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students should talk about why a shape belong or does not belong to a name set.

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students should talk about why a shape belong or does not belong to a name set.

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example, we can start by asking children to sort the 2-D shapes according to the number of sides

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In both activities 1 and 2 let students talk about the similarities and differences between the objects that belong to the set and those that do not belong to the set.

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In both activities 1 and 2 let students talk about the similarities and differences between the objects that belong to the set and those that do not belong to the set.

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Alberta Education (2016). Mathematics Kindergarten to Grade 9. Alberta, Canada

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Alberta Education (2016). Mathematics Kindergarten to Grade 9. Alberta, Canada

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let students talk about and describe each prism based on the 2-D shapes that were used to form it.

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let students talk about and describe each prism based on the 2-D shapes that were used to form it.

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After sorting and building 3-D shapes from the 2-D shapes, let children talk about relationship between 2-D and 3-D shapes

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After sorting and building 3-D shapes from the 2-D shapes, let children talk about relationship between 2-D and 3-D shapes

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teacher guides students to perform the following activities

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teacher guides students to perform the following activities

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1. ask students to sort 2-D shapes based on a given attribute.

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1. ask students to sort 2-D shapes based on a given attribute.

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1. Sort 2-D objects using a single attribute.

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1. Sort 2-D objects using a single attribute.

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2. sort 3-D objects using a single attribute

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2. sort 3-D objects using a single attribute

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4. discuss relationship between 2-D and 3-D objects

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5. Tile a given surface with one type of 2-D object.

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5. Tile a given surface with one type of 2-D object.

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2. let students sort 3-D objects based on a given attribute.

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2. let students sort 3-D objects based on a given attribute.

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3. build cubes, cuboids, triangular prism etc from  the 2-D shapes.

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3. build cubes, cuboids, triangular prism etc from  the 2-D shapes.

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4. For objective number 5, you can start by asking students to make a new shape from (for example 2 triangles, 3 triangles, 4 triangles and so on till the entire surface is covered). 

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4. For objective number 5, you can start by asking students to make a new shape from (for example 2 triangles, 3 triangles, 4 triangles and so on till the entire surface is covered). 

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the rule for making a new shape is pieces need to touch edge-to-edge.

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Rational for activity 4 and 5 is to help students visualize objects in difference positions and imagine their movements. 

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Rational for activity 4 and 5 is to help students visualize objects in difference positions and imagine their movements. 

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of the type below or cutouts from cardboard

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5. Let children build 4-point, 5-point and 6-point stars from equilateral triangles alone or together with squares, regular pentagons and hexagons (as introduction to Islamic tiling)

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5. Let children build 4-point, 5-point and 6-point stars from equilateral triangles alone or together with squares, regular pentagons and hexagons (as introduction to Islamic tiling)

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a

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Howse,  D. T., & Howse, M. E.  (2015). Linking the Van Hiele Theory to Instruction. Teaching 	Children Mathematics,21(5), 304-313. doi:10.5951/teacchilmath.21.5.0304

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Howse,  D. T., & Howse, M. E.  (2015). Linking the Van Hiele Theory to Instruction. Teaching 	Children Mathematics,21(5), 304-313. doi:10.5951/teacchilmath.21.5.0304

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Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402

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Eberle, R. S. (2015).  “I Don't Really Know How I Did That!”. Teaching Children Mathematics, 21(7),  402-411. doi:10.5951/teacchilmath.21.7.0402