K-2 Maths Series: Space Activities by Teacher Superstore

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r o e t s Bo r e p ok u S K - 2 Maths

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Space Activities A practical resource for teachers of junior primary classes. © Read yEdP ubl i cat i ons

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Provides students with written activities to •f orr e vi ew p ur p oses onl y• help develop and enhance their use of early spatial mathematical skills and strategies.

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Written by Merryn Whitfield. Illustrated by Terry Allen. © Ready-Ed Publications - 2004 Published by Ready-Ed Publications (2004) P.O. Box 276 Greenwood Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au

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 606 X

Introduction The “K-2 Maths Space Activities” resource book contains a set of learning opportunities which enable students to access, use and understand increasingly more difficult strategies and thinking processes when attempting mathematical tasks. It is designed to support and enhance the use of concrete materials within the classroom. This book provides K-2 students with written activities to help develop, consolidate and enhance their use of early mathematical skills and strategies, including:

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recognition of two dimensional and three dimensional shapes and objects; describing the features of two and three dimensional shapes and objects, grouping two dimensional shapes and three dimensional objects; manipulating two dimensional shapes; identifying symmetry; and using and understanding the language of position and direction.

“K-2 Maths Space Activities” contains 38 activity pages suitable for a range of student abilities, covering the broad subsections of mathematical learning of both two dimensional shapes and three dimensional objects and position. Some of these areas have graded activities to suit differing levels of student understandings and experiences, making this a valuable resource for composite classes or those classes with diverse mathematical profiles.

Many of the pages also contain “Think About It” boxes which pose questions of students, aiming to involve them, individually or in groups, verbally or in written form, to examine, respond to and evaluate the processes they and their peers used to attempt a number of mathematical tasks. This analysis is designed to promote the use of varied strategies by students, encouraging them to participate in cooperative learning. Many of the questions are open-ended in nature and are useful discussion points for future lessons and activities.

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Mathematics is not a system of right or wrong. It is a process of developing understandings and being able to apply these understandings to new situations and relationships. Involving students in critically analysing their thinking processes, even at the most early stages of mathematical study, is a critical component in engaging and challenging all students and ensuring personal success and self motivation.

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Contents Introduction ................................................................................................................... 2 Links to Student Outcome Statements ............................................................................ 4 Skills Checklist ................................................................................................................ 6 Teaching Notes .............................................................................................................. 7 Maths Concept 2D Shapes ......................................... 10 2D Shapes ......................................... 11 2D Shapes ......................................... 12 3D Objects ........................................ 13 3D Objects ........................................ 14 2D Shapes ......................................... 15 2D Shapes ......................................... 16 3D Objects ........................................ 17 3D Objects ........................................ 18 2D Shapes ......................................... 19 2D Shapes ......................................... 20 2D Shapes ......................................... 21 2D Shapes ......................................... 22 2D Shapes ......................................... 23 2D Shapes ......................................... 24 2D Shapes ......................................... 25 2D Shapes ......................................... 26 2D Shapes ......................................... 27 Position ............................................. 28 Position ............................................. 29 Position ............................................. 30 2D Shapes / Position .......................... 31 2D Shapes ......................................... 32 Position ............................................. 33 Position ............................................. 34 Position ............................................. 35 Position ............................................. 36 2D Shapes / Position .......................... 37 2D Shapes ......................................... 38 2D Shapes ......................................... 39 2D Shapes / Position .......................... 40 2D Shapes ......................................... 41 3D Objects ........................................ 42 ......................................................... 43 ......................................................... 44 3D Objects ........................................ 45 ......................................................... 46

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Activity P ages Pages Shape Construction What Shape Am I ? What Shape Am I ? What Object Am I ? What Object Am I ? Grouping Shapes Grouping Shapes Grouping Objects Grouping Objects Cut It / Place It Closed and Open Shapes Design and Create (Regular Shapes) Design and Create (Irregular Shapes) Shadow Shapes More Shadow Shapes Sea Shapes Symmetrical Designs All Flipped Out! Space – The Final Frontier Lost and Found Barrier Game Look / Cover / Draw / Check Cut It Up Word Path Garbage Dump Colour in Grid Grid and Draw It Digging for Diamonds Overlapping Shapes Regular and Irregular Shapes All Squared Shape Matrix Object Matrix Board Game Board Game Question Cards Features of 3 Dimensional Objects Challenge Page

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Answers ........................................................................................................................ 47

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Links to Student Outcome Statements National Curriculum - Mathematics

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1.1, 1.2, 1.3 1.4, 1.5, 1.6

1.7, 1.8, 1.9, 1.10

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Towards LLevel evel 1: W orking Mathematically Working • Demonstrates understanding of concepts such as behind, in front, and so on. • Follows directions on the matching, classifying and ordering of objects. L evel 1: W orking Mathematically Working • Investigating, conjecturing, using problem solving strategies, applying and verifying, using mathematical language, working in context. • Understands that change occurs with different life stages. • Identifies similarities and differences between themselves and others. Level 1: Space • Using spatial ideas, tool and techniques to interpret, draw and make. • Visualising, analysing and representing arrangements and locations. • Visualising, analysing and representing shapes. • Visualising, analysing and representing movements and transformations.

New South Wales - Mathematics

Early Stage 1: W orking Mathematically Working • Students ask questions about mathematics, select and use a range of strategies to solve problems, develop and use appropriate language, give reasons to support their conclusions and reflect on their mathematical experiences. Stage 1: W orking Mathematically Working • Students ask questions about mathematical situations, develop strategies and use objects to solve problems, use mathematical language to formulate and express ideas, explain how answers were obtained, reflect on their experiences and understanding of mathematics. Early Stage 1: Space and Geometr y • Students develop verbal, visual and mental representations of two dimensional shapes and three dimensional objects. • Students describe position and give or follow simple directions. Stage 1: Space and Geometr y • Students recognise, model, sort and describe three dimensional objects and two dimensional shapes in pictures and in the environment. • Students use models and drawings to represent and describe the position of objects.

