Unit Shape fer eadng ths uni, you shouldbe abl te Explain te NCTM exe Early Geometry: ctatins for shape asthe foundation of beginning geomet. 1 _Descibe naturalist informal, and structured shape atv for young chien During the prepelmary years, children should be able co reach the first expectation for geometry (NCTM, 2000}: recognize, name, build, drave, compare, and sort two and three-dimensional shapes. This beginning knowl sted with other content areas 12-1, Geometry for young children is more than naming shapes; Is understand= ing the attributes of shape and applying them to prob- lem solving. Geometry alsa includes spatial sense, which isthe focus of Unit 13, Identifying sh tionships isa focal point for prekindergarten. This unit examines identification of shapes, and Unit 13 exam- edge of geometry cam be int lustrated in Figus ss and describing spatial rela- {nes spatial relations. The focal point for kindergar: ten focuses on further shape identification, including three-dimensionall shape characteristics. and verbalization of shape Each object in the environment has its own shape Much of the play and activity of the infant duing the sensorimotor stage centers oa learulng about shape ™ Asses and evaluate a chl’sknowiedgeof shape Help eildren lean shape though hap, visual, and visual motor experiences, ‘he infant learns through looking and through feeling with hands and mouth. Babies learn that some shapes han others. They leara that things of I roll. They learn that some things pe as others. Youn one type of shaps ha feel shape differences long before they can deseribe these e the same sh differences in words. Inthe late sensorimotor and early preoperational stages, the child spends a lot of time ‘matching and classifying things. Shape is often used as the basts for these activities. Children also enjoy experimenting with creating shapes. Taree-dime shapes grow out of their ex- ploration of malleable substances such as Play-Doh and clay, When they draw and paint children create many kinds of two-dimensional shapes from the stage of con- rolled scribbles (o representational drawing and paint- ing, Their fist representative drawings usually consist of circles and lines, Young children enjoy drawing blob shapes, other piece of paper: utting them out, and gluing them onto an:a Music/Movement Listening toand responding to music children move their bodies into vatiely of shapes Mathematics Science Compare the shapes of the variety of (he. atinbute 4% Relete the shapes of toalsto the work they do Language Arts © Read Shapes, ‘Shapes. Shapes oy Tapa Hoban © chilarer # Draven shapes # linestigatc inventing shapes cut out | with plastic materials (1.2, play dough, clay slime, ee) aa Soa Integrating shape seross the x # Indramatic play use objects of similar shape (such as « plastic Banana fora telephone} to represent real things Purmsp puzzles together descr they fee they shapes: ad those y| 476 section 2 © Fundamental Concepts and Skills clcie que ecangls Roman / (ape Geometie shapes As children move into the middle of the preopera: tonal period, they begin to learn that some shapes have specific names such as square and Children frst learn to describe the basic characteristics of each shape in their own words, such as “Tour straight sides” or “curved line” or "It has points.” Gradually, the conventional geometry vocabu- lary is introduced. Children need opportunities to freely explore both two- and three-dimensional shapes. Ex- amples of two-dimensional shapes are illustrated in Fig ture 12-2, and examples of three-dimensional shapes (cylinder. sphere, and ) are illustrated in Figure 12-3. Children need time to freely explore the properties of shapes. Manipu- cylinder cube ‘riangular| rectangul prism prism Examples oftheee-dimensional geometric gures. Triangles come i many varieties, latives such as unit blocks, attribute blocks, and LEGO provide opportunities for exploration. Preschoolers are just beginning to develop definitions of shapes, which probably are not solidified until after age 6 (Hannibal 1999), When working with shapesitis important to us 1 variety of models of each category of shape so chil fren generalize and perceive that there is not fust one inition. For example, triangles with three