Different Angles: Geometry Games and Songs for

Kinesthetic and Auditory Learners

Sylvia Loveless () and Ally Webb ()

For full lesson plans of games, as well as recordings, lyrics, and graphics for songs, please access this Google drive folder. NOTE: You will need to download the files and open them with Microsoft Word, or the formatting will not work out correctly. Please follow this link:

Summaries of games:

Plumb Lines for Some Lines

This is a whole group activity. Make plumb lines for the students to use individually.Show the command cards one by one. All the participants try to carry out the action together.

360 Degrees or Bust!

  1. Use sections of laminate to make the degree sections. The fraction pieces work well for this.
  2. Use these fractional insets to make:

½=180 degrees1/3=120 degrees

¼=90 degrees1/6=60 degrees

1/7=51.4 degrees (rounded to 50) 1/8=45 degrees

1/9= 40 degrees1/10=36 degrees

  1. Obtain an unmarked spinner and divide it into eight equal sections. Mark the sections 180 degrees, 120 degrees, etc.
  2. Divide the class into two teams. Explain that they will take turns spinning the spinner and placing the appropriate degree section inside the circle. The next team will then spin and line up their section against the first. When they get close to completing the circle, the team has to decide whether to “stay” (not spin) or spin and risk getting a degree section which will make them go “bust”, that is, past 360 degrees. If they ‘stay’, team B has a chance to spin, or decide to let team A win. Team members take turns spinning and placing degree segments.
  3. The whole class can decide how many rounds to play.

The Possible/Impossible Dance

  1. Prepare pairs of cards on which phrases are printed. Possible phrases (one part per card):

A triangle with…acute anglesA rectangle with…right angles

A trapezoid with…obtuse anglesA rhombus with…obtuse angles

  1. Tie each card on a loop of yarn so that it can be worn around the dancer’s neck.
  2. Distribute the cards to eight dancers (must be the same as the number of cards).
  3. Invite the dancers to stand in a circle, side by side with their partners so that the labels, when read, are possible figures (A rhombus with obtuse angles, etc.)
  4. Have the partners face each other and go through the motions of the song (see lesson plan).

Across the Swamp (Geometry)

  1. The teacher lays out the ribbon “boundaries”, lily pads, and swamp creatures.
  2. Invite one student to hold up the command cards one by one.
  3. Students take turns crossing the swamp by following the command cards. For example, if the command card says ‘Rectangles’, the student steps only on rectangles to get across. Encourage students to find three of their shapes to step on and reach the other side.

Street Sign Bingo

  1. Explain that it will be a ‘blackout bingo’ game: all pictures must be covered to win.
  2. Give out the bingo cards and counters and invite one student to be the caller.
  3. The caller calls out the geometry attribute on the command card (for example, “Rhombus”) and the players look to see if they have a picture with that shape or attribute. Some cards might have more than one attribute (for example, “Circle and rectangle”).
  4. Play until one person’s card is filled.

Shapes, Seekers, and Spies

  1. Divide the class into three or more teams.
  2. Ask each team to choose one member to be their “spy”. Everyone else is a “seeker”.
  3. Explain that the spies are free to move around the classroom, watching and reporting back which shape cards have been turned over and left behind by other teams. Most of the team must sit down in their area until it is their turn to hunt for picture cards.
  4. One seeker from each team is chosen to go first. That person turns over the word card to discover what type of shape he or she is seeking. At a signal, all the first seekers begin turning over cards. They may collect unlimited cards that fit their category, but may only turn over two ‘wrong’ cards before their turn is over. It is the job of the spies to make sure the other team members return to their team after two wrong moves.
  5. When the first seeker returns, it is the next seeker’s turn. That person turns over a new word card to find the new category. If their spy has seen a card of that type, he or she may tell the new seeker where it is.
  6. The game is over when all the picture cards have been claimed. The teams count up their picture cards to see who has collected the most.

Around the Edge

  1. Divide the class into two teams. In case of an odd number, one student can be the judge.
  2. The first player from each team pulls a command card. The players build the shape. Their team members may advise them. These players must take the shape apart and return their ribbons to the shelf before the next player can start.
  3. Team members each take turns pulling cards and building the shapes until one team finishes.

Noodle Caboodle

  1. The first pair of players pull a card which tells them which shape balloon to choose.
  2. They balance the balloon across the noodles and try to cross the room without the balloon falling off, and without the noodles touching.
  3. The game continues with other pairs.
  4. Alternatively, double the supplies and two teams can compete.

Cover Me!

  1. Divide the class into two or more teams.
  2. Explain that you will use the ribbons for the Around the Edge game, but will be filling in the shape to find the area. Each team needs to announce the area as they finish filling their shape.
  3. Each team member will have a turn to pull a card and fill in a shape. Team members may advise each other. The player has to return all the squares to the stack before the next player can start.
  4. The first group to have each member of their team have a turn is the winning team.