Exploring Shapes Creatively

Curriculum Context

This lesson aligns with the Western Australian Curriculum for Foundation Year Mathematics, specifically addressing the content description:

AC9MFSP01 — Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons.

Students will be supported to:

• Sort shapes by features such as number of sides or curves
• Name shapes such as circle, square, triangle, rectangle
• Recognise shapes in everyday objects and nature
• Describe why an object is that shape

This lesson also embodies the WA Kindergarten Curriculum Guidelines outcomes related to early mathematical experiences through play, hands-on learning, and the environment as the third teacher.

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Learning Objectives

By the end of the 45-minute lesson, all students will be able to:

1. Identify and name at least four familiar shapes: circle, square, triangle, rectangle
2. Mould playdough to create these shapes, exploring shape features through tactile experience
3. Recognise that shapes appear both in natural objects (like leaves or stones) and constructed items (like blocks or buildings)
4. Communicate observations about shapes through guided discussion

For children with ASD and non-verbal learners:

• Engage via sensory play with concrete materials
• Use gestural or visual supports to participate in naming and sorting activities
• Be supported individually or in a small group for participation and communication

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Lesson Outline

Materials Needed

• Playdough of various colours (12 portions for 12 students)
• Shape cards with pictures and names: circle, square, triangle, rectangle
• Natural objects collected beforehand (e.g., leaves, shells, stones)
• Images or toy replicas of constructed items showing shapes (e.g., toy house, blocks)
• Visual aids with picture-symbol supports for shape names
• Safety scissors for texture exploration (optional)

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1. Introduction (5 minutes)

• Gather students in a circle indoors or outdoors (open area if weather permits).
• Show the four shape cards, saying and clearly enunciating the name of each shape. Use repetition and encourage children to say the names along or signal.
• Introduce the idea: “Today, we will play with playdough and make shapes! Shapes are everywhere, in nature and the things we make.”
• Briefly show natural and constructed shape examples, supporting communication visually and verbally.

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2. Guided Playdough Moulding (15 minutes)

• Each child receives a portion of playdough.
• Teacher models forming each shape from playdough slowly, pointing out key features:
  • Circle: “No sides, all round”
  • Square: “Four sides, all the same length”
  • Triangle: “Three sides, three corners”
  • Rectangle: “Four sides, opposite sides equal”
• Children follow, encouraged to make one of each shape.
• Support non-verbal and ASD children by helping hand-over-hand or showing visual cues.
• Circulate and gently prompt children to name or sign the shape they’ve made.

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3. Shape Hunt and Discussion (10 minutes)

• Present natural objects and toy/model constructed items.
• Invite students to pick an object and compare it with their playdough shapes.
• Ask guiding questions:
  • “Which shape is this leaf like?”
  • “Does this box look like the square you made?”
  • Use visuals and gestures for reinforcement.
• Encourage children to sort objects into groups based on their shapes.
• Children share any discovery aloud or with visual aids if able.

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4. Interactive Group Activity (10 minutes)

• Form small groups (3-4 children) for a ‘Shape Story’ activity outdoors or indoors.
• Use bodies or natural materials to create large shapes on the ground (e.g., arrange sticks or leaves in a triangle).
• Children can stand or sit holding hands to form a circle or triangle, fostering cooperation and physical engagement.
• Narrate the story linking shapes they create in nature and built environments.
• Use scaffolded language to encourage children to describe actions and shapes.

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5. Closing and Reflection (5 minutes)

• Regroup and invite children to display their playdough shapes.
• Recap the shape names and where we see them (nature, buildings, toys).
• Praise all attempts and participation, highlighting individual contributions.
• If time permits, sing a simple shape song or rhyme with actions.

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Assessment & Differentiation

• Formative Assessment: Observe if children can name or recognise shapes during moulding and sorting. Use anecdotal notes.
• Use visual communication methods or assistive devices where appropriate to support non-verbal children.
• Provide sensory breaks or alternative tactile materials for children who need them.
• Offer additional adult or peer support in small groups for targeted engagement.

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Teacher Reflection

• Reflect on which shapes children found easiest or difficult to mould and recognise.
• Consider how natural and constructed items supported connection to the real world.
• Evaluate engagement levels of children with ASD and identify effective supports used.
• Plan for extension activities focusing on spatial language or shape attributes in future lessons.

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Curriculum Connections

This lesson supports the Western Australian Foundation Year Mathematics Content Descriptor:

• AC9MFSP01: Sort, name and create familiar shapes; recognise and describe familiar shapes within objects in the environment, giving reasons

It also supports early childhood learning through play per the WA Kindergarten Curriculum Guidelines focusing on Outcomes 1 (Identity), 2 (Community), and 4 (Wellbeing) by integrating:

• Sensory play experiences
• Social interaction and collaboration
• Language development through guided exploration

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This detailed, hands-on, play-based lesson encourages deep, meaningful connections with geometry for young learners while respecting diverse learning needs and inclusion, designed explicitly with WA curriculum integrity and early education principles in mind.