equal sides are the most common models so children frequently do hot perceive right triangles, isosceles tangles, and s0 forth as real triangles (Figure 12-4). Many preschool ersdo not see that squares are a type of rectangle. Alter experience with many shape examples and discussion of attributes, children begin to see beyond the obvious, ‘and can generalize to related shapes. Observational assessment can be done by noticing whether the chikd uses shape 10 organize his world, AS the child plays with materials, the adult should note ther he groups things together because the shape is the same or similar, For example, a child plays with @ sot of plastic shape blocks. There are triangles, squares, and circles that are red, blue, green, yellow, or orange, Sometimes he groups them by color, sometimes byUNIT 12 = Early Geometry: Shape 177 shape, A child is playing with pop beads of diferent col- Labeling tasks assess whether the child can find a shape ‘orsand shapes. Sometimes he makes strings of the same when the name is given and whether he can name @ bape and sometimes of the same color. The child may shape when a picture ls shown to him. At use certain shape names in everyday conversation, he finds shapes In pictures and In his environment. The individual interview tasks for shape will cen- Matching would require the child to find a shape like er on discrimination, labeling, matching, and sorting. one shown to him, A sorting task would be one in which Discrimination tasks assess whether the child can see the asa different shape from another form, ld must separate a mixe, -oups (see Unit 10), Two sample group of shapes into sks follow one fo ew hape, identification: METHOD: Interview. SKILL: ‘When provided with shapes of varying types, size, and colors, de child will be able to label and desribe them using his or her current knawledge. w = 4s MATERIAES: A variety of shapes, both two- and three-limensional. Select items from small unit bio éutouls or cover eyinical eon , cube block sets, tangeams, and/or attlbate blocks; you can also make cardboard ainers and small boxes with Contac paper. Have 15 to 20 dllerent objects PROCEDURE: Lay out the materials n front ofthe child, TELL ME ABOUT THESE SHAPES, DO YOU HAVE ANY NAMES FOR ANY OF TLIESE SHAPES? WHAT MAKES THESHAPE A (aame of shape)? ARE ANY OF THE SHAPES THE SAMEIN ANY WAY? HAVEYOU SHEN ANYTHING ELSE WITH THIS SHAPE: (Either one the child select or one yon selected.) AI SCHOOL? OUTSIDE? AT HOME? WHATKIND OF A PICTURE CAN YOU MAKE WITH THESE SHAPIS! EVALUATION: Note the child has labels for any of the shapes, fshe makes any connections to familiar items in the environment, ifshe can make a pieure with them that ilogical, and in general, fshe appears to have noticed the atibutes of shape in the environment. Whether ornotshe uses conventional labels atthisipoiat snot important INSTRUCTIONAL RESOURCE: Charlesworth, R., and Lind, K-K: (2010), Math anscience for young cfildren (6th ed), Cliton Park, NY: Cengage Tearing “3 METHOD: Interview. SKILL ‘The child can identify » the environment. continued)478 SECTION? & Fundamental Concepts and Skills MATERIALS: The naturel cavironment. PROCEDURE: Once a chiké has liad experience with a variety of two- and three-dimensionsl shapes the following question can be used to assess his ablity to recognize and generalize, \\| TOOK AROUND THEROOM. FIND AS MANY SHAPES AS YOU CAN. CAN YOU FIND [A (Gqiare, triangle. rectangle, cylinder, sphere, circle rectangular prism)? i)! EVALUATION: Note how observant the child is, Does he note the abvious shapes such as windows, doors, and tables? Does he lock beyond the obvious? How many shapes and which shes is the child able to ind? | INSTRUCTIONAL RESOURCE: Charlesworth, R.. and Lind, K. K. (2010), Matin science for young shildren (6th ed), Chiton Park. NY: Cengage Learning Blob shapes: You ean make up your ovn. look at, to grasp, and to touch and taste. ‘The toddler needs different things of many shapes to use as she Sorts and matches, She needs many containers (bowls, boxes, coflee cans) and many objects (e.g, pop beads table tennis balls, poker chips, empty thread spooks) ‘She needs time t0 fill containers with these objects of tiflerent shapes and to dump the objects out and begin) ‘again. As