WM ES1.1, ES1.2 ES1.4, ES1.5 WM S1.1, S1.2 S1.4, S1.5, S 1.1

SGS1.1, SGS1.2 SGES1.3

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Queensland - Mathematics

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SGES1.1 SGES1.2

Space: Shape and Line • Foundation Level Level: Students recognise familiar objects from different viewpoints. Students recognise common objects in a range of settings. • Level 11: Students identify everyday shapes and objects using geometric names and make and describe simple representations of them. Space: Location, Direction and Movement • Foundation Level Level: Students position or locate objects in response to directions; Students use an awareness to follow directions. • Level 11: Students follow and give simple directions to move through, and locate and place objects in familiar environments.

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S F.1

S 1.1 S F.2 S 1.2

South Australia - Mathematics (Early Years Band R-2) Spatial Sense and Geometric Reasoning • Uses key spatial features to describe and represent 2D and 3D shapes from personal and community activities. • Uses simple transformations to orientate and move familiar objects and themselves when they are constructing, arranging and locating.

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1.12 1.13

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Links to Student Outcome Statements South Australia - Mathematics

(cont.)

Spatial Sense and Geometric Reasoning • Uses everyday and positional language and makes informal maps to represent their location and familiar places. • Compares and analyses relationships between and within 2D and 3D shapes and objects to represent their world.

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1.14 1.12

Victoria - Mathematics

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Western Australia - Mathematics

1.1 1.2, 1.3 1.4, 1.5

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Level 1: Space • Asks questions about mathematics when using materials and in practical situations. • Recognises and names some simple shapes and objects and uses everyday language to describe shape and function. • Makes and draws reasonable representations of simple shapes. • Copies reasonable representations of pictures and patterns. • Uses shape and orientation to fit several simple shapes together by copying or by matching lines. • Uses and understands simple everyday location words to follow and give an oral direction. Level 2: Space • Shape and Space; • Location.

Shape and Space 2.1, 2.2, 2.3, 2.4, 2.5, 2.6, Location 2.1, 2.3, 2.4

Foundation Outcome: Space • The student follows simple directions to move self and objects. Level 1: Space • The student uses and interprets familiar everyday language for the position of things, their movements and paths between them.

New Zealand - Mathematics

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Geometr y: LLevel evel 1 Strand Strand: Exploring Shape and Space Students: • identify, and describe in their own language, the following 2-dimensional and 3dimensional shapes: triangle, square, oblong (non-square rectangle), circle, oval, pentagon, hexagon, diamond, box, cylinder and sphere. • classify objects by shape attributes. • follow and give a sequence of instructions related to movement and position. Strand Strand: Exploring Symmetry and Transformations Students: • create and talk about symmetrical and repeating patterns. • rotate their body and other objects through quarter and half turns. Geometr y: LLevel evel 2 Strand Strand: Exploring Shape and Space Students: • make, name, and describe, using their own language and the language of geometry, everyday shapes and objects. • describe and interpret position, using the language of direction and distance. Strand Strand: Exploring Symmetry and Transformations Students: • create and talk about geometric patterns which repeat (show translation), or which have rotational or reflection symmetry. • make clockwise and anticlockwise turns.

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Level 1

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Level 2

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Skills Checklist K-2 Student Name

Skills

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identifies regular 2D shapes

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describes irregular 2D shapes identifies regular 3D objects describes irregular 3D objects

uses lines and corners to draw a variety of 2D shapes groups shapes using common features

groups objects using common features identifies closed and open shapes

uses shapes to create pictures or designs

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combines regular shapes to cover an image compares symmetrical and non symmetrical designs

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identifies symmetrical shapes identifies tessellations

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creates tessellations by flipping, sliding and turning shapes gives directions to a set goal

follows directions to a set goal identifies the position of an object in a picture uses appropriate language to describe position and direction

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TEACHING NOTES Following are some ideas to help you get the most out of the written activities in “K-2 Maths Space Activities”. All activities are flexible in terms of their grouping strategy. They can be completed in teacher guided groups, student led groups, or independently, according to teacher discretion.

2D Shapes Preliminar y Activities:

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Involve students in using and manipulating a variety of 2D shapes. This can be through pattern making in maths, collage and painting designs in visual arts, body shapes in drama, or tearing and cutting in the development of fine motor skills in young students.

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The use of 2D shapes need not be limited to the standard square, rectangle, circle and triangle. Present a variety of regular and irregular shapes to the students, involving different sizes and orientations. Make use of the classroom and playground environments to conduct shape hunts. Play games such as “Duck, Duck, Goose” with the twist of using shapes, e.g. circle, circle, square; or “Odd One Out”, where all the shapes are the same except for one.

Activity P ages: Pages:

Shape Construction (Page 10) As an introduction, talk about shapes the students are familiar with. How do they know a shape is a square and not a triangle? Discuss how to make shapes using lines and corners. Look at the lines and corners in the activity. Some are vertical, some are horizontal; some are ‘square’ angles, some are ‘pointy’ angles. Go through one or two examples on the board before the students draw their own 2D shapes.

Out” with shape pictures on the board. Go through the “Who Am I?” question structure to make sure students are familiar with the written format.

