```Primary GeometryPitra, Barbara                Marconi Community Academy                                                   854-2810                            Objectives:

The children will name, identify and categorize the geometric shapes
(triangle, square and rectangle) by the number and length of the
sides.

The students will identify triangles, squares and rectangles in their
environment.

Through observation, comparison and manipulation the children will
construct pictures, shapes and patterns with the triangle and square.

Using game formats the students will gain practice in recognizing and
naming geometric shapes.

Apparatus needed:

1. various sized plexiglas triangles, squares and rectangles with
magnetic tape applied to the backs of the shapes so they will stick
to the blackboard
2. 20 triangles and squares made of plexiglas or paper (2" on a side)
3. a ditto of triangles and squares for each child (2" on a side)
4. glue
5. scissors
7. "Color and Shape Bingo" by Trend Co.
8. 1 deck "I have ....who has...." cards

Recommended strategy:

This presentation is appropriate for use with primary children.  Using
the plexiglas shapes the students will discuss similarities and
differences as well as various ways in which the objects could be
categorized.  Elicit from the children that a triangle has 3 sides, a
square has 4 equal sides and a rectangle has 2 long sides and 2 short
sides.  On the blackboard make a category heading for each shape and
have several students go to the board and place the magnetic shapes
under the correct heading.  Review names and characteristics of each
shape.
Why did you place that object there?
What are the characteristics of that shape?
Ask the children to name these geometric shapes as they identify them
in the classroom and their environment.
The children will cut out squares and triangles from ditto sheets in
several different colors.  All of the new shapes and patterns that
will be constructed will be shown on the overhead projector.  This
will help the child who has difficulty seeing patterns or because of
poor eye-hand coordination.  Shapes must not overlap or cover other
shapes.  They must line up evenly.  Ask the students to show that:
squares can make bigger squares, squares can make rectangles,
triangles can make bigger triangles, triangles can make hexagons but
our triangles cannot make squares or rectangles (we didn't have right
angles).  Allow the students to experiment with color and shape in
making new figures, shapes and patterns.  Demonstrate some of the