he holds each thing, she examines kt with her eyes, hands, and mouth. Naturalistic activities are most important in the learn- The older preoperational child enjoys a junk box ing of shape, The child perceives the idca of shape filled with things such as buttons, checkers, bottle caps trough sight and touch. The Infant needs objects to pegs, small boxes, and plastic bottles that she can eX Chikdeen learn about shape as they sort and match pattern blocks in thele naturalistic payplore. The teacher fs(avoad or plastic blocks in geometric shapes}, Geo- neuric shapes and other shapes ean also be eut from paper and/or cardboard and placed out for the ebild to se. Figure 12-5 shows some blob shapes that can be pat incoa box of shapes to sort, In dramatic pay. the child can pat to use his ideas pout shape. The preoperational child's play is repre sentational. He uses things to represent something else in also put out a bow of attribute hat he does not have at the time, He finds something hat Is “close to” und thus can represent the rel thing Sbepe is one of the main characteristics used when the hil picks a representational object. A stick or a long piece of wood is used for a gun. A piece of rope or old garden hose is used to put out a pretend fie The magnet boart shapes are pretend candy. A square yellow block sa plece of cheese, Asshoe boxis a crib, abed, or house—as needed, Some rectangular pieces of green paper are dollars, and some round pieces af paper are coins. A paper towel rll isa tvlescope for looking att A blob of Play-Doh is # hamburger ora cookie ncluercun let the cbild know that he notices her tse of shape ideas in activities through comments and vwtention. He can also supply her with ideas and objects {at will ft her needs. He can suggest or give the child & 2X tobe used fora bed or a house, some blocks or other small objects for her pretend food, or green rectangles und gray and brown circles for play money Tabels can be used during normal activities. ‘he hills knowledge of shape can be used, to. “The forks have sharp points; the spoons are round and smooth," ‘Put square place mats on the square tables ‘and rectangular place mats on the rectangular tables. UNIT 12 Early Geometry: Shape 199 Today we'l bi like triangles.” fe some crackers that are shaped Asa child works on a hard puszle, the teacher takes her hand and has her fel the empty space wi her index finger, “Feel this shape and look at it, Now find the puzae piece that fts here’ Asthe children use clay or Play-Doh, the teacher remarks: "You are making lots of shapes. Kate thas made a ball, which isa sphere shape: Jose, ‘snake, which isa eylinder shape: and Kaho, a pancake, which isa clrele shape During cleanup time, the teacher says. “Put the square rectangular prism blocks here and the ciber rectangular prism blocks over there The teacher should respond when the child calls attention to shapes in the environment. The following. examples show that children ean generalize: they can Use what they know about shape in new situations. ‘Ms. Moore, the door is shaped like a rectangle, Ms, Moore smiles and looks over at George. "Yes, itis. How many rectangles ean you find on the door?" “There are big wide rectangles on the sides ‘and thin rectangles on the ends and the top and bottom, “The plate and the hamburger look round like circles.” “They do, don’t they?” ageees Mr, Brown, “Where put the purple paint. it looks like a butterfly.” Me. Flores looks over and nods, The root is shaped like 2 witch’s hat.” Miss Cona smiles, ‘Watching.a variety show on’TV, the child asks: “What are those things that are shaped like bananas?” (Some curtalns over the stage are yellow andl do look just lke big bananas!) Dad ‘comments iaughingly, “That is fanny. Those curtains look lke bananas. Structured activites are designed to help children see the attributes that are critical to each type of sha activities should provide more than learning i‘pundamental Concepts and Sills = Ta Pa: 6 - wr Pals provide formal shape experiences names of a limited number of models. Models should “ari. For example, not every figure should have a hor ontal base. Some examples should be rotated, as in Figure 12-4, Some nonexamples should be provided for comparison, Preoperational