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Grouping Shapes (Pages 15, 16) Make sure that the students have an opportunity to look at and discuss the shapes on these activity pages. Focus their language use to the lines, corners and symmetry of the shapes. Examine their similarities and differences with each other. Design and Create (Pages 21, 22) Regular and Irregular Shapes (Page 39) This is a series of two activities involving regular and irregular shapes. Discuss the differences between regular shapes (all sides are equal) and irregular shapes (sides may not be equal). Look around the room, or through magazines to find real life examples of designs and visual images created through the use of shapes or combinations of shapes. It is important to examine the differences between a design (can be random use of shape) and a pattern (repeated use of shape or combination of shapes).

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Shadow Shapes (Pages 23, 24) Go outside on a relatively sunny day. Look at the shadows that have been formed on the ground. If weather does not permit, use a torch and screen to set up a shadow studio in the classroom. Look at how the shadow takes the same shape as the object. Symmetrical Designs (Page 26) Introduce the topic of symmetry by having large pieces of paper cut out into different shapes (regular and irregular). Practise folding these shapes in half in different ways. Look at whether or not the two pieces are identical in size and shape, are there any bits of paper overhanging? Examine pictures in magazines for symmetry, e.g. people’s faces, flowers, logos and so on. Ready-Ed Publications

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Three Dimensional Objects Preliminar y Activities: Involve students in many and varied opportunities to hold, manipulate and talk about solid objects. Use them in informal developmental play situations to familiarise students with their characteristics. Undertake frequent sorting and describing activities – such as “Mystery Bag”, “What Am I?”, and “Odd One Out” games. Also involve students in using a variety of solid objects for stacking, building, tracing and printing activities during play sessions. Accept the use of informal language to describe solid objects and their features before introducing more formal language and vocabulary.

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Students will feel more comfortable in working with solid shapes when they are able to recognise and apply them within their own immediate environments of school and home. Go for object walks around the classroom and school. Develop vocabulary lists of words used to describe different solid shapes and their features and show links between informal language, e.g. corner and formal language, e.g. vertex.

Activity P ages: Pages:

What Object Am I? (Pages 13, 14) This is a series of two graded activity sheets. The students will need to be familiar with a range of three dimensional objects before attempting this task. As an introduction, first go through the “Who Am I?” questioning structure orally with the students, to familiarise them with the written format. It may also be useful to discuss and review some of the key vocabulary used to describe features of 3 dimensional objects.

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Grouping Objects (Pages 17, 18) Prior to completing this activity, go for an object walk around the school or classroom to locate, identify and discuss a number of familiar solid objects. Next look through magazines to see how three dimensional objects can look when they are pictured in 2D format such as photos or drawings. Discuss how this can change the view of the object. Allow time for students to informally examine and discuss the objects pictured in the activities – refer to vocabulary chart in preliminary activities.

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Matrix Charts (Pages 42, 43) Examine and discuss the format of a matrix chart. What type of information does it give us? How is the information organised. If students are inexperienced in this type of data presentation, it is advisable to create a class matrix on familiar topics such as animals and body coverings, or common items such as pencils, garbage bins and mats and their locations around the school.

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Students use position terminology everyday, often without realising it. Some simple games can be used to actively enhance students’ vocabulary in an enjoyable way. Examples include “Robots”, “Follow the Leader”, “Here, There, Where”, “Simon Says”, “Streets and Lanes”, and “Captain On Deck”. Label the position of objects in the classroom in relation to each other. For example: the bin is next to the teacher’s desk, or, the paint is inside the cupboard.

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Activity P ages: Pages: Space the Final Frontier (Page 28) Before beginning this activity, take the students outside to an open area. Have them pick a spot in that area. One at a time, give them directions to follow, such as “ahead three steps, left two steps, backwards one step”, to familiarise them with the terminology they will be using in the activity. In the classroom, on the board in chalk, or on the floor using masking tape, plot out a grid similar to that in the activity and conduct your own journey through an African jungle or a smelly swamp. Lost and Found (Page 29) Read through the directions together. Highlight the key position and / or direction words. Orientate the students to the fact that they are the astronaut in the picture, not looking at the picture. It may help to cut the directions at the bottom of the page off, so that students can turn the picture around while still reading the directions.

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Barrier Game (Page 29) Review the vocabulary charts you have made during previous activities and discussions before commencing this activity. Word Path (Page 33) Prior to this activity, enlarge the word path on an overhead projector and try a few words of your own, such as chin, bed or mess. The teacher may choose to ask the students to begin at the letter A before moving to the next letter in their name, or they may simply move from letter to letter consecutively. Garbage Dump (Page 34), Colour in Grid (Page 35) and Grid and Draw It (Page 36) Review the format of a matrix from the activities on Pages 42 and 43. Discuss the similarities between a matrix and this type of grid. Remind students to colour one square at a time and to cross off each step as it is completed to avoid doubling up.

Space Overview Activities

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Space Board Game (Pages 41, 42) Each group of students will need an A3 copy of the board game (preferably on coloured card), a dice and some coloured counters, as well as copies of the question cards on page 45. The question cards are placed on the large star box on the left side of the game board. You may like to laminate the cards.

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Students roll the dice and the player with the highest number goes first. Each player takes it in turn to roll the dice and move around the board, following the instructions on the board. If they land on a star, the student picks up a star question card. If they answer correctly, they stay on their square. If they answer incorrectly they must return to the square they came from. The first player to land exactly on the FINISH square is the winner. To cater for the needs of specific individuals or groups of students, more or less star cards may be added or taken away. Student created questions could also be included. Challenge Page (Page 46) This activity page is open-ended and can be used in a variety of ways. It is for advanced and experienced students. The questions involve higher order thinking skills as well as a degree of creativity. It is suggested that the questions not be completed all at once, but over a series of lessons to enable students to return and further develop their answers and to work cooperatively in a group situation.

