Instruction in the standards requires a focus not only on the learner concepts and competencies but the supportive practices employed by the adults in the classroom setting. 

Concepts and Competencies

The learner will:

• Analyze and compare two-and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts and other attributes
• Model shapes in the world by building shapes from components and drawing shapes
• Use geoboards to create shapes with rubber bands
• Use simple shapes to compose larger shapes

Supportive Practices

The adult will:

• Provide experiences for children to compare attributes of various geometrical shapes
• Provide shape templates, puzzles, attribute blocks, parquetry and pattern blocks in learning centers
• Provide opportunities to make shapes with play dough, geoboards, Popsicle sticks and pattern blocks

Use mathematical processes when drawing, constructing, modeling, and representing shapes.

Concepts and Competencies

The learner will:

• Engage in geometric play
• Persist in geometric play (Reference AL.2.PK.C)
• Problem solve during geometric play(Reference AL.4.PK.C)
• When prompted, communicate thinking while engaged in geometric play
• Talk and listen to peers during geometric play

Supportive Practices

The adult will:

• Notice children engaged in geometric play and describe what they are doing
• Foster geometric awareness (e.g. encourage children to sketch their block creation before taking it down)
• Ask open-ended questions to encourage children to talk about their thinking (e.g. “I wonder if we could make a square out of our pile of triangles?”)
• Listen carefully to children’s responses, and restate their responses using clear, age-appropriate, mathematical language
• Listen carefully to children’s responses in order to identify and clarify misconceptions
• Model reasoning language (e.g. “If that is right, then…”, “That can’t be because if it were, then…”)
• Provide many opportunities for children to talk and listen to their peers
• Model reasoning by thinking-out-loud
• Explicitly call attention to a child’s think-aloud to engage peers in the process
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This resource was created by the Office of Child Development and Early Learning (OCDEL).   

Contact: RA-PWPAELS@pa.gov 

Office of Child Development and Early Learning, OCDEL, Math