Can You Draw This?

Early Years/Primary
Age 3-9

Curriculum


Kindergarten: Geometry and Spatial Sense  ​

  • Describe, sort, classify, build, and compare two-dimensional shapes and three-dimensional figures, and describe the location and movement of objects through investigation (# 17).​
  • Apply the mathematical processes to support the development of mathematical thinking, to demonstrate understanding, and to communicate thinking and learning in mathematics, while engaged in play-based learning and in other contexts (# 20).​

Primary: Geometry and Spatial Sense ​

  • Compose and decompose two-dimensional shapes and three-dimensional figures.​
  • Describe relationships between two-dimensional shapes, and between two-dimensional shapes and three-dimensional figures.​

Context


  • Students are sitting at tables or on a carpet with a hard surface to draw on – they must all have a clear view of teacher or an interactive whiteboard.

Materials


  • Sequence of “Can You Draw This Images” (Appendix A – download) either printed to be shown individually to the class or to be displayed individually on an interactive whiteboard​
  • “Blank square templates” (Appendix B – download) for each student​

Lesson


  • Present an image from the “Can You Draw This Images” (Appendix A) by either holding it up or putting it up on the interactive whiteboard for 5 seconds.​
  • Hide the image and give the students a few minutes to recreate it on their “Blank Square Templates” (Appendix B).​
  • Show the image again once the students are done and invite them to make edits or changes to their drawing.​
  • Ask for volunteers to share the process they used to create their drawing.​
  • Repeat with subsequent images. ​
  • The last four designs are not in a square so provide blank sheets of paper to the students if you decide to include them in the activity.​

Look Fors


  • How do the students speak about the shapes? Do they use their proper names (e.g. square, triangle, rectangle, trapezoid, rhombus, hexagon)?​
  • Do the students use spatial language (e.g. above, below, beside, underneath, top, bottom)?​
  • How do the children remember and describe the design?

Extension


  • Children can play this with each other in pairs or groups by making their own designs/images.

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