LESSON 5

E A R LY C H I L D H O O D
G E O M ET RY

Leader: Rubie Glenn Paet

Members: Lorence Jasmin Rodillas
                   Roussielle Jayra Escobar
                   Cherlyn Unciano Iris
                   Ivy Gayy Taasan
                   Karen Joy Rapanut
                   Glyden Arquelada
 O P E N I N G P R AY E R

Heavenly Father,

You hold each of us in your loving hands.

Come fill our hearts, minds and bodies afresh with hope.
Help us to cast our worries upon you, so that we can embrace our learning today.
Bless us as we study and grow together.
Come and anoint those who teach and tutor us to be bringers of insight and
knowledge.
Lord, watch over us all, keep us safe within your Almighty hand.

Amen.
  Geometry is a branch of mathematics that studies the
W H AT I S sizes, shapes, positions angles and dimensions of things.
G E O M E T RY ?  The word geometry is made from the Greek words
“Geo” meaning “earth” and “metry” meaning
“measurement”.
 In addition, geometry learning in the early years can be
particularly meaningful because it can be consistent
with young children's way of moving their bodies
(Papert, 1980).
 Although our knowledge of young children's geometric
and spatial thinking is not as extensive as their
numerical thinking, it has grown substantially and can
be used as one basis for curriculum development and
teaching.
  Flat shapes like squares, circles, and triangles are a part
of flat geometry and are called 2D shapes. These shapes
W H AT I S
have only 2 dimensions, the length and the width.
G E O M E T RY ?
 Examples of 2D shapes in flat geometry
 W H AT I S
G E O M E T RY ?

 Solid objects are also known as 3D

objects having the third dimension of
height or depth.
 Examples of 3D shapes in solid
geometry
 WHO IS EUCLID?

 Euclid is a Greek Mathematician referred as the

"Father of Geometry".
 Euclid's elements are one of the most famous
work done by Euclid in the history of
mathematics.
 In this Euclid's elements, he deduced the
popular theorem called Euclidean Geometry from
the small set of axioms.
 G E O M E T RY

Geometry can be used to

Geometric shapes can be
understand and to represents
described, analyzed,
the objects, directions, and
transformed and composed and
locations in our world, and the
decomposed into other shapes.
relationships between them. 
  The development of geometric thinking
comes from Pierre van Hiele and Dina van
VA N H I E L E L E V E L S F O R
T E A C H I N G G E O M E T RY Hiele-Geldof. 
 The van Hieles identified five levels of
geometric thinking through which students
pass. 
 Most elementary students are at levels 0 or 1
and some middle school students are at level
2. The levels are developmental – children of
any age begin at level 0 and progress to the
next level through experiences with
geometric ideas (Van de Walle, Karp, Bay-
Williams, 2019).
 VA N H I E L E L E V E L S F O R
T E A C H I N G G E O M E T RY

Level 0: Visualization
 Students begin by recognizing shapes by their whole
appearance, but not exact properties. 
 For example, students see a door as a rectangle or a
clown’s hat as a triangle, but may not be able to
recognize the shape if it is rotated. The emphasis at
Level 0 is on shapes that students can observe, feel,
build/compose, or take apart/decompose. 
 Level 1: Analysis
VA N H I E L E L E V E L S F O R • At this level, students start to learn and
T E A C H I N G G E O M E T RY identify parts of figures and can describe
a shape’s properties. Additionally, students at
this level understand that shapes in one group
have the same properties. 
• For example, students know that
parallelograms have opposite sides that are
parallel and can talk about the properties of
all parallelograms, not just this one. 
 VA N H I E L E L E V E L S
FOR TEACHING
G E O M E T RY

