Kids Sudoku

By Deb Russell
1 of 10

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Kids Shape Sudoku Game 1 (PDF Version Below)

Game 1
Game 1 PDF
1 Possible SolutionThere may be more than 1 solution.
Make sure you use 4 rectangles, 4 triangles, 4 circles and 4 squares.
Each column and each row must have one of each shape.
Each block of four, outlined by heavy lines must have one of each shape.
Kids Shape Sudoku Game 2 (PDF Version Below)

Game 2
Game 2 PDF
1 Possible Solution There may be more than 1 solution.
Make sure you use 4 rectangles, 4 triangles, 4 circles and 4 squares.
Each column and each row must have one of each shape.
Each block of four, outlined by heavy lines must have one of each shape.

Building Shapes
By Jason Stevens
Age Range: 7 to 11
I use this exercise when teaching solids to my kids and it makes a great activity for groups of 4-6
students. You need plasticine or modelling clay, matchsticks or toothpicks ....and big tables or a
working area.
I introduce the basic concept of cubes and pyramids, and show how to make balls of clay about 1cm in
diameter, and how to connect them together using the sticks. Then I assign 4 tasks:
make a cube
make a pyramid
make a house (combine cube and pyramid.)
make a tower using multiple cubes and one pyramid to crown the top.
The first group to make a tower from at least 4 cubes wins a prize. The real challenge here is for the
students to work together and to become junior engineers by creating a stronger structure than their
classmates. Everyone has a great time and the session can be very amusing!
Class 2- The Shape House
By Kimberley Whittle
Age Range: 5 to 7
I worked with a class of year ones during my recent placement (I'm a student). I had to teach the
children about shapes.
First draw a large square and triangle on some art paper, so you have the basis for a house shape.
The children then, after looking at an example, use shape sponges to sponge a house picture, filling in
the square section with smaller squares, the triangle roof with triangles (facing upwards and
downwards in order that the roof is filled) rectangle for the door, hexagons/pentagons/circles/squares
etc for the windows, a nice big circle for a sunshine and most importantly a rectangle chimney.
I then gave the children a worksheet in the shape of a cloud of smoke with the heading 'the shapes i
have used in my picture are....'
The smoke can then be cut out and glued to the picture. It's a great display piece and the children
loved the painting and the smoke worksheet encouraged them to recognise the names and spellings of
the shapes they had used!

Deb Kelly has made the following comment...
In my Kindergarten class, the students created shape books; based on the book "the Shape of
Things". They made houses, trees, flowers, people, animals, etc. Under each picture, the shapes and
number of shapes were listed which also aided with number recognition. It is a lot of fun and very
effective.
Class 1- Lollipop Shapes
By Celia Lavelle
Age Range: 5 to 11
Provide children with lollipop sticks and encourage them to make shapes with them - square, circle,
octogan, pentagon etc. They can then talk about the properties of the shapes that they have created.
Next, glue them and make a display!
Ball Bounce Math Game
Physical games are an effective and fun way for young students to learn basic math. A
bouncing ball game is one such physical game that can be played inside the classroom or
outdoors on the school playground. Incorporate your math lesson into the bouncing ball game.
Begin by instructing your first graders to stand in a circle while you hold the bouncy ball.
Explain what type of math fact they will be learning, such as addition, subtraction or counting,
even or odd numbers. If you use an addition math fact for the game, start the game off by
bouncing the ball to a student. As you bounce the ball, say "1+1=2" out loud. The student who
catches the ball has to bounce the ball to another student while saying "2+2=4," and so on.


Read more: http://www.ehow.com/info_8164842_fun-learn-1st-grade-math.html#ixzz2wstnwOFe

Popcorn Game
The word popcorn in this game is used to teach even numbers. Say a number, if it is odd, the
first graders squat down, if the next number spoken is also odd, the children stay down. On the
other hand, if the number said aloud is even, the kids jump up and shout popcorn!


Read more: http://www.ehow.com/info_12122282_games-learning-odd-even-first-grade.html#ixzz2wsvtdBJL
Circle Activity
Materials
Pencils (1 per student)

Rulers (1 per student)

Circle sheets, page 155 (5 per student)


Cylinder sheets, page 156 (1 per student)

Scotch tape dispenser (for the teacher)

The completed project prepared by the
teacher before the lesson

Introduction

This lesson teaches students how to make circles using given radii. It also teaches the precise definition
of a circle: the set of all points that are a fixed distance (called the radius) from a given point (called the
center). In kid-friendly terms, a circle is a bunch of dots that are all the same distance away from a
middle dot.

The Project

Students will make five circles with radius lengths of 4 cm, 5 cm, 6 cm, 7 cm, and 8 cm. They should
start by making largest circle and work their way down, using five copies of page 155. The teacher should
model how to use a ruler and pencil to make circles.

Geometry
Activity 2: Newt Tessellations
Learning Objectives related to
Curriculum:
Plane: Creating tessellations and
covering a surface with tessellating
shapes. Recognize that area of the
shape remains constant
G- 26, 28,29
Number of Students: 1 or small
group
Resources/Materials:
Pattern
Hexagon shape for tessellating
Pencil and paper


Source Acknowledgment:
Adapted from Good Apple Magazine,
November, 1997


Activity Description:
1. Trace hexagon pattern and draw in
shaded sections as shown.
2. Carefully letter (a - f) and cut out
shaded sections
3. Tape cut- out sections to matching
letter sections. Do not flip! Keep
letters face up. Use tiny pieces of
tape to join.
4. Trace your pattern in the middle
of a sheet of paper.
5. Rotate the pattern so that it fits
into the side of the newt already
traced, like a puzzle piece. Trace
again.
6. Continue rotating and tracing until
sheet is filled, even those whose
edges extend off the paper.
7. Decorate with eyes, stripes, etc.
CELS:
Numeracy, Critical and Creative
Thinking
Adaptation/Variation/Extension:
- more difficult: design original
tessellating shapes
- easier: have an easier pattern to
follow
Evaluation:
self assessment
anecdotal records
performance assessment - notebook
learning contract
Reflection/Additional Comments:
Many possibilities exist with
tessellations. This project could
become a class project with little
extra work (more patterns) or
individuals could create their own
tessellating shapes.