Activity 1:
PHASE A:  Children after saw 2D shapes through a book, the teacher decided to teach them in a more creative way, with this occasion children make their own 2D  shapes mobile.
PHASE B:Title: 2D shapes mobile
	General purpose: To teach children the 2D shapes, such as circle, triangle and square.
	Specific objectives: They construct levels and solid geometric shapes with
various means. Use a variety of materials to construct and shapes approach so atypical properties relations (has four equal sides, etc.) Compared and discussed their constructions.
	Learning areas: Child and mathematics (Geometry).
	Time: 1 hour.
	Age group: 5-6 because few studies have investigated young children’s understanding of more schematic 2D representations, such as line drawings and diagrams. Such representations might be easier to interpret than photos or video, because they highlight the boundaries and edges and thus focus attention to spatial information that is fundamental to perception of object structure (Hagen, 1974).
	Materials: Paper, cardboard, scissor, markers, pencils, cotton, plasticine, plastic straws and tongue depressor, thread and hanger, pricker.
	Number of children: 10.
	Description: The teacher would have brought ten hangers and ask children to make a circle, a triangle and a square, just as they choose, either with cardboard, either in paper that they will paint it with which color they like. Then, they cut them and with help’s teacher they will do a hole in paper or cardboard with pricker and through this with the thread and truss to hanger. The teacher could asking some open-ended questions the children during the activity to see if the children have understood the shapes. Such as how many angles of the triangle.
	With this activity would become an extension cord with 3d shapes. Children this time will create 3d shapes. For cube they will use plastic straws or tongue depressor, whatever they like and which put on them plasticine and it will go out a cube. For pyramid it is the same procedure and for the sphere they will take a paper or cardboard and they put inside of them cotton to take a form of ball. Then, and these they will hang onto the mobile. This activity help the children because
in the present study, we therefore used a choice task to investigate 4- to 8-year-olds’ ability to interpret 2D diagrams and match them to photographs or 3D objects. In Experiment 1, we investigated the development of children’s understanding of diagrams across multiple age groups using a single paradigm, in which children were asked to match line drawings with photographs.

	 Evaluation:
	Self-evaluation:


Role practitioner.
Στοχοθεσία: This activity is identify opportunities for creative learning in mathematics. According to the EYFS mathematics are providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
Inclusion
Differentiation: It was used this way learning of 2D shapes and lately 3D shapes because the association between the arts and creativity has given rise to much debate. The Robinson Report (1999) suggested that, while there were strong links between the expressive arts and creativity, viewing creativity as solely or mainly the province of the arts was unhelpful because it could lead to a denial of the role of creativity in other areas, such as science, mathematics and business.
	Activity 2:

Sandpit – αριθμηση
Σκαμμα – γραφουν σχηματιζουν αριθμους και σχηματα
(φυσικα υλικα – Outdoor)
These activities have a product according to Roger.