Starter Ideas for Shape and Space
Properties of Shapes
Reveal the Shape
Using large 2d shapes, reveal part of the shape and ask the children to
predict what the shape will be either by drawing it or naming it. Ask
them to discuss in pairs why they have made the decision they have:
this will encourage them to use vocabulary and focus in on the
properties of shapes. Next reveal more of the shape and ask if they
want to change their prediction, again use paired discussion. Discuss as
a class are there shapes that it cannot be, e.g. any shapes with only
right angles, a triangle, etc?
Shape Bingo
Either give the children cards with six 2D or six 3D shapes drawn
on or, for older children, ask them to choose six 2D or six 3D
from a list on the board. Play by simply reading the names of
the shapes and children cross off those on their boards or state
a shape property, e.g. a shape with 4 sides, a shape with a right
angle, a prism or a shape with more than 2 lines of symmetry
this way the game is more open ended and focuses children in
on specific properties.
Shapes in the Environment
Look for shapes around the classroom/ school, are they the same/ different from the shape the
teacher is holding? In what ways?
Shape Loop Cards
Make a loop game where the focus is on shape properties e.g. ‘This shape has two pairs of
parallel sides and 4 right angles’ answer: ‘a rectangle’ ‘This shape has three sides and two of
these are the same length’ answer: ‘an isosceles triangle’ etc….
Feely Bag
The feely bag could contain either 2D or 3D shapes or a mixture of both. One child feels a shape
and describes it. Copies of the same shapes that are in the bag are positioned in the centre of
each table and as the child describes the shape the children on the tables decides which shape is
being described and hold it up.
Feely Box
Using a box with an opening at the front and a hole for hands at either side means that as one
child feels the shape and describes its properties the other children can see the shape and give
clues if required.
Shape on Post-it
cone
One child has the name of a shape on a post-it stuck to their
forehead. He/ she asks the other children questions to which
they can only answer yes or no in order to ascertain which shape
name is written on the post-it.
Back To Back ‘Yes/No’ Questions
Children play in pairs, one child has a shape which the other child cannot see, they have to find
out what the shape is by asking questions to which their partner can answer only yes or no.
Draw On Backs
In pairs children can draw shapes with their finger on their partner’s back for
them to guess the shape.
Cross the River
The teacher makes ‘stepping stones’ out of card. These can either be cut in the shape of
particular 2d shapes and may or may not have the names of shapes written on them. The
children then need to give each other instructions to ‘cross the river’ using a particular route,
e.g. first step on a four sided shape, next step on a triangle, next step on a shape with no
corners, etc.
Roll Die with Number of Sides/ Lines of Symmetry
The teacher can roll a large die and the children have to draw or find
from a selection of shapes a shape that matches the criteria. The
criteria might be the number of sides, the number of angles, the
number of lines of symmetry or a combination of more than one
property.
Regular and Irregular
The teacher shows a regular shape or says the name of a shape and the children draw and
irregular version of that shape on their whiteboards.
Shape Hangman
One child chooses a shape and the rest of the class try to guess that shape, each time they get a
‘no’ answer part of the hangman is drawn.
Shape Facts
Hold up a shape or shape name, children work in pairs to find as many facts as they can about
that shape.
Reinforcing Addition/ Subtraction Facts
The number of sides of a pentagon + the number of sides of a triangle
the number of sides of an octagon – the number of sides of a square.
+
Odd One Out
Put out a selection of shapes, ask which one is the odd one out and why, encourage children to
justify their responses and realise there isn’t just one ‘right answer’.
Sorting and Classifying
Venn Diagram
Children need experience of sorting shapes and by combining an activity with Venn diagrams this
reinforces data handling also. The activity can be carried out in a variety of ways:
Using PE hoops on the floor with the rules marked on children can place their shapes in the
appropriate sections of the Venn Diagram. This game can also be carried out without the rules
marked on so that the children have to ‘Guess the Rule’ in order to place their shapes in the
diagram. Children can play ‘Guess My Rule’ in pairs also. This activity can also be done on a
board, an over head or using a specific program on an interactive whiteboard.
Carroll Diagram
As above but with a Carroll Diagram which can be marked out using ribbons or masking tape on
the floor. Again it can be used with the rules marked on or as a guess my rule game as a whole
class or in pairs.
Tree Diagram
As a way of sorting shapes a tree diagram can be used. Again the floor may be utilised with tape
forming the branches and questions at each junction to which the children respond yes or no.
Again they can devise their own tree diagrams and this focuses their minds on the various
properties of shapes and ways in which they may be sorted.
Tables
A table with different criteria may be displayed on the board or on an OHP and the children can
place their shapes in the appropriate section on the table.
Visualising
Imaginings
Imagine a large black equilateral triangle then imagine three smaller
white equilateral triangles. Imagine placing the white triangles into the
corners of the black triangle, what black shape can you still see in the
middle of the black triangle?
Imaginings 2
Imagine a square, picture two of the corners being cut of the square using a straight line for
each one, what shape remains out of the square?
Visualising 3D or 2D shapes
Simply describe certain properties of a 2D or 3D shape and ask the children to draw or write the
name of that shape.
Joining 2D shapes
Ask the children to imagine two 2D shapes and place them so that two straight edges join
together, what shape can they see, e.g. a square and a right angled triangle might produce a
trapezium.