
11
8
12
13
5
9
14
10
15
" What are the number of the pictures in each group or
set?
animals .................................................................................
people ..................................................................................
cars ......................................................................................
clowns ..................................................................................
elephants..............................................................................
jugglers ................................................................................
" Can you think of any other groups or sets that you can
use to arrange the circus objects? ......................................
.............................................................................................
Page 34
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Outcome: Children classifying objects by a familiar attribute relating to movement.
Circus Movement
Look at the picture.
" Find things from the picture that move in the following
ways. Some things might go in two columns.
drives
runs
slides
stacks
walks
rolls
What has wheels and can roll? ............................................
Who has legs and can balance? .........................................
Who can slide and walk? .....................................................
Ready-Ed Publications
Page 35
Outcome: Children classify objects by a familiar attribute relating to shape, movement or function.
Circus Equipment
" Help the ringmaster choose the correct equipment for the
circus performers. Add the correct shape to the pictures.
Choose the best shape for the clown’s tie.
Explain why you didn’t choose the other shapes................
.............................................................................................
" Choose the best ball shape for the juggler.
Explain why you didn’t choose the other balls. ...................
.............................................................................................
" Choose the best pole shape for a tightrope walker.
Explain why you didn’t choose the other poles...................
.............................................................................................
" Choose the best shape to make a seesaw
for the clowns.
Explain why you didn’t choose the other seesaws. ............
.............................................................................................
Page 36
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Circus Test
Look at the picture.
" Answer the questions about the picture.
What shape is the juggler’s hat? .........................................
What shape is the elephant’s stand?...................................
What shape are the wheels on the trolley?..........................
What shape is the girl clown’s hoop? ..................................
What shape is the trolley?....................................................
" Fill in the word.
The elephant is on ................................................. of a box.
The boy clown is .................................................. the trolley.
The elephant is ....................... the other circus performers.
The clown in the trolley is in................. of the other clowns.
The hoop is ........................................ the girl clown’s waist.
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Page 37
Make a Shape
Triangular Pyramid
Page 38
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Make a Shape
Rectangular Prism
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Page 39
Make a Shape
Cube
Page 40
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Make a Shape
Cone
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Page 41
Make a Shape
Cylinder
Page 42
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Make a Shape
Square Pyramid
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Page 43
Make a Shape
Octahedron
Page 44
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