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2D Shapes

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Shape Construction 3 Using the lines and corners below, make as many different shapes as you can in the box. If you need more room you could use the back of the page. Remember, each line and corner can be used more than once.

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Lines and Corners

Shapes

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THINK ABOUT IT • How many shapes did you make? ___________________________ • Can you name each of your shapes?_________________________ • What shapes couldn’t you name? Why? ______________________ Page 10

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What Shape Am I? 3 Read the clues below to work out the answer. Remember to read all of the clues.

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2. I have one edge. I have no corners. My edge is a curved line.

I am a ________________

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1. I have four corners. I have two short sides opposite each other. I have two long sides opposite each other.

I am a ________________

3. My sides are straight lines. I have three sides. I have three pointy corners.

4. I am made with one curved line. I have no corners. © ReadyEdPub l i ca i ns circle. I look liket ao squashed

•af orr evi ew pur po se s_______________ onl y• I am ________________ I am an •

THINK ABOUT IT Which clues did you find the easiest? Why? Which clues did you find the hardest? Why? Which shape is the easiest to identify? Do your friends agree? If not, why?

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5. I have four straight sides. I have four corners. All my sides are the same length.

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a) I have ______________________________________________ b) I have ______________________________________________ c) I have ______________________________________________ I am the shape __________________________________________ Ready-Ed Publications

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What Shape Am I? 3 Read the clues for each questions. Use these clues to help you work out the answer.

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2. I am made with straight lines. I can have five, six or seven arms. All my arms are pointy. I am found on many countries’ flags.

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1. I am a shape with four sides. I have two wide corners. I have two pointy corners. I am a picture on a playing card. I am a ________________

I am a ________________

3. All my sides are straight lines. 4. I have four sides. I have five sides. Two of my sides are parallel. I have five corners. Two of my sides slope. I look like the outline of a I have two wide corners ©aR eady EdPuand bl i ca t i on s house with triangular roof. two pointy corners. I am • a ________________ Io am as ________________ f orr evi ew pur p se onl y•

5. I have one straight line. I have one curved line. I have two corners. Two of me make a whole.

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THINK ABOUT IT Did you write the same clues as your friend? Are some of your clues different? Why do you think this happened? Below write the most interesting clue someone in your class wrote for question 6.

• . te o • 6. Write your clues for the answer c . che e below. r o t r s su e •r ______________________ p

I am a ________________

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3D Objects

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What Object Am I ? 3 Read the clues below to work out the answer. Remember to read all the clues. Draw a picture of each object underneath. 1. I have no edges. I have no corners. I am round. I am a solid object.

2. I am a solid object. I have six flat faces. I have pointy corners. I slide but I do not roll.

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r o e t s Bo r e p ok u S I am a ________________ I am a ________________

My faces are circles. My body is curved. I have no pointy corners.

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I am a ________________

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I have one pointy corner. My body is curved. I can slide and roll.

I am a ________________

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THINK ABOUT IT • What object was the easiest to draw? Why? • Which object was the hardest to draw? Why? Ready-Ed Publications

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What Object Am I ? 3 Read the clues below to work out the answer. Remember to read all the clues and draw the object in the box.

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I am a ________________

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1. I have five faces. 2. I have two curved edges. My base has four edges. I have two flat faces. My other four faces are I can slide. triangular shapes. I can roll. I have a pointy top called a vertex. I am a ________________

I am a ________________

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I have three rectangular faces. I can not roll.

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I have eight short edges. I have four long edges.

o c . THINK ABOUT IT che e r o • Were your clues for a triangular t r s s r u e p pyramid similar or different to 3 Do Y our Own Your I have ________________ I have ________________ I _____________________ I _____________________ I am a triangular pyramid. Page 14

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your friends? Why? • What is the difference between prisms and pyramids? • When building a wall, would rectangular prisms or triangular prisms be strongest? Why? Ready-Ed Publications

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Grouping Shapes 3 Look at the shapes below. Choose one to describe to a friend. In a group, talk about how these shapes could be put into different groups. For example: number of sides, curved or straight lines. In the boxes below, group the shapes in different ways.

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Shape Box

Grouping One: Reason __________________________________

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Grouping T wo: Reason __________________________________ Two:

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THINK ABOUT IT Did everyone choose the same grouping methods or reasons? Why or why not? What was the most interesting way of grouping the shapes in your class? Are there other shapes not pictured in the box that would fit into your groups? If so, what shapes would they be?

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2D Shapes

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Grouping Shapes

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3 Look at the shapes in the box below. Can you identify them? What are they called? What do they look like? Describe them to a friend. In a group, talk about the different ways in which these shapes could be grouped. For example: are they symmetrical or not, do they have straight lines, curved lines or both? Using the boxes below, group the shapes in two different ways. Shape Box

Grouping One: Method__________________________________

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Grouping T wo: Method __________________________________ Two:

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THINK ABOUT IT What was the most interesting way of grouping these shapes in your class? Why? Could all the shapes be grouped? Why or why not? What was the most difficult shape to place in a group and why? K-2 Space Activities

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3D Objects

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Grouping Objects 3 Look at the objects in the box below. Talk about them with the other people in your group. What do they look like? What features do they have? How are they similar or different to each other? In the spaces provided, group these objects in different ways.

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In the space below, sort or group the objects.

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Object Box

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Now sort or group the same objects in a different way.

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THINK ABOUT IT • What was the most unusual object in the group? Why? • Did your friend group the objects the same way you did? Why or why not? Ready-Ed Publications

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3D Objects

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Grouping Objects 3 In the box below are pictures of different objects. With the people in your group talk about what they look like, their special features and how they are similar or different to each other. Then in the spaces provided, group these objects in different ways. Remember every object must be grouped, none can be left out.

