These activities are also available in Romanian

###### Skills practiced: shapes and their names; following directions.

## G1 Road Game

*Needed:
*Make an auto or train with little wheels OR

use a small toy.

Draw a sample road or railway on a sheet of paper. Include straight and curvy sections.

A large piece of paper for each student, with the beginning and end of a railway or road marked on each end of the paper (see below)

Pencils and coloured pencils.

*Activity:
*Demonstrate by letting the auto or train drive on the road you have drawn ahead of time. Name the shapes as the wagon goes along the railway: straight, round, curved, corner.

Give each student a large piece of paper with the beginning and the end of the road marked on it, so in the end the papers will make one large road together.

Let the students draw a road on their paper with curves, intersections, etc. Have them draw trees, houses, fields, flowers, etc., along the road.

Lay all of the papers next to each other to make a big landscape. Let the students take turns driving the auto or train.

*Variation:* Have the students work in groups of 2. Give each pair a little auto or train to drive along the ‘road’ that is drawn.

## G2 Clouds

*Needed:
*Pick a day with blue sky and white clouds. Find a place outside where students can lie down, perhaps with mats or blankets to lie on.

If a board is not used, cut clouds out of paper in different shapes and sizes.

Students may also make clouds by gluing cotton balls or wool on sheets of paper.

*Activity:
*Tell a story about a child lying on his back. He looks at the sky. He watches the clouds.

He thinks that one is like a horse. Point out different shapes such as round and big, like a plate.

Describe the sizes. Use words like big, small, wide, narrow, thick, thin, left, right, round, hollow, under, above, etc.

Have every student make his/her own cloud. They can draw clouds in the ground or sand or on large sheets of paper. They can also make clouds by gluing cotton balls or wool onto sheets of paper.

Have several students with very different clouds stand before the group. Let everyone help to describe the shapes.

Save the cloud drawings for “G3 Cloud Game.”

Variation: Instead of drawing clouds, the students take turns describing different clouds they see in the sky. Other students try to guess which cloud from the description.

## G3 Cloud Game

Students will guess which cloud by the verbal description of its shape.

*Needed:
*Drawings of different shapes of clouds. The drawings can be on big sheets of paper (see B2 Shapes in Clouds).

The cloud shapes can also be drawn on the pavement with chalk or in the ground with a stick.

*Activity:
*Draw large cloud shapes on the ground

OR put the cloud drawings from “G2 Clouds” where everyone can see them.

Describe one of these clouds. Students will move to the cloud they think you are describing. Start by describing general things that are true of each cloud. Make it more specific with every descriptive word.

Students will guess which cloud you mean be standing next to a cloud picture. They might decide to move from one cloud to another as you describe have to from one cloud to another.

End by describing something that that clearly shows which cloud you had in mind. Give affirmation when students stand in the right place.

*Variations:*

A. Students may take turns describing a cloud.

B. Students may divide into teams. The teams take turns describing a cloud. The team which guesses the right cloud first gets a point. The team with the most points “wins.”

**G4 Search for the Shape**

*Needed:* 4 or more wooden sticks, either all the same size or in two different sizes; thick string or yarn; small pieces of paper.

* **Activity: *Have at least one piece of paper for each person in the class. Ahead of time, draw one shape on each piece of paper: heart, triangle, star, square, rectangle, or any other shape you would like to teach. Make sure there are papers for each shape. Fold the papers in half and hide them in the meeting area.

(Note; If you cannot hide the papers before the class comes, do another activity such as singing or playing another game outside of the area while someone else hides the papers.)

At your signal, everyone searches for the slips of paper. When all of the papers have been found, the class forms groups based on the shapes: the group of triangles, the group of squares, and so on. Note that if anyone ends up without finding a paper, someone with more than one paper should share.

Have each group count how many are in their group and say their group name: “We are the triangle group,” or “We are the hearts group,” and so on.

After everyone recognizes the shapes, talk with them about the numbers of edges or sides each shape has and about the form of the shape (sharp, round, straight).

Ask one person to come in front and try to make one of these shapes with the sticks you had provided or with the string. The game continue till everyone has tried to make at least one shape.

## G5 Which Shape?

*Needed:
*String, wire, or chalk for making the shapes;

Several different items from the household, outdoors, or classroom such as forks, spoons, sticks, flowers, leaves, stones, etc.

*Activity:
*Together with the class, make different shapes from string or wire on a large flat surface (table top or floor; if working outdoors, might use chalk on pavement or sidewalk).

Name each shape as it is made: triangle, circle, square, rectangle.

Put a different group of items in each shape (forks in the circle; spoons in the square; sticks in the triangle). Ask the students to identify which shape each type of item is in. Are the forks in the circle or the square? Are the stones in triangle or the rectangle? Which shape are the spoons in?

Repeat with different items in different shapes.

*Variations:
*A. In an advance class the shapes can be overlapped with one of each item in each shape. The students have to tell which items are in the intersection of the circle with the square or with the triangle and the rectangle or . . . . (see attached worksheet).

B. This game can also be done with worksheets.

C. The students can take turns moving the items into the different shapes and asking their classmates questions.

D. Tell two students to put the forks in the circle and the spoons in the square (for example). Have the other students check to see whether it is done correctly.

## G6 Spot the Shapes

*Skills practiced:* shapes (circle, rectangle, square, triangle); visually differentiating between things; concentration .

*Needed:
*Pick a day with blue sky and white clouds. Find a place outside where students can lie down, perhaps with mats or blankets to lie on.

Take along paper cut-outs of a circle, a rectangle, a triangle, a square, and any other shape you would like the children to learn.

*Activity:
*Show the shapes to the students. Name the shapes. Have the students repeat the names.

If the class is not in the students’ first language, ask them for the names of the shapes in their own language.

If you wish, the name of each shape may be written on it in both languages.

Ask the students to look at the clouds. Ask them to point out clouds that are mostly round, like a circle.

Then ask them to point out clouds that are more triangle shaped.

Have the students look for each of the shapes you have brought with you.

*Variations:*

A. Count the number of circle-shaped clouds the class finds in the sky.

Then count the number of triangle-shaped ones, and so on. Which shape has the most clouds?

B. Find shapes in other things. For instance, look for circle shapes in the classroom.

Look for squares and rectangles in the buildings outside.

Or show the students a large picture.

Have them take turns pointing out different shapes in the drawing (circle, rectangle, diamond, triangle . . .).