ehildren nied to learn that orientation, color, and size are irrelevant to the \dentiication of shape, Clements and Sarama (2000, p. 487) suggest that children can be helped to learn What is relevant an what is relevant through the fol- lowing kinds of activites \dontifying shapes in the classroom, school, and munity sorting shapes and describing why they believe a belongs toa group: copying and building with shapes using a wide Children need both haptic and visual experiences to experiences Jearn dliscrimanation and labeling. ‘Thes ‘can be described as follows. Hapticactvities use the sense oftouch to match ‘an Klentily shapes, These activities involve experiences where the child cannot seeto solve a problem but inst use only his sense of touch, Theitems to be touched are hidden from view. The thingsmay be put inabagor a box or wrapped in cloth orpaper. Sometimes aclueis given. Thechlld can feelone thing and then find another that isthe same shape, "The child can be shown a shape and then asked tofind one thats thesatne. Finally. the child can be given usta name (or label) as aclue | suse the sense of sight. The child na visual or a verbal clue and asked ral things, the one that isthe ny be used, Visual act may be gi tochoose, from sev same shape, Real objects or picture! Visual-motor activites use the sense of sight and motor coordination at the same time. This type of experience includes the use of puzaes for magnet boards, Colarforms, and paper cutouts, allofwhich the child can manipulate by hersell She may sort the things into sets or arrange them into a pattern or pleture. Sorting was described in Unit 10; examples of making patterns or pictures re 12-6 nboards, attribute blocks, Mannelboards are shown in Fig he National Library of Virtual Manipulatives (2007) includes variety of shape activites, For exam: ple, theselection includes activities with attributeblocks, tangles. goboards, pattern blocks, and tangrams. hapes can be sorted nto groups placed intoa pattern, o made into figures.UNIT 12 © arly Geometry:Shape 181 As the child engages in haptic, visual, and vis ners, rectangular prism). The follow. motor activities. the teacher can provide labels (words ing activities are some examples of baste tro of shape tangle, shape, cor- experiences forthe young chil OBJECTIVE: To provide children with experiences that will en abel and disesimina ble them to use their sense of touch to shapes. MATERIALS: medium-sized cardboard box with a hole cutin the top that is blg enough for the child ‘oputhis hand in but small enough that he cannot see inside: some familar objects, sch, Small wooden block, a spoon, a small coin purse, a baby shige, a pencil snd a rock NATURALISTIC AND INFORMAL ACTIVITIES: During daily center time, the children should hav ‘pportunlites to become acquainted with the objects just listed during their play activites, Dung thelk Play. the teacher sould comment on the objects 2nd supply the appropriate names: "You have used the etangular square prism blocks to build a garage for your ¢ STRUCTURED ACTIVITIES: 1, Show the children he objects, Be sure they know the name of ‘each one. Have them pick up each object and name it 2. Outofthetrsight, pur the objects in te box 3. Then do the talawing: IIa Have another set of identical objects, Hold them up one at time PUT-YOUR HAND IN THE BOX. PIND ONE LIKE THIS. Haveyet another st of identical objects, Put exch oneita its own bu HBL WHLAT ISINHERE, FIND ONEJUST LISt IPIN'THEBIGBON, Uspjusts verbal cue: PUTYOUR HAND IN THE BOX, FIND‘THE ROCK (CAR, BLOCK) PUT YOUR HAND IN THE BOX. TLL, METHE NAME OF WHTAT YOU PREL, BRING IT OUT; AND WE'L, SEE IP YOU GUESSED IT FOLLOW-UP: Once the children understand the idea ofthe “feeling box,” a “mystery box" ven be Introduced. In this case, familiar objects are placed in the box butthe chiklren do not know wh they are: They must fel them and guess, Chilcren ean take (urns. Relorea child Lakes the object eu ‘encourage her to describe it smooth, rough, round, straight, bumpy. i has whecls, and so om, At ‘child learns about geometric shapes, the box can be filled with card three-dimensional modes, ter the ourd cutouts, atebute blocks, or To see that geometric shapes may be the same MATERIATS: Any orall of the following