In the space below, sort or group the objects.

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Object Box

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Now sort or group the same objects in a different way.

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THINK ABOUT IT Why did you choose these groups? How did other people in your group sort the same objects? What would happen if not all of the objects were grouped? K-2 Space Activities

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Cut It / Place It

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3 Below is a jigsaw puzzle. Cut it out along the dotted lines. On a separate piece of paper place the pieces so that they remake the original picture. Hint: Do not glue any pieces until you are happy with their place on the paper. Jigsaw:

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o c . chITe e THINK ABOUT r o t r s su • What pieces of the jigsaw didp youe use first? ___________________ r • Do you think the jigsaw was easy or hard? Why? _______________

_______________________________________________________ • Did any of your friends put the jigsaw together in a different way – using different pieces first, or having a different strategy? If so, what was it? _______________________________________________________ Ready-Ed Publications

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2D Shapes

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Closed and Open Shapes

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3 Below is a picture. Look at it carefully. Using the table at the bottom of the page, tally how many closed shapes and how many open shapes you can see.

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Tally:

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Closed Shapes Open Shapes

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o c . THINK ABOUT IT ch e r er o t • How many closed shapes did you find? Is this the s same as your friend? super Why or why not? _________________________________________

• How many open shapes did you find? Is this the same as your friend? Why or why not? _________________________________________ • How did you keep track of the shapes you had found so that you didn’t count them twice? _______________________________________ Page 20

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2D Shapes

Date:

Design and Create (Regular Shapes) 3 Using the different shapes below, create your own picture or design. Each shape can be used more than once. You might like to experiment with different ideas on a separate piece of paper first before starting your design. You could also copy these shapes and use them to create your picture by cutting and pasting them into place.

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Shapes:

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Picture or Design:

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o c . che e r o THINK ABOUT IT r t s super • What is your design or picture of?

• If you were to give it a title in an art gallery what would it be? Why? • What choices did you have to make when creating your picture or design? • Did everyone in your group have to make the same choices? Why or why not? • In your group, what was the most interesting use of shapes? Why? Ready-Ed Publications

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Name:

2D Shapes

Date:

Design and Create (Irregular Shapes) 3 In the box below are several different shapes. Use these shapes and arrange them to make your own picture or design in the space provided. Hint: Try out a few ideas on a separate piece of paper first, until you find a picture or design idea that you like.

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Teac he r

Shapes:

r o e t s Bo r e p ok u S

Picture or Design:

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• Did you find it easy to use these irregular shapes to make a picture or to create a design? Why? • What was the most interesting way someone in your group used these shapes? • What was easier: using these irregular shapes or using regular shapes from the previous activity? Why? Page 22

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Name:

2D Shapes

Date:

Shadow Shapes

r o e t s Bo r e p ok u S

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Teac he r

3 Cut out the simple 2D shapes at the bottom of the page. Use these shapes to completely cover the shadow shapes below. NOTE: You only need the shapes provided.

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THINK ABOUT IT • Which was the easiest shadow shape to cover? Why? • Which was the most difficult shadow shape to cover? Why? • Was there more than one way the shapes could be used to cover each shadow shape? Ready-Ed Publications

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2D Shapes

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More Shadow Shapes

r o e t s Bo r e p ok u S

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3 Cut out the shapes from the bottom of the page. Use these to cover the shadow shapes below. NOTE: You only need the shapes provided.

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THINK ABOUT IT • On the back of this page, create your own shadow shape. You can use the cut out shapes from this page or create your own. Get a friend to complete the activity. What did they think? • Who made the most interesting shadow shape? Why? What was it? How did they arrange their shapes to make it so interesting or unusual? Page 24

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Ready-Ed Publications

Name:

2D Shapes

Date:

Sea Shapes

r o e t s Bo r e p ok u S

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3 Look carefully at the picture below. Talk about it with the people in your group. Tally the number of each shape used in the picture. Record this information on the table at the bottom of the page.

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Shape

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THINK ABOUT IT • Which shape was the easiest to find in the picture? • Which shape was the most difficult to find in the picture? Why? • On the back of this page, construct a bar or column graph to show the results of the tally. Ready-Ed Publications

K-2 Space Activities

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Symmetrical Designs

r o e t s B r e How do you know?o ________________ p ok u In what ways is it symmetrical? _______ S

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Teac he r

3 In your group talk about what you think symmetry is. Can you find things around you in your classroom or playground that are symmetrical? Below is a design using simple 2D shapes. Is it symmetrical? __________________

________________________________

Below is another design using different 2D shapes. Is it symmetrical? __________________ How do you know? ________________

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3 Using these three shapes: triangle, circle, square; create your own symmetrical design below.

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THINK ABOUT IT • Which was the most interesting symmetrical design? What made it so interesting? • How could you improve your own design? • Which shapes are the easiest to use when creating symmetrical designs? Why? Page 26

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Name:

2D Shapes

Date:

All Flipped Out! 3 At the bottom of the page are three different shapes. Look at them closely. Talk about their features with the people in your group. In the spaces below, trace around those shapes to show how they can be flipped, slid and turned to create 2 dimensional patterns.

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Teac he r

Flip:

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Slide:

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Turn:

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o c THINK ABOUT IT . c e her r • What is a tessellation? o t s super • Can the shapes used in this activity be tessellations? Why or why not? • Are there any regular shapes that can not be tessellations? What are they and how do you know?

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K-2 Space Activities

Page 27

Name:

Position

Date:

Space – The Final Frontier

r o e t s Bo r e p ok u S

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3 You are the chief navigator at NASA. Your job is to guide a damaged space ship safely back to Earth. Warning! Watch out for asteroids and floating space junk!