Level 2: Informal Deduction/Abstraction

 Students at Level 2 start to recognize the
relationship between properties of
shapes and develop relationships
between these properties.
  Students will consider if-then reasoning,
such as “If all four angles are right
angles, the shape must be a rectangle. If
it is a square, all angles are right angles.
If it is a square, then it must be a
rectangle.” 
 Level 3: Formal Deduction
 At this level, students analyze informal arguments and are
VA N H I E L E L E V E L S F O R
capable of more complex geometric concepts. 
T E A C H I N G G E O M E T RY
Level 4: Rigor
 The last level of geometric reasoning is the ability to
compare geometric results in different axiomatic systems;
they see geometry in the abstract.
 In order to support students as they move from a Level
0 to a Level 1, teachers should focus on the following:
 Focus on the properties of shapes rather than the
identification of those shapes,
 Challenge students to test their ideas about shapes using a
variety of examples, and
 Provide multiple opportunities for students to draw, build,
make, compose, and decompose shapes.
 SHAPE

Geometric shapes can be used to represent and understand objects in the

world around us.

Analyzing, comparing, and classifying shapes helps create new knowledge

of shapes and their relationships.

Shapes can be decomposed into other shapes or into their component

parts, shapes can be composed into other shapes and structures such us
tilings.
 SHAPE

 Through their everyday activity, children

build both intuitive and explicit knowledge
of geometric figures. Indeed, children often
know as much about shapes entering school
as their geometry curriculum "teaches" them
in the early grades. (CLEMENTS, CHAP.
10, THIS VOLUME; LEHRER, OSANA,
JACOBSON, & JENKINS, 1993)
 SHAPES AND THEIR
P R O P E RT I E S

 Students should first focus on the location and position

of shapes in order to develop a variety of skills that will
contribute to their spatial thinking. 
 In kindergarten, students are expected to describe the
position of shapes in the environment using the terms
above, below, beside, in front of, behind, and next to. 
  Additionally, students develop spatial sense by
connecting geometric shapes to their everyday lives
and shapes in their environment.
 SHAPES AND
T H E I R P R O P E RT I E S

 Students must have experience with

a variety of two- and three-
dimensional shapes. Additionally,
triangles should be shown in several
forms and not always with the vertex
at the top or the base horizontal with
the bottom of the paper (Van de
Walle, Karp, & Bay-Williams, 2019).
 SHAPES AND THEIR
P R O P E RT I E S

Two-dimensional shapes
 It is in kindergarten that students learn to distinguish between
two- and three-dimensional shapes.
 Two-dimensional shapes are flat and can be measured in only
two ways such as length and width. 
Examples of two-dimensional shapes are squares, circles, triangles,
etc.
 Classifying shapes begins in kindergarten. And when students
sort and classify polygons, they should determine the
groupings, not the teacher.
 SHAPES AND THEIR
P R O P E RT I E S

 In second grade, students focus on triangles,

quadrilaterals, pentagons, and hexagons. 
 Third grade students think about the subcategories
of quadrilaterals.
 And by fifth grade, they “understand the attributes
belonging to a category of two-dimensional figures
also belong to all subcategories of that category.”
  Types of triangles are first introduced in fourth grade

TRIANGLES with the beginning concept of right triangles.

A right triangle is a triangle with one 90o angle.
Other types of triangles are acute
triangles and obtuse triangles.
 Triangles can also be classified by their
sides: equilateral triangle, isosceles triangle,
and scalene triangle. 
 Equilateral triangle- is a triangle in which all sides
are the same length.
  Isosceles triangle-has at least two sides of the
triangle the same length. 
 Scalene triangle- has no sides that are the same
length.
  Equilateral triangle

TRIANGLES   Isosceles triangle 

 Scalene triangle
Q U A D R I L AT E R A L S Quadrilaterals
 Quadrilaterals are polygons with
four sides. The general types of
quadrilaterals
are parallelograms, rhombi, recta
ngles, squares, and trapezoids. 
Q U A D R I L AT E R A L S
 T R A N S F O R M AT I O N S
A N D S Y M M E T RY

