Grade K Unit 2 Outline Overview 2017

Kindergarten Unit 2: Sophisticated Shapes
4 weeks
In this unit students will:
 Recognize, name, build, draw, compare, and sort simple two- and three-dimensional shapes
 Describe attributes and parts of two- and three-dimensional shapes
 Group objects according to common properties
 Investigate and predict the results of putting together and taking apart simple two- and three-dimensional shapes,
 Describe, name, and interpret relative positions in space and apply ideas about relative position,
 Recognize and represent shapes from different perspectives
 Recognize geometric shapes in the environment
 Pose information questions, collect data and organize and display results using objects, pictures and picture graphs.
Unit Resources:
 Unit 2 Overview Video
 Parent Letter (Spanish)
 Parent Standards Clarification
 Number Talks Calendar
 Vocabulary Cards
 Prerequisite Skills Assessment
 Sample Post Assessment
 Student Friendly Standards
 Concept Map
Topic 1: Identify and Describe Shapes
Big Ideas/Enduring Understandings:
 Properties determine when shapes are alike or different.
 Geometry helps us describe, represent, and make sense of our environment.
 Shapes are everywhere.
 All objects have a shape with a specific name.
 Shapes have sides and angles which can be counted.
 Words can be used to describe the location of an object.
 Some shapes are flat (2 dimensional) while other shapes are solid (3 dimensional).
Essential Questions:
 How can we describe the location or position of an object or shape?
 How can we describe shapes in our everyday lives?
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Kindergarten Unit 2 4/6/2018
 What makes shapes different from each other?
 How are shapes alike and different?
 Where can we find shapes in the real world?
Content Standards
Content standards are interwoven and should be addressed throughout the year in as many different units and activities as possible in order to emphasize the natural connections
that exist among mathematical topics.
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
 MGSEK.G.1 (EM200Q) Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as
above, below, beside, in front of, behind, and next to.
 MGSEK.G.2 (160Q) Correctly name shapes regardless of their orientations or overall size.
 MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Vertical Alignment
First Grade Geometry Standard Second Grade Geometry Standard Third Grade Geometry Standard
 MGSE1.G.1 Distinguish between defining attributes  MGSE2.G.1 Recognize and draw shapes having  MGSE3.G.1 Understand that shapes in
(e.g., triangles are closed and three-sided) versus specified attributes, such as a given number of different categories (e.g., rhombuses,
non-defining attributes (e.g., color, orientation, angles or a given number of equal faces. rectangles, and others) may share attributes
overall size); build and draw shapes to possess Identify triangles, quadrilaterals, pentagons, (e.g., having four sides), and that the shared
defining attributes. hexagons, and cubes. attributes can define a larger category (e.g.,
 MGSE1.G.2 Compose two-dimensional shapes quadrilaterals). Recognize rhombuses,
(rectangles, squares, trapezoids, triangles, half- rectangles, and squares as examples of
circles, and quarter-circles) or three-dimensional quadrilaterals, and draw examples of
shapes (cubes, right rectangular prisms, right quadrilaterals that do not belong to any of
circular cones, and right circular cylinders) to create these subcategories.
a composite shape, and compose new shapes from
the composite shape.
Report Card Quarter 1 Standards-Based Grading
The report card is not able to assess students on all standards being taught in third grade. The following standards are the priority for mastery for this quarter:
 Count to 50 by ones
 Counts as many as 10 objects saying the number names in the standards order
 Correctly names 2D shapes
 Analyzes and compares 2D shapes
 Classifies and sorts objects into categories
Instructional Strategies
Geometry Trajectory –Putting It All Together
Each concept builds on the previous idea and students should explore and construct concepts in such a sequence
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Level 0 *Kindergarten Level Level 1 Analysis Level 2 Information Deduction Level 3 Deduction Level 4 Rigor
The object of thought is classes of shapes. The objects of thought are the properties. The objects of thought are the The objects of thought are
Visualization relationships among the properties. the deductive axiomatic
The object of thought (focus) is – Students consider all shapes in a class – Students understand that properties are systems.
VAN DE WALLE
individual shapes. instead of an individual example. related. The products of thought are the
deductive axiomatic systems. The products of thought are
– What makes a shape “a shape”? – One set of properties may relate to comparisons and contrasts
– Students are operating on specific another property. among different axiomatic
examples of the shapes they see. The outcome is discovering properties of
systems of geometry.
shapes.