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R – move right L – move left A – move ahead B – move backwards Then add the number of spaces to be moved. For example: A3, R2. Means move ahead 3 spaces, then right 2 spaces. Good luck with your mission!

. t Directions: e

o c . che e ______________________________________________________ r o t r s super ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________ ______________________________________________________

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Name:

Position

Date:

Lost and Found

r o e t s Bo FIRST r e p MEDICAL o AID u k CENTRE TRAINING S

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3 You are a new astronaut at NASA. You cannot find your way to the space ship that is ready to take off. Follow the directions and draw the path on the map below.

FLIGHT CENTRE

FUEL

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Directions: Start at the top left hand corner of the map. Travel down the path until you get to where the path splits in two. Do not take the bend, keep travelling forward – straight ahead until you get to the fuel depot where you will turn left. Follow the path as it bends to the left. Go behind the radar and keep walking until you can see the medical centre. Turn around completely to your right and follow the new path in front of the radar. You will get to a fork in the path. Take the path on your right and it will take you to your rocket ship ready for blast off.

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THINK ABOUT IT • Were the instructions easy to follow? Why or why not? • How could they have been improved? • On the back of this page, write your own directions to take the astronaut to the flight centre. Get a friend to follow the directions. Ready-Ed Publications

K-2 Space Activities

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Position

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Barrier Game

r o e t s Bo r e p ok u S

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3 Cut out the pictures at the bottom of this page. Paste them anywhere in the picture below. Describe the position of each of the objects you pasted in the picture and have a friend paste the same objects on their picture in the same place. At the end, compare the two pictures, they should be exactly the same. HINT HINT:: To make it more difficult, try turning some of the pictures upside down.

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o c . c e r THINK ABOUT h ITe o t r s supae • On the back of this page, make listr of the positional words your

friend used to describe where they stuck their pictures. Share them with the group.

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Name:

2D Shapes / Position

Date:

Look / Cover / Draw / Check 3 Look carefully at the picture below for about one minute. Then cover it up and try to draw it the same way in the space underneath. Picture:

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r o e t s Bo r e p ok u S You draw it:

THINK ABOUT IT • How close was your drawing to the picture? • Was it easy to remember the shapes and their position? Why or why not? • What clues helped you to remember the shapes and their position?

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3 Now try this! Picture:

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You draw it:

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THINK ABOUT IT • Was this picture easier or harder than the first picture? Why? Ready-Ed Publications

K-2 Space Activities

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Name:

2D Shapes

Date:

Cut It Up 3 Look carefully at the shapes below. Cut them out. Next, cut each large shape into three smaller regular shapes. For example: a square could become a rectangle and two triangles.

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Shapes:

r o e t s Bo r e p ok u S

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THINK ABOUT IT • Which was the easiest shape to cut into three new shapes? Why? • Did you cut the shapes the same way as your friend? Why or why not? • How many different ways did the people in your group cut out the diamond? Are there any more ways to do it? If so, what are they? Page 32

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Name:

Position

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Word Path 3 Below is the alphabet in a grid. Colour in the letters of your first name. Starting at the letter A, write directions to follow how to spell your name. Use the commands, right, left, up and down followed by the number of squares to move. Alphabet Grid:

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r o e t s Bo r e p ok u C D E SB

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______________________________________________________ ______________________________________________________

. te o c ______________________________________________________ . che e r o t r s super THINK ABOUT IT ______________________________________________________

• • • • •

How many moves did it take to spell your name? Who had the longest name path? Who had the shortest? Did the longest name have the longest name path? Why or why not? Did the shortest name have the shortest name path? Why or why not? What would happen if you could move diagonally up or down?

Ready-Ed Publications

K-2 Space Activities

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Position

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Garbage Dump

r o e t s Bo r e p ok u S B

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3 You have to help the garbage collector get back to his truck through the dump. But look out for the rubbish! Smelly socks, rotten bananas, half eaten sandwiches, chip packets and rats are hiding in all sorts of places so watch your step! At the bottom of the page are pictures of rubbish. Cut them out and paste on the grid. Do not let your friend see your grid as they try to get the garbage collector back to his truck. Can they do it without getting dirty? Let’s see! Garbage dump grid: F

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Rubbish pictures:

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THINK ABOUT IT • Did you get to the garbage truck safely? • Did you use any special strategy to work your way through the grid? If so, what was it? • How did you keep track of where you had been and where you were going? Page 34

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Name:

Position

Date:

Colour in Grid 3 Below is a grid. Follow the instructions underneath to colour in squares on the grid. When you have finished, it will create a picture for you. 1

A B

H I

r o e t s Bo r e p ok u S

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Instructions: Colour: C5 D4 E3 F2 G2 H1 I3 J2 K1

. te C6 o D7 c . che E8 e r o t r F3 F4 s F5 F6e F7 sF8 F9 r up

G3 G4 G7 G8 G9 H2 H3 H4 H5 H6 H7 H8 H9 H10 I8 J9 K10

This is a picture of ___________________________ Ready-Ed Publications

K-2 Space Activities

Page 35

Name:

Position

Date:

Grid and Draw It 3 Using the grid below, colour in squares to create your own picture as in the previous activity. This time your friend will have a blank grid and you must tell them the position and colour of each square to make their picture the same as yours. Grid picture: 2

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D E

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o c . che e r o t r s super My picture is a ______________________________

THINK ABOUT IT • Did your friend draw the picture exactly the same as yours? Why or why not? • Who did the most interesting grid picture? Why was it so interesting? Page 36

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Name:

2D Shapes / Position

Date:

Digging for Diamonds 3 On the grid page below, join the dots to see how many diamond shapes you can make.

r o e t s Bo r e p ok u S

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HINT HINT:: Use different coloured pencils if your diamond shapes start to overlap.