may be used Magnet bourd with magnet shapes of various types, sizes Flannelboard with felt shapes of various types, shapes, an diferent from each other and colors182 SECTION 2 © Fundamental Concepts and Skil Attribute blocks (blocks of various shapes, sizes, und eolors) Cards with pictures of vario Nines or solids of the same or diferent colors) an Three-dimensional models {iI NATURALISTIC AND INFORMAL ACTIVITIES: During the daily center time, provide opp i forthe children to explore the materials, Observe whether they use any shape words, sort thes ‘match the shapes, make patterns, or make constructions. Ask hem to descr Comment, using shape words. STRUCTURED ACTIVITIES: The activities ure matching, classifying. and labelin adi Pu out several diferent shapes. Show the child one shape what they have done PIND ALL THE SHAPES LIKE'THIS ONE, TLL ME WHY THOSE BELONG TOGETHER, Cassy, Puc out several different kinds of shapes: PUT ALL THE SHAPES THAT ARB THE SAMU KIND TOGETHER, TELL ME BOW YOU KNOW THOSE SHAPES ARE ALL THE SAME IND. Labeting, Pat out several kinds of shapes: FIND ALL THE TRIANGLES (SQUARES, CIRCLES) or TELL ME THE NAME OF THIS SHAPE (point fone at random) up aetivities Do che same basic setivites with diferent FOLLOW-UP: Do individual and small materials tice matching and iserimination skills forthe eld who has already had OBJECTIVE: experience with the various shapes) MATERIALS: Cut out some shapes from cardboard. the number of shapes used and/or by varying the sizeof the ne ean be made harder by increasing the and the number of colors, Make sx bingo that inclades all he shapes use {ype cards (euch one should be diferent) asveell as spine e a a mm ACTIVITIES: 1, Give exch chia bingo card. jone whose card has the shape 2. Have the children take turns spinning the spinner. that the spinner points to can cover the shape with a paper square or pata marl an play ton thet own, 1co the rules ofthe game are learned, the ch FOLLOW-UP: OnUNIT 12 © Barly Geometry: Shape 183 OBJECTIVE: ‘To see that there are geometric shapesall around in the environment MATERIALS: ‘The classroom, the school building. the playground, the home, andthe neighborhood. ACTIVITIES: 1. Look for shapes on the floor, the celling, doors. windows, materals, clothing. trees lowers, vehicles. walls, fences, sidewalks, ete 2. Make a shape table. Cover the top, and divide it into sections, Mark each section with & imple shape. Have the children bring things from home and put them on t the lable that matches the shape of what they brou 3. Make “Find the Shape” posters (s placeon | | | 27 “Find the shapes. ducing the square, the triangle, the rectangle. and the diamond. After completing the large templates, they can work with desktop templates on paper. Once they have mastered drawing with the templates, they ean "move on to tracing and then to free drewving, CCildren who are challenged by perceptual-motor tasks can learn to identity shapes by practicing thelr percep. ‘ualmotor skills with shape templates, Large shape templates can be used on the chalkboard or whiteboard. _Alfinio Flores (1995) provides an appeoach to geom Students should start with a circle and then try repro- etry for bilingual students in grades K-3. Geometry184 SECTION 2. Fundamental Concepts and Skills was taught in Spanish in order to develop higher-order thinking skills in the children’s primary language. Kin dergartners did five activities. The students used five templates: one square, one equilateral triangle. and four right tangles. They were given problems that requ them to compare the template shapes with shapes on. paper in different positions. ‘Jaslavsky (1996) presents a focus on comparing the shapes of homes in a variety of cultures. When asked to draw alloor plan, most childrenin Western culture tart ‘with a rectangle. They can then move on to study the shapes of homes in other cultures, Some Native Ameti- cans believed that the cirele had great power and thus built theirtepees ona cicularbase. the Kamiba people in Afri also built om aelzcular base. The Yoruba of Nige- ria and the Egyptians bull rectangular homes. Students can learn how cultural beliefsand ifestylesinfluence the shapes of houses. Zaslavsky describes how art isa reflee- tion of shape. Acts