– Students can understand logical reasoning
– Orientation may even change what a about the properties.
– Focus on properties.
student observes.
– Apply ideas to entire classes of figures. The outcomes are relationships among
– The goal is to see likenesses and properties.
differences.
Adapted from the van Hiele Levels of Geometric Thought and taken from van de Walle & Lovin Teaching Student-entered Mathematics (k-3)
G.1
This standard expects students to use positional words such as: above, below, beside, in front of, behind, and next in describing objects in the environment.
Kindergarten students need to focus first on location and position of two-and-three-dimensional objects in their classroom prior to describing location and position
of two-and-three-dimension representations on paper.
Examples of environments in which students would be encouraged to identify shapes would include nature, buildings, and the classroom using positional words in
their descriptions.
Teachers should work with children and pose four mathematical questions: Which way? How far? Where? And what objects? To answer these questions, children
develop a variety of important skills contributing to their spatial thinking.
Examples:
 Teacher holds up an object such as an ice cream cone, a number cube, ball, etc. and asks students to identify the shape. Teacher holds up a can of soup and
asks,” What shape is this can?” Students respond “cylinder!”
 Teacher places an object next to, behind, above, below, beside, or in front of another object and asks positional questions. Where is the water bottle? (water
bottle is placed behind a book) Students say “The water bottle is behind the book.”
Students should have multiple opportunities to identify shapes; these may be displayed as photographs, or pictures using the document camera or interactive
whiteboard.
Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate natural conversations about shapes in the environment. Have students
identified and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position.
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Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. This rectangle (a poster) is over the sphere
(globe). Teachers can use a digital camera to record these relationships.
Hide shapes around the room. Have students say where they found the shape using positional words, e.g. I found a triangle UNDER the chair.
Have students create drawings involving shapes and positional words: Draw a window ON the door or Draw an apple UNDER a tree. Some students may be able to
follow two- or three-step instructions to create their drawings.
Use a shape in different orientations and sizes along with non-examples of the shape so students can learn to focus on defining attributes of the shape.
Manipulatives used for shape identification actually have three dimensions. However, Kindergartners need to think of these shapes as two-dimensional or “flat”
and typical three-dimensional shapes as “solid.” Students will identify two-dimensional shapes that form surfaces on three-dimensional objects. Students need to
focus on noticing two and three dimensions, not on the words two-dimensional and three-dimensional.
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You may create an activity where an object is identified and whispered into the teacher’s ear. Students then ask questions of the first student---“is it in front of”, etc.
G.2
Children also need to see examples of shapes beyond circles, squares, rectangles, and triangles.
Without these, children develop limited notions. Kindergartners should also learn to recognize these shapes whether they are in “standard position” or rotated so
that their bases are not horizontal.
Kindergartners can begin to develop explicit and sophisticated levels of thinking and communication. They can learn to describe, and even define, shapes in terms
of their parts or attributes (properties).
For example, they can build accurate representations of shapes from physical models of line segments, such as sticks. As they discuss what they have built,
attributes of the shapes will arise naturally.
Example:
Student: “I built a rectangle”
Teacher: “How do you know it is a rectangle?”
Student: “Because the two opposite sides are the same length and all the angles are the same—they are right angles like in a square.”
The experience of discussing attributes of rectangles (or any shape they build) helps children begin to understand the geometric structure of all rectangles at an
explicit level of thinking.
Having students build shapes and feel shapes hidden in a bag or box and describe what they feel or built helps them explore the properties/attributes of shapes.
Such activities help children learn to identify and describe shapes by the number of their sides or corners. Such descriptions build geometric concepts but also
reasoning skills and language.
They encourage children to view shapes analytically. Children begin to describe some shapes in terms of their properties, such as saying that squares have four side
of equal length. They informally describe properties of blocks in functional contexts, such as that some blocks roll and those that do not roll.
Allow children to build shapes using straws/toothpicks and clay or soft items such as candy or marshmallows.
Another valuable activity is the tactile-kinesthetic exploration of shapes—feeling shapes hidden in a box. Kindergartners can name the shape they are feeling rather
than just match shapes. After