![]() ![]() Observe children playing board games or doing activities that require them to move objects (or themselves) on a grid (e.g., two squares up and two squares to the left).Engage and observe children in simple map creation (for example, of the playground, classroom, or community).Ask children to draw a scene from a picture book (use simple illustrations with objects at different distances and depths).Prompt with questions using spatial relations vocabulary if necessary (“ Who is on top of the mountain? What is in front of the tree?”) Ask children to describe scenes in picture books or their drawings.Ask children to take the role of the teacher in the game I Spy, using spatial relations words.Play I Spy with a group of children using spatial relations words and phrases such as next to, beneath, on top of, and so on.These will provide information on both assessment techniques and the domains of geometry and spatial relationships, enabling you to measure and support development in this area. ![]() Use these tips in conjunction with The Mathematics of Geometry and Spatial Relations and Objects and our Place Among Them. Adequately supporting all of these areas in development requires assessing children’s spatial vocabulary, knowledge of spatial relationships, understanding of geometric figures, and physical and mental transformation. Children use these skills in all areas of the classroom and in many activities, from block play to puzzle play to Mother May I. If children know the names of the two-dimensional shapes that form these bases, they will know the name of the pyramids and prisms (and delight in that knowledge!).We also know that children’s use of spatial vocabulary is positively correlated with their acquisition of spatial skills, both in spatial relations and physical and mental transformations. Pyramids and prisms are named after their bases. This logic is exemplified in the naming of prisms and pyramids. ![]() Although there aren’t direct connections between the naming conventions of some two- and three-dimensional shapes, those that exist have an exquisite logic to them. This applies to two-dimensional and three-dimensional shapes. Children can learn the names of shapes even more than that, they can also gain a deep understanding of the attributes of these shapes. The first question teachers need to answer is, "What do we want to know about a child’s geometry and spatial relations development?" Research supports the idea that children actually can become quite capable in these areas. It also allows us to provide differentiated instruction, ensuring individualized and appropriate support for each child in the classroom. Below we describe ways of assessing children’s knowledge about geometry and spatial relations using those tools.Īs a reminder, formative assessment provides us with information that informs our instruction, curriculum, lesson plans and the classroom environment, so that we can better support children’s learning. The tools described, including checklists, samples of children’s work, observations, and interviews, are useful across topics in early mathematics. ![]() In Overview of Formative Assessments(in the Overview module), a variety of formative assessment techniques were described. ![]()
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