1. What makes these shapes tricky for children to identify?
2. What makes these shapes tricky for children to identify?
3. What are some things you can do when teaching what triangles are that will help children understand the definition of triangle better?
4. What are the defining characteristics of a triangle (that are usually used in the definition of a triangle)?
5. What are the defining characteristics of a rectangle (that are usually used in the definition of a rectangle)?
6. What are the defining characteristics of a square (that are usually used in the definition of a square)?
7. Is this a rectangle? How do you know?
8. Is this a square? How do you know?
9. Are all squares special kinds of rectangles?
10. Are all rectangles special kinds of squares?
11. What is wrong with this rhyme? (What misconception does it reinforce? What does it not include?)
Ricky Rectangle is my name.
My four sides are not the same.
2 are short and 2 are long.
Count my sides, come right along.
1, 2, 3, 4.
12. Other than color and position, what are some properties that some triangles have (and children might think of triangles as having), but that aren't defining characteristics (triangles don't have to have those properties)?
13. Other than color and position, what are some properties that some rectangles have (and children might think of rectangles as having), but that aren't defining characteristics (rectangles don't have to have those properties)?