Shapes and Spaces Series: At the Circus by Teacher Superstore

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s Bo r e p1 - For 6 to 8 YearoOlds Book u k S

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The Shapes &r Spaces o e Series t

Shapes and Spaces at the Circus

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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.

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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.

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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

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Contents

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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:

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! 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:

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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.

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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 thingst in their classroom, school yard or bedroom that are theo same shape e c as the blocks. . c e he r Cut out appropriate pictures from magazines and glue them onto charts that o t r s super 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

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Outcome: Children follow pathways.

Going to the Circus Carol, Mary, Julie and Jane are going to the circus. " Who has taken the right path?

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Mary

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Julie

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Outcome: Children identify everyday shapes.

Which Shape?

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This shape is a .................

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Some different shapes are square, triangle, rectangle and circle. " Look at the shapes below.

This shape is a .................

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This shape is a .................

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Outcome: Children attend to the general spatial features of an object.

At the Circus

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" Count all the different types of shapes in the picture.

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. te o c Colour them blue. How many squares? . che e r o How many triangles?r Colour t s them yellow. super …… ……

How many rectangles?

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Colour them orange.

How many circles?

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Colour them black.

How many ovals?

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Colour them red.

Colour the rest of the picture. Ready-Ed Publications

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Outcome: Children attend to the general spatial features of an object.

Add the Shape

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" Add the correct shape to complete the objects in the circus pictures. Colour the pictures.

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hat is a ..................

The juggler’s

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stand is ..................

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The lion’s cage

The clown’s

is a .........................

hoop is an .............

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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? .................................

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Draw them below.

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r o e t s Bo r 2. Make a cagep fore a lion. ok u What shape is the door of the cage? .............................. S 3. Make three objects for the juggler to juggle.

Rea dthe yE dtoP ubl i c at i oanseal s 4. Make© a stand for seal perform on. Put balancing on object onu his nose ons the stand. •f oran r e vi ew p r p ose on l y• What shape was the balanced object? ...........................

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5. Make a shape for the clown to carry water in. Draw the shape below.

o c . c e hfor r 6. Make a top hat the ringmaster too wear. e t r s su r What shape is the top of p thee 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? ................................................ Ready-Ed Publications

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Outcome: Children draw an object from a description which involves spatial language.

Finish the Clown 1

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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.

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Outcome: Children draw an object from a description which involves spatial language.

Finish the Clown 2

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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.

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Outcome: Children remember the shape of objects and components of the object.

Match the Shapes

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.....................

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" 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.

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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

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• a round nose and • diamond shapes on his pants.

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• a triangular hat with a round pom-pom on top,

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A circus tent with

• a triangular roof,

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" Read and draw.

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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 rectangles r o e t s B r e oo p u k S ovals

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circles

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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?....................

r o e t s Bo r e p o u k ............................................................................................. S " Look at the picture.

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Use the words to describe the objects in the picture.

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o c . The lion’s tail is ..................................................................... c e her r o t s super ............................................................................................. The poodle’s ball is ..............................................................

The bareback rider’s costume has ...................................... ............................................................................................. The magician’s hat is ........................................................... ............................................................................................. Ready-Ed Publications

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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?....................

r o e t s Bo r e p o u k ............................................................................................. S " Look at the picture.

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Use the words to describe the objects in the picture.

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o c . The baby elephant is............................................................ ch e r e o t r s super .............................................................................................

The poodle is .......................................................................

The bareback rider is ........................................................... ............................................................................................. The magician is .................................................................... ............................................................................................. Page 16

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Outcome: Children match shapes and pictures by re-orientating and turning.

Matching Shapes 1

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" 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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Outcome: Children match shapes and pictures by re-orientating and turning.

Matching Shapes 2

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" 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.

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Outcome: Children match shapes and pictures by re-orientating and turning.

Matching Shapes 3

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" 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.

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Outcome: Children match shapes and pictures by re-orientating and turning.

Matching Shapes 4

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" Match the shapes from page 17 to the correct sized figures in the circus picture. Glue the shapes onto the picture. Colour.

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Outcome: Children match shapes and pictures by re-orientating and turning.

Make a Circus Tent 1

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" Use the shapes below to make a circus tent on the template on page 22.

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Outcome: Children matches shapes and pictures by re-orientating and turning.

Make a Circus Tent 2

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" Use the shapes from page 21 to make a circus tent on the template below.

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Outcome: Children make a copy of a picture when provided with a choice of components.

Jigsaw Shapes 1

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" Cut out the shapes below. Use them to complete the clown on the next page.