 Mathematical transformations can be

used to move and change shapes
 Symmetry can be used to analyze,
understand, and create shapes in
geometry and art. 
  Beginning as early as 4 years of age, children can
create and use strategies, such as moving shapes to
T R A N S F O R M AT I O N S
compare their parts or to place one on top of the
A N D S Y M M E T RY other, for judging whether two figures are "the
same shape." In the Pre-K to Grade 2 range, they
can develop sophisticated and accurate
mathematical procedures for determining
congruence. 
 Symmetry is also an area of strength. Very young
children create designs with both line and
rotational ( symmetry with manipulatives and in
art. Children in Grades K-2 can learn to draw the
other half of a geometric figure to create a
symmetric figure and identify lines of symmetry. 
 L O C AT I O N S , Mathematics can be used precisely
DIRECTIONS, AND directions and locations in the
C O O R D I N AT E S world.
  Infants and toddlers spend a great deal of time exploring
space and learning about the properties and relations of
L O C AT I O N S , objects in space.
DIRECTIONS, AND  In the first year of life, infants can perceive the shape and
C O O R D I N AT E S size of objects and can represent the location of objects
in a 3-D space (Haith & Benson, 1998; Kellman &
Banks, 1998).
 They can learn about direction, perspective, distance,
symbolization, location, and coordinates. Some studies
have identified first grade as a good time to introduce
learning of simple maps, such as maps of objects in the
classroom or routes around the school or playground, but
informal experiences in prekindergarten and kindergarten
are also beneficial, especially those that emphasize
building imagery from physical movement. 
V I S U A L I Z AT I O N
A N D S PAT I A L
REASONING
MENTAL IMAGES CAN BE USED TO OBJECTS CAN BE REPRESENTED FROM
REPRESENT AND MANIPULATE SHAPES, DIFFERENT POINTS OF VIEW. 
DIRECTIONS, AND LOCATIONS.
V I S U A L I Z AT I O N  A N D  Even prekindergarten and kindergarten
S PAT I A L   R E A S O N I N G children show initial abilities to slide,
turn, and flip shapes mentally in certain
settings, as previously discussed. All
children should work on developing their
ability to create, maintain, and represent
mental images of geometric shapes and of
the environments in which they live.
 A S P E C T O F S PAT I A L
REASONING

-involves knowing the shape of

one's environment. This
knowledge is intrinsically
SPATIAL ORIENTATION connected to knowledge of
locations and directions and so
is discussed in the following
subsection.

-the ability to create a mental

image of geometric objects,
SPATIAL VISUALIZATION "examine" it mentally to answer
questions about it, and transform
it.
 S PAT I A L R E A S O N I N G
ACTIVITIES FOR KIDS

 Spatial reasoning activities for kids help them in

understanding shapes and making their mental notes.
Like a simple drawing of a house can be described as an
arrangement of two rectangles, a parallelogram and a
triangle.
 Spatial reasoning is an ability to manipulate shapes and
orientate them mentally. It is an ability to understand
how different shapes fit together to make recognisable
objects.
W H Y S PAT I A L S K I L L S  Spatial reasoning activities for kids help them in
A R E I M P O R TA N T ? understanding shapes and making their mental
notes. Like a simple drawing of a house can be
described as an arrangement of two rectangles, a
parallelogram and a triangle.
 Spatial reasoning is an ability to manipulate shapes
and orientate them mentally. It is an ability to
understand how different shapes fit together to
make recognisable objects.
 Spatial abilities lay the foundation of advanced
math skills and help in proportional reasoning, data
management and processing skills.
 S PAT I A L R E A S O N I N G
ACTIVITIES FOR KIDS

 Block towers
 Draw and Paint
 Take them outdoors
  Board Games and Puzzles
 Explore Maps
 Explore Shapes
 Story Building Games
 Use the Jargon
THANK YOU!
REFERENCES:   https://fhsu.pressbooks.pub/ecumath/chapter/chapt
er-14-geometric-measurement-concepts/
 file:///C:/Users/User/Downloads/Geometry.docx.p
df
 https://www.splashlearn.com/math-vocabulary/geo
metry/geomet
 https://kidpillar.com/16-spatial-reasoning-activitie
s-for-kids/