evident in items such as decorative pieces, household items, architecture, clothing. and rei ious artifacts, Art may have symbolle meaning, an art patterns are frequently based on geometric shapes. In Unit 15 wewill ee how art can reflect spat oncepts, Through observing during center time and during red experiences, the teacher can see whether the child shows advances in ideas regarding shape. She ob- serves whether the child uses the word shape and other 1 words as he goes aout his dally activities. When he sorts and groups materials, the teacher notices whether he sometimes uses shape as the basls for or- gantiving, The adult gives the child informal tasks such ‘5 "Put the bax on the square table.” "Fold the napkins So they are rectangle shapes,” “Find two boxes that are the same shape,” "Look carefully at the shapes of your ppuzale pieces,” and "Make a design with these different shaped tls. After a period of instruction, the teacher may use Inteeview tasks stich as those described in Appenclix A gach thing the child meets in the environment has shape. The child explores his world and learns in a naturalistic way about the shape of each object init Adults help by giving the child things to view, hold, ‘and fel. Adults also teach the child words that describe shapes and the names of geometric shapes: squar tl, tangle, cylinder, triangular prism, and so on. 1118 through exploration of shapes and spatial relations (see Unit 13) that the foundation of geometry i laid, Con- cepts of shape can be applied to developing perceptual ‘motor integration, bilingual lessons, and comparisons of the meaning of shape across cultures. “Make or assemble some materials for hap activity, Have the class use the materials and five you feedback. Make any needed changes tnd add the activity to your file or notebook. | Perform an assessment ofa ehlla’s concept of shape, Plan and do some activites with the challd that will enbance her shape tunderstand- ing. Report on your evaluation ofthe results,Maria Montessori created some haptie activi ties. Research her method inthe brary and by ising u Montessori school, Write an evalua on of her materials, n @ preprimary classroom. place some shape materials out where the chikiren can explore them informally. Record what the ehiléren do, and share th results with the cla Using one of the guidelines suggested in Ac. tiviey 5 of Unit 2. evaluate ane or more ofthe following computer programs designed tore lovee shape concepts Litle Raven and Friends. Includes appli cation of many problem-solving skills Including shape recognition. (New York: Tvola) Arthur's Math Games, Children use many math skils neluding geom. UNIT 12. Barly Geometey: Shope 495 etry. (San Francisco: Broderbund at Riverdeep} Mile’: Meth House. Includes exploration of shapes. (San Eraneisco: Riverdeep- dark) try Bundle (Teeth Planet). This ndie inchudes: Spatial Relatlonships, Combining Shapes. Intrednetion Patterns, Creating Patterns from Shapes, Mirror Sym and Shapes op. PA: K-12 within Shapes, (a Software) Shaye up A vasiety of shape activities, [Fazelton, PA: K-12 Software) Bai Einstein Discovering Stages (hte! slisneyshopping.go.com), DVD. PL What follows is a description of 4syeac-old ‘Maria's activites on a school day. Tently the shape activites she expesiences and de cide whether each is naturalistc informal, of structared Marla’s mother wakes her up at 7:00 a.m, ‘Time to gel up.” Maria snuggles her teddy bear, Ready. His sof body feels very comfort ‘ng. Mom comes in and gels her up and into the bathroom to wash her face and brash ber teeth. “What kind of cereal do you want this morning?” Maria responds, “Those round ‘ones, Cheerios.” Maria rabs her hands over the Slippery surface athe soap before she rubs ton hee lace faria goes into the kitchen, where she eats her cereal out of a round bowl. Occasionally, she looks out the window through its square ones. Afler breakfast, Maria gets dressed and then she and her mother deve t school. Along the way, Maria notices « stop sigh, Tall road crossing sign, a school zone sigh, build. ings with many windows, and other cars and buses AA the child development center, Marta is freeted by her teacher. She hangs her coat in her cubby and rune over to where several of her fiends are