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Outcome: Children make a copy of a picture when provided with a choice of components.

Jigsaw Shapes 2

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" Glue the shapes from page 23 onto the picture correctly.

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Outcome: Children fit figures and objects together, based on shape and orientation.

The Circus Jigsaw Puzzle

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" 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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Outcome: Children recognize symmetrical arrangements.

Circus Symmetry 1

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" Check the pictures which are symmetrical. Hold a small mirror up to the line of symmetry and discuss what you see. Colour.

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Outcome: Children use a fold line to produce a symmetrical picture.

Circus Symmetry 2

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" Complete the pictures so that they are symmetrical. Colour.

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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

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each set to tell how they are alike and how they are different.

The clown’s cars are alike because.....................................

.............................................................................................

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The circus performer’s cycles are alike because ................ ............................................................................................. The circus performer’s cycles are different because .......... ............................................................................................. Page 28

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Outcome: Children interpret and use spatial language to describe an object’s function.

Shapes

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" Look at the picture and then answer the questions.

©R ea dy EdofP ub l i c at i ons What shape are the wheels the car? ............................... Why• are the that ......................................... f o rwheels r evi e wshape? pur p osesonl y• .............................................................................................

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What shape are the juggler’s balls? .................................... Why are the balls that shape? .............................................

. te o c What shape is the block that the seesaw is on? ................. . che e r o Why is the block thatr shape? .............................................. t s super .............................................................................................

.............................................................................................

What shape is the hoop the lion is jumping through? ........ Why is the hoop that shape?............................................... ............................................................................................. Ready-Ed Publications

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Outcome: Children begin to connect shapes and function in some familiar objects.

Which Shape? " Choose the correct shape to complete the different objects

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from the circus. Explain why you choose each shape.

I choose ............................... for the elephant to balance

on his trunk because ...........................................................

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© R e a d y E d P u b l i c a t i o n s ............................................................................................. •f orr evi ew pur posesonl y• .............................................................................................

o c . che e r o t r s super I choose a ............................ for the clown’s hat

because ............................................................................... ............................................................................................. ............................................................................................. Page 30

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Outcome: Children recognize a repeated pattern.

Repeated Patterns " Check the rows that have a repeated pattern. !\#!\#!\#!\#

$\%&'$#%&'$

r o e t s -$*/,.-$*/,. Bo r e p ok u " Complete Sthese patterns. #$%& '()*+

" Fill in the missing shapes in these patterns.

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$()*+,'-%./

'*+()'*

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Outcome: Children recognize tessellations.

Tessellations Tessellations are shapes that fit together without leaving any gaps. These are tessellations:

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r o e t s Bo r e ppatterns that are tessellations. ok " Put a tick onu the S

" Look at the picture below. There are five tessellating patterns in the picture. Where are they?

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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.

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o c . che e r o " Arrange the pictures and record the number order. t r s super

tallest to shortest .................................................................. thinnest to fattest ................................................................. longest hair to shortest hair ................................................. biggest shoes to smallest shoes ........................................ Ready-Ed Publications

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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.

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" What are the number of the pictures in each group or set?

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animals ................................................................................. people ..................................................................................

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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

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Look at the picture.

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walks

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What has wheels and can roll? ............................................ Who has legs and can balance? ......................................... Who can slide and walk? ..................................................... Ready-Ed Publications

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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.

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r o e t s Bo r e p ok u Explain why S you didn’t choose the other shapes................

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" Choose the best ball shape for the juggler.

Explain why you didn’t choose the other balls. ...................

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" Choose the best pole shape for a tightrope walker.

o c . ............................................................................................. che e r o t r " Choose the best shape to p make as seesaw su er

Explain why you didn’t choose the other poles...................

for the clowns.

Explain why you didn’t choose the other seesaws. ............ ............................................................................................. Page 36

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Circus Test

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Look at the picture.

f orisr e vjuggler’s i ew phat? ur p osesonl y• What• shape the ......................................... What shape is the elephant’s stand?...................................

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What shape are the wheels on the trolley?.......................... What shape is the girl clown’s hoop? ..................................

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o c . " Fill in the word. che e r o t r s The elephant is on ................................................. of a box. super What shape is the trolley?....................................................

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. Ready-Ed Publications

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Make a Shape

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Triangular Pyramid

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Make a Shape

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Rectangular Prism

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Make a Shape

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Cube

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Make a Shape

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Cone

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Make a Shape

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Cylinder

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Make a Shape

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Square Pyramid

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Make a Shape

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Octahedron

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