Students through the elementary grade levels are taught and above all accepted to learn and from the basis of geometric concepts and ideas. Many of these children however come out with many misconceptions and understandings. Through research, learning concepts have been developed for the kindergraden through fourth grade level on way to help develope an understanding of geometry by the means of best examples, concept cards, and defining shapes.
             For many childeren defining a geometric concept they wil rely on couple examples in which theyhave come to be familiar with. Unfortunately, many of these examples in which they fall back on do not account for differenct variations for the shape. These models that are unable to explain those which have different variations can lead to micsconnections in the child's understanding of figures. These examples in which a child will fall back on to compare should be the "best example." the "best example" in that in which are clear in the variations which could be found to the concepts. For some childeren grasping an idea has to come through a visual, for these childeren we need to make sure that the examples we give them will be able to define to every possible situation in which the concept can be manipulated.
             It is important for examples to be given, but it is even more important to be able to give no examples for the more difficult concpts. When a feature is unable to be best explained or thought out through a non-example that can fill in the gaps. Concept card can do this approach. In concept card children are more apt to come up with more precise definitions that they are able to understand by using their own language.
             Another way for children to understand geometric shapes is to think of them through there key properties. Defining shapes by their key properties ables the ability to form examples as well as non-examples and to produce a conclusion form them. One way of doing thi...