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Children are exposed to 2D and 3D shapes from the moment they are born. At first they judge shapes as a whole, and although they can use basic shape names, they are unable to explain why it is that shape. The ability to describe the features of shapes using geometric vocabulary such as “sides” and “corners” comes later.
Children are exposed to 2D and 3D shapes from the moment they are born. At first they judge shapes as a whole, and although they can use basic shape names, they are unable to explain why it is that shape. The ability to describe the features of shapes using geometric vocabulary such as “sides” and “corners” comes later.
In order to fully develop geometric awareness, children must move through several levels of understanding via experimentation, inquiry-based activities and direct instruction. Gaining the ability to describe properties of 2D and 3D shapes allows children to compare, classify and sort shapes, and use shape to communicate and represent their own ideas.
The typical pathway for learning about shape can be broken down into four key phases, which generally span the first three years of Primary School:
Growth at a glance
Growth at a glance
Emerging
Emerging
Children can identify, describe and sort simple 2D shapes and 3D objects
Developing
Developing
Children can recognise and describe the features of 2D shapes and simple 3D objects
Broadening
Broadening
Children can draw and describe more complex features of 2D shapes, and 3D objects
Extending
Extending
Children can model and describe 3D objects and identify their features
Emerging
Emerging
For children to recognise and sort both 2D and 3D shapes which exist in their environment, a level of special awareness is crucial. For this reason, children need to engage in learning experiences both in and out of the classroom. This is to help children acquaint themselves with broad contexts within which shapes exist and also to help them develop a sense of scale. (Dindyal, 2015)
Initially, children identify objects by obvious visuals such as a door being a rectangle because it simply looks like one. At this stage they aren’t yet familiar with why it is a rectangle i.e. how many sides all rectangles have. Children must then begin to identify and categorise shapes based on geometric features.
I can:
Identify squares, triangles, circles, spheres, cubes by correct name
Describing what squares, triangles, circles, spheres, cubes look like
Categorise and sort squares, triangles, circles, spheres, cubes by geometric features such as number of sides, 2D/3D
Developing
Developing
As children become more familiar with geometric features through many and varied incidental and planned interactions with 2D and 3D shapes, they become familiar with more precise descriptions of obvious features such as corners and edges, and how to use these features to classify shapes into groups.
I can:
Identify shapes by correct name
Describe what they look like using simple geometric terms like edges, corners
Image source: We Are Teachers
Try Tangrams and Shape Bingo, and download our Developing & Broadening Phase Tip Sheet
Broadening
Broadening
As children continue to experiment both inside and outside the classroom, they develop the skill to draw 2D shapes, and describe more complex 2D shapes such as kites, rhombuses and other polygons using more intricate vocabulary. They will also start to describe 3D objects by incorporating more advanced features such as the number of faces and corners.
I can:
Describe 2D shapes in detail using geometric terms, such as “opposite”, “parallel”, “curved” and “straight
Visualise and draw 2D shapes both by hand and using digital technologies
Identify features of 3D objects such as the number of faces, edges and corners
Image source: Proud to be Primary
Try Tangrams, Shape Bingo, and Shape Guess Who, and download our Developing & Broadening Phase Tip Sheet
Extending
Extending
Children should now have a solid foundation of knowledge of their 2D and 3D shapes, and be using geometric terminology to describe and classify them. Students can now be solving more complex, open-ended tasks by themselves, where the topics focus on developing a better understanding of the relationships between geometric concepts (Clements, D. H., & Battista, M. T. 1992).
As it is shown that manipulating materials makes students form more meaningful mathematics learning pathways (Stumbles, 2018), this is the stage where students will begin to create 3D models of their own, understanding the conditions that are needed to make those shapes. Creating paper models (origami), stick and blu tack objects and using play-dough and lego to build solids allow the students to explore the different representations of the three dimensional space.
I can:
Visualise and draw 3D shapes
Label and explain features and properties of 3D shapes using key terminology
Create a model of a 3D object
Compare and contrast 2D shapes and 3D objects
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