Learning Goal 9.3

Identifies geometric figures in non-standard orientation

Conceptual Understandings

The child first demonstrated visual understanding of geometric shapes at (4:30). The child can be seen visually examining the orientation of the displayed square shapes. At (4:31) the child paused and hovered over the non-standard orientation purple square and the orange pentagon shape. (you can visually see the child sort through his understanding of the shape characteristic

Near (4:35) time stamp the child is seen to slightly point to the green and purple tilted square shapes before landing back with two hands on the rounded red square looking shape.

After being prompted to point to the shapes, at (5:01) the child can be seen clearly pointing to the red, green, and then purple square shapes.

His answer is partially correct, because visual reasoning begins with nonverbal thinking. At this stage children judge figures by their appearance without the words necessary for describing what they see. Moreover, kindergarten students may not think about the defining properties of two-dimensional shapes, they may mistakenly identify shapes that resemble shapes (A guide 16). The child’s responses demonstrate level zero of Van Hiele’s model of geometry thinking (visualization). At this stage the child uses visual reasoning, by taking in the whole shape without considering that the shape is made up of separate components.

At (4:19) the child was asked to find a square shape. In the video, you can see the child observe and hover over the other geometric figures in non-standard orientation and when he was prompted to find a square he settled on the rounded edge square. At (5:02) the child demonstrated visual reasoning with nonverbal thinking. At Kindergarten students may not think about the defining properties of two-dimensional shapes, they may mistakenly identify shapes that resemble shapes (A guide 16) Visual 4:30 – After being prompted to look for more squares the child choose the purple and green squares.
At. 5:03 the child clearly points to first red, purple, and green squares

Potential Misconceptions

At (4:17) the child was asked to find a square shape. He quickly points to the square shape with rounded edges. Similarly, at (5:16) the child was asked to find a rectangle shape and again the child quickly identified with his hands the rectangular shape with rounded edges. Learning goal 9.3 poses a challenge to the child because the geometric figures are in non-standard orientation. Children at this age commonly mis-identify the properties of shapes because they recognize and identify then by appearance as a whole and do not think about the properties of the shapes. (A Guide p.16). 4:19 – You can see that the child initially observed and hover over the geometric figures in non-standard orientation. Because Kindergarten students may not think about the defining properties of two-dimensional shapes, they may mistakenly identify shapes that resemble squares, triangles, and rectangles (A guide 16) 6:10 – (misconception) he was asked to point out a triangle 6:18 he pointed to the non-closed triangular shape, next the orange shape, purple, then green – he also identified a triangle to be a phone. Identifying shapes and figures: Young students identify a shape, such as a triangle, by its appearance as a whole. (A Guide p. 8) The child is still building vocabulary to recognize, identify, and describe shape attributes.

During the diagnostic testing the child demonstrated visual understandings of the side properties of shapes. For this reason, the child demonstrated

At (4:) You can see the child visually examining the orientation of the displayed shapes.

Further this idea can be measured at level 0 Visualization on the (Pierre Van Hiele Model of Geometrical thinking) ()

4:30 – After being prompted to look for more squares the child choose the purple and green squares.
5:03 the child clearly points to first red, purple, and green squares

9.3B – Identifies geometric figures in non-standard orientation (Rectangles)

5:16 – (misconception) the child was asked to point out the rectangles – first he pointed to the rounded edge blue rectangular shape.
5:25- the children then points out the yellow shape.
5:30 – After being asked for the third time the child point to the orange shape
5:38-5:45 – the child was asked if he could draw a rectangle – he draws a square edged rectangular shape. (you can notice him reference the rectangles on the testing page as he draws the shape)
5:53 – Next the child was asked what a rectangle looks like and the child responded an iphone – This falls under level zero of Van Hiele’s Model of Geometric thinking – Visualization. He compared the figure with an object from everyday life.

9.3B – Identifies geometric figures in non-standard orientation (Triangles)

Conceptual Understandings

Children at this age commonly mis-identify the properties of shapes because they recognize and identify shapes by appearance as a whole and do not think about the properties of the shapes. (A Guide p.16)
Because Kindergarten students may not think about the defining properties of two-dimensional shapes, they may mistakenly identify shapes that resemble squares, triangles, and rectangles (A guide 16)