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THINK ABOUT IT • How many diamonds did you make? • What was the largest number of diamonds made in your group? • What do you think would happen if you had to make triangles instead of diamonds? Try it on a new grid. Ready-Ed Publications

K-2 Space Activities

Page 37

Name:

2D Shapes

Date:

Overlapping Shapes

r o e t s Bo r e p ok u S

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3 Look carefully at the picture below.

What shapes can you see? ________________________________

Re adyEdorP ub l i c at i ons Are they all© regular shapes? Why why not? _________________ •f orr evi ew pur posesonl y• ______________________________________________________

How many rectangles? ______________

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How many triangles? ________________

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How many squares? ________________

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Why don’t you see any oval shapes? ________________________

• What would happen if you changed the overlapping shape from a square to a triangle? Why? • What would happen if you used a curved shape like a circle or a crescent? Why? • Try creating your own overlapping picture on the back of this page to see if your ideas are correct.

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K-2 Space Activities

Ready-Ed Publications

Name:

2D Shapes

Date:

Regular and Irregular Shapes 3 Below is a picture of a flower. Flowers are natural objects and are made up of irregular shapes. In the space at the bottom of the page, redraw the flower using only regular shapes such as rectangles, squares, circles, triangles and diamonds.

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Teac he r

r o e t s B r e A flower drawn with irregular shapes:o p ok u S

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THINK ABOUT IT • Is it easy to redraw the flower using regular shapes? Why or why not? • What part of the flower was the most difficult to redraw? Why? • What object in your playground at school would be the easiest to draw using only regular shapes? Why? Do your friends agree? Why or why not? Ready-Ed Publications

K-2 Space Activities

Page 39

Name:

2D Shapes / Position

Date:

All Squared

r o e t s Bo r e p ok u S

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3 Below are four equal squares. Each square has been divided into four pieces. The pieces have been labelled with pictures on them so they do not get mixed up. Cut out each square into its four pieces. Then on a separate piece of paper try to put the pieces of each square back together again in their correct positions.

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THINK ABOUT IT • Which square was the easiest to piece back together? Why? • Which square was the most difficult to piece back together? Why? • On a separate piece of paper, draw three identical shapes (such as triangles, cones or diamonds) and divide each into four pieces. Give to a friend to cut out and put back together. Which shape is the easiest to work with? Why? Page 40

K-2 Space Activities

Ready-Ed Publications

Name:

2D Shapes

Date:

Shape Matrix 3 You can see different shapes almost everywhere! Look around your school to help you complete the shape matrix below. You can draw a picture or write an answer in the spaces provided. library hall r o e t s B r e oo p u k S

classroom playground

office

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SHAPE

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• Which shape was the easiest to find in your school? Why was it the easiest? • Which shape was the most difficult to find? Why was it the most difficult? • What was the most interesting shape you found? Why? • How many different shapes could you find in your school? Ready-Ed Publications

K-2 Space Activities

Page 41

Name:

3D Objects

Date:

Object Matrix 3 Our world is made up of all sorts of different objects. Everywhere you look you can see cones and boxes and cylinders. Look around your school to help you fill in the matrix below. You can draw a picture or write an answer in each space. office

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OBJECT

r o e t s Bohall r e classroom playground library p ok u S

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THINK ABOUT IT • Which object was the easiest to find? Why was it the easiest? • Which object was the most difficult to find? Why was it the most difficult? • What was the most unusual 3D object you found in your search? Why? Page 42

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ew i ev Pr Hit by an asteroid, go back 1 space.

Birth of a new star, move forward 2 spaces.

Navigator sick, go back 1 space.

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Moon dust in engine, miss 1 turn.

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Question Cards

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Oxygen low, go back 2 spaces.

ar Sol se, ip ecl go rd wa for pace. 1 s

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A falling star, miss 1 turn.

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r o e t s Bo r e p ok u S

How many sides does a rhombus have?

Is a square symmetrical?

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K-2 Space Activities

Does a circle tessellate?

Is a leaf a regular or irregular shape?

Are all triangles symmetrical?

Name something that is on your right hand side.

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What is a face?

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Name three solid objects.

How do you get to the library?

Find a closed shape in your room.

What shape is the flat face of a cone?

another word for corner? edge?

Teac he What is r What is an

Board Game Question Cards

What is a shape with five sides called?

Does a pentagon tessellate? Find an open shape in your room.

Move three places backward.

Sit next to the oldest person in your group.

Name two different quadrilaterals.

How many faces does a cylinder have?

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Ready-Ed Publications

Name:

3D Objects

Date:

Features of 3 Dimensional Objects 3 You will need to collect a variety of different 3D objects from school or home. Use these to experiment with what they can do and what special features they have. Record your information using the table below.

Teac he r cylinder

cube

interesting feature

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r o e t s Bo r e FEATURE p ok u type of shape of slide roll stack S item faces

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sphere

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cone

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rectangular prism

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square pyramid

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Name:

Date:

Challenge Page 1. When building, what is the most useful 3D object to use? ____________________________________________________

r o e t s Bo r e p o u k ____________________________________________________ S

Why? _______________________________________________

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2. What 2D shape do you think is used most often in drawing pictures?