building with unit blocks. Ma "ia builds. using eombinations of tong locks shor blocks, rectangular blocks, square blocks and curved blocks. She makes a reetmgular enclosure and places some miniature animals ink. Next. Marin goes to the art center She cuts out a large and a small circle as well as four restangies. She glues them on a larger sheet ape. “Look.” she says to her teacher. “I made alte person.” The chikiren gather aron ‘group activity, “Today we will ee what kinds ‘of shapes we can make with our bodies” Indie vidually und in small groups, the childven form, a variety of shapes with their bodies A Mis Cotting or souk, the chilrer have cheese cut into ‘cubes and eliptical crackers. Following snaic, Maria goes toa table of purses and formboards and selects a geometric shape formbonr. After successfully completing the formbvard. MariaI 186 SECTION 2 = Fundamental Concepts and Skills selects the shape blocks. She sorts and stacks them according to shape, "Look, Imade a stack oftriangles and a stack of squares. fl GGive an example ofshape discrimination, shape | labeling, shape matching, and shape sorting, Decide whether each of the following is an e ample of discrimination, labeling. matching, or sorting | 1. The child is shown an ellipse. "Tell me the name ofthiskind ofshape.” 2, The children are told to see how many rectangular peisms they can ind in the classeoom, (Clements, D-H, &SaramaJ. (2000), Young children's ‘ees about geometric shapes. Teaching Chiltren Mathematics, (8), 482-488, Pores, (1995), lingual lessons in early grades ‘geometry, Teaching Chien Mathemats, 3. 420-424. Hannibal, M.A, (1999), Young children's developing understanding of gcometri shapes Teaching Chlren Mathematis.5(6). 353-357. 3. The teacher passes around « beg with an unknown object inside. Bach child feels the bag and makes a guess about what Is inside 4. The teacher holds up a cylinder block and tells the children to find some things that are the same shape. 5, Acchild is Otting shapes into a shape ma- ‘six board 6. Asmall group of children Is playing shape lout, National Council of Peschers of Mathematics. (2000), Prinlples and standards for school mathemati, Reston, VA: Author Notional Library of Virwal Manipulative. (2007) Geometry (grades pr-K-2). Retrieved july 27, 2007. from bisp//nlvm usu ‘Zaslaeshy, C, (1996). Te mudctural mat classroom Portsmouth, NH: Heinemann, ‘Burk D, Snider, A. & Symonds, P. (1986), Bow tor bag ‘trmathematis: Kindergarten vache resource gu Salem, OR: Math Learning Center. Copley. Vid). (1999), Mathematics nthe early years. Washington. DC: National Associetion for the [Education of Young Children. Copley. JV.(2000), The young eld and mathomatis, ‘Washington,DC: National Assocition forthe Blucation of Young Children, ‘Copley, JV. (El). (2004). Showeasing mathematics for the young old chap. 3, Geometry) Reston, VA’ National Council of Tetchers of Mathematics (Copley. JV. Jones. C., & Dighe, |. (2007). Mathematics ‘The oeative curlelum approach. Washington, DC: Teaching Siateges el Grande, J (1993) Curiaulum and evaluation standards for schol matheras: Geometry and spatial sens Reston, VA: National Council of Teachers of Mathematics Dobbs, J. Doctorol G. La & Bsher,. H. (2003). The ‘Math Is Bverywhere" preschool mathematics curriculum. Teaching Children Mathematics. 10(1). 20-22. Epstein, AS. & Galnsley, 8. (2005). Math nthe preschool classroom. Ypsilant, MI: High/Scope. llenstein, N-L (2003). Creative construction of atheros a sence concepts nearly ciliood. Olney, MD: Assocation for Childhood Education International, Geometry ad geometric thinking [Pocus issu]. (1999), Teoking Chidron Mathemates,5(6). GGreenes, C..,& House, P.A. (ls). (2001). Nevgatng through geometry in prekindergarten-grade 2 Reston, 'VA: National Cound of Deachers of Mathematics, oi(Greenes, £8 House, PA. (Eds). (2003) "Navigating through problem solving and reasoning In prekne-garten-Kindergarien. Reston, VA: National Counc of Teachers of Mathematics, Learning Resources (2007). Hand-on standards Vernon Hl IL: Author. UNIT 12 Marv, J, Loesing, J & Soucie, M. (2004). Math by xe month: Gee wie geomery. Teaching Cileen Matherates, 114.208, ‘National Counelof Teachers of Mathematics. (2007) cure fc pnts. Reston, V4 Author.