294
I Spy with Shapes
Objective
To review characteristics of 2-dimensional and
3-dimensional shapes.
Whole Group
Small Group
Partners
Center
Key Concepts and Skills
• Identify 2-dimensional and 3-dimensional shapes. [Geometry Goal 1]
• Describe 2-dimensional and 3-dimensional shapes. [Geometry Goal 1]
Terms to Use 2-dimensional shape names; 3-dimensional shape names
Materials 2-dimensional and 3-dimensional representations or items in the classroom
A
game by finding examples of
shapes that may not otherwise
be obvious in your classroom:
spheres, cylinders, cubes, and
a good variety of triangles.
Core Activities
► Playing I Spy with Shapes
Play I Spy using clues for 2-dimensional shapes. For example, say: I spy a square on the
bulletin board. Call on children to guess what you are thinking of. (To support English
language learners, explain the meaning of “I spy.”) Include different properties in your
clues. For example:
•
•
Planning Tip Prepare for the
I spy a shape on the door that has 3 corners (or angles).
I spy a shape near the windows with 4 sides that are the same size.
Next, tell children that you will include 3-dimensional shapes.
•
I spy an object on my desk that has a square on all sides, including the top and
bottom. (dice/cube)
•
•
I spy an object on the shelf that is the same shape as a ball. (globe/sphere)
NOTE Before incorporating
3-dimensional shapes, elicit
children’s thoughts about the
differences between 2- and
3-dimensional shapes. Reinforce
that 2-dimensional shapes are
flat, like rectangles, circles, and
triangles, and that 3-dimensional
shapes are solid objects that they
can hold, like cubes, spheres, and
cones.
I spy something to write with that is a cylinder. (marker)
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Allow children to take turns choosing objects and giving clues. You can expand the
game to include other attribute clues, such as color and size.
► Making a “Number of Pets” Graph (Revisit Activity 5 13, p. 260)
With the class, create a bar graph that shows how many children have 0 pets, 1 pet,
2 pets, and so on. When the graph is complete, have the class count and compare the
number of children in each category. (Do more children have 0 pets or 3 pets? How many
more? How did you figure it out?) Have children order the results from least to most
common response. Put the graph next to the “types of pets” graph from Activity 5-13.
Prompt children to explain the information each graph shows and what they find
interesting about each graph. Have children discuss whether each graph’s title is
accurate and pose questions for each other about the graphs.
B
Ongoing
Assessment:
Informing Instruction
Watch for children who are
having difficulty using clues to
identify 2-dimensional and
3-dimensional shapes. At this
point, most children should be
able to identify and name circles,
squares, rectangles, and
triangles. Many will also be able
to identify and name cubes and
spheres. Provide opportunities
for children to explore the objects
in the Shape Museum.
Teaching Options
EXTRA PRACTICE
► Feeling for Shapes
(Center Activity Cards, 27)
Children can reach in a Feely Box or Bag and find a 3-dimensional object you describe
by its attributes or its shape name.
ELL SUPPORT
► Going on a Shape Scavenger Hunt
Give each pair or small group of children a list (or drawing) of 3-dimensional shapes.
Children work together to find objects that match the shapes and then record their
discoveries (with pictures and/or words) on their lists.
LITERACY CONNECTION
► Making a Solid Shapes Book
Take photographs of 3-dimensional objects, label them, and compile them into a class book.
295 Activity 6 6 I Spy with Shapes
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