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Why? _______________________________________________

3. List three real life examples of where tessellations are used. a. _____________________ c. _____________________

b. ______________________

4. List five © objects around classroom that are regular Re adyyour Ed Publ i ca t i onsshapes. ____________________________________________________ •f orr evi ew pur posesonl y•

5. List five objects around your classroom that are irregular shapes.

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6. Name one occupation where it is important to give accurate directions or positions. __________________________________________

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o c . che ____________________________________________________ e r o t r s r upe 7. What is your favourite 2Ds shape? ________________________ Why are directions so important in this job? ________________

Why? _______________________________________________ 8. Create a drawing in the space below using only this 2D shape. What did you draw? ___________ __________________________________________________________________________ Page 46

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Answers (Page 10) - Shape Construction: 2D Shapes ..................................................................... Answers will vary. (Page 11) - What Shape Am I?: 2D Shapes ...................................................................... 1. Rectangle, 2. circle, 3. triangle, 4. oval, 5. square. (Page 12) - What Shape Am I?: 2D Shapes ...................................................................... 1. Diamond, 2. star, 3. pentagon, 4. trapezium, 5. semi-circle. (Page 13) - What Object Am I?: 3D Objects ..................................................................... 1. Sphere, 2. box, 3. cone, 4. cylinder. (Page 14) - What Object Am I?: 3D Objects ..................................................................... 1. Square pyramid, 2. cylinder, 3. rectangular prism, 4. triangular prism.

r o e t s Bo r e p ok u S

(Page 15) - Grouping Shapes: 2D Shapes ........................................................................ Answers will vary. (Page 16) - Grouping Shapes: 2D Shapes ........................................................................ Answers will vary.

(Page 17) - Grouping Objects: 3D Objects ....................................................................... Answers will vary.

(Page 19) - Cut it / Place it: 2D Shapes ............................................................................ Answers will vary.

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(Page 18) - Grouping Objects: 3D Objects ....................................................................... Answers will vary.

(Page 20) - Closed and Open Shapes: 2D Shapes ........................................................... Closed = 33; Open = 17. (Page 21) - Design and Create (Regular Shapes): 2D Shapes .......................................... Answers will vary. (Page 22) - Design and Create (Irregular Shapes): 2D Shapes ......................................... Answers will vary.

(Page 23) - (“Odd One Out”) - Shadow Shapes: 2D Shapes ............................................ All shapes needed for both pictures.

(Page 24) - More Shadow Shapes: 2D Shapes .................................................................. Bird: concave bar, short bar, triangle, B outline circle; Face: one short bar, two circles, triangle, rectangle, concave bar; Creature: two circles, two concave bars, D outline, triangle.

(Page 25) - Sea Shapes: 2D Shapes ................................................................................. Triangles - 28; rectangles - 6; circles - 15; diamonds - 5; ovals - 19; squares - 0. (Page 26) - Symmetrical Designs: 2D Shapes ................................................................... Yes, it is a mirror image, vertical and horizontal. No, it is not a mirror image. Shorten the top triangle and widen the bottom square into a rectangle.

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(Page 27) - All Flipped Out: 2D Shapes ........................................................................... Answers will vary. (Page 28) - Space - The Final Frontier: Position ............................................................... Answers will vary.

(Page 29) - Lost and Found: Position ................................................................................ Answers will vary.

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(Page 30) - Barrier Game: Position ................................................................................... Answers will vary.

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(Page 31) - Look / Cover / Draw / Check: 2D Shapes / Position ......................................... Answers will vary. (Page 32) - Cut it Up: 2D Shapes ...................................................................................... Answers will vary.

(Page 33) - Word Path: Position ......................................................................................... Answers will vary. (Page 34) - Garbage Dump: Position ................................................................................ Answers will vary. (Page 35) - Colour in Grid: Position .................................................................................. A spaceship.

(Page 36) - Grid and Draw it: Position ............................................................................... Answers will vary.

(Page 37) - Digging for Diamonds: 2D Shapes / Position .................................................. Answers will vary. (Page 38) - Overlapping Shapes: 2D Shapes .................................................................... Squares, rectangles, triangles. Squares = 9; rectangles = 1; triangles = 8. (Page 39) - Regular and Irregular Shapes: 2D Shapes ...................................................... Answers will vary. (Page 40) - All Squared: 2D Shapes / Position .................................................................. Answers will vary.

Ready-Ed Publications

K-2 Space Activities

Page 47

(Page 41) - Shape Matrix: 2D Shapes ............................................................................... Answers will vary. (Page 42) - Object Matrix: 3D Objects ............................................................................. Answers will vary.

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(Page 44) - Board Game Questions: Shapes / Objects / Position ...................................... How many sides does a rhombus have? 4. Is a square symmetrical? Yes. What is another word for corner? Answers will vary. What is an edge? Where two sides of a solid shape join. What is a shape with five sides called? A pentagon. Name three solid objects. Answers will vary. What is a face? A side of a solid object. What shape is the flat face of a cone? A circle. How many faces does a cylinder have? 3. Name two different quadrilaterals. Answers will vary. Are all triangles symmetrical? No. Is a leaf a regular or irregular shape? Irregular. Find a closed shape in your room. Answers will vary. Find an open shape in your room. Answers will vary. Does a pentagon tessellate? Yes. Does a circle tessellate? No. Name something that is on your right hand side. Answers will vary. How do you get to the library? Answers will vary. Sit next to the oldest person in your group. Answers will vary.

(Page 45) - Features of 3 Dimensional Objects: 3D Objects ............................................ Cylinder: circle / rectangle, yes, yes, yes, answers will vary; Cube: square, yes, no, yes, answers will vary; Rectangular prism: rectangle/square, yes, no, yes, answers will vary; Sphere: no flat faces, no, yes, no, answers will vary; Cone: circle / triangle, yes, yes, not well, answers will vary; Square pyramid: square / triangle, yes, no, yes, answers will vary.

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(Page 46) - Challenge Page ............................................................................................. Answers will vary.

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