# 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.