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Geometrical Thinking

In Grade 2, students deepen their understanding of two-dimensional and three-dimensional shapes. They learn to recognize, describe, and compare shapes based on their attributes, and begin to understand spatial relationships and basic geometric principles.

Grade Two Expectations for Geometrical Thinking

Essential Learning Outcome 1: Exploring and Analyzing Geometric Shapes and Relationships

  • Use language that describes shapes, objects, and space orally and in writing
  • Use gestures that aid in the understanding and communication of a description
  • Use positional language
  • Find 2D shapes or paths hidden in a picture or space
  • Recognize a shape or object seen from various points of view and from various distances
  • Draw a picture from a description and vice versa about 3D objects
  • Draw, build and make predictions about 2D shapes and 3D objects
  • Build a model from a picture or description of 3D objects
  • Make predictions based on spatial reasoning about what 2D shapes can be created by the footprints of 3D solids

Specific Curriculum Outcomes

By the end of Grade Two, the learner will be expected to:

Inclusive Assessment Strategies

Assessment strategies that provide information about learning:

  • Observations: Teacher observations during shape exploration, sorting activities, and construction of 2D and 3D shapes
  • Conversations: Student explanations of shape attributes, classifications, and reasoning about shape relationships
  • Products: Student-created shapes, drawings, models, and constructions demonstrating understanding of geometric concepts

Sample Assessment Tools:

  • Observation checklists for shape identification and classification
  • Rubrics for evaluating student-created 2D and 3D constructions
  • Performance tasks involving shape sorting and building
  • Exit tickets to assess understanding of shape attributes
  • Geometry portfolios showcasing student work with shapes

Inclusive Learning Strategies

Additional Resources and Materials

For Teachers

  • 2D shape sets and 3D geometric solids
  • Pattern blocks and tangrams
  • Geoboards and dot paper
  • Building sets and construction materials
  • OECS Grade 2 Mathematics Curriculum Guide

For Students

  • Individual sets of 2D shapes and 3D objects
  • Geometry journals for recording observations and drawings
  • Personal geoboards or dot paper
  • Clay or playdough for creating 3D shapes
  • Shape attribute cards

Teacher Content Knowledge

Young children first begin forming concepts of shape long before any formal schooling is introduced. They are able to recognize and describe objects by their appearance or by qualities; so we hear them refer to a ball as 'a circle' or 'the box looks like a rectangle'. All children's informal introduction and understanding of shapes should be facilitated through hands-on explorations, investigations and certainly discussions of these shapes and their structures. Children need to compare, take apart and sort objects based on their attributes as they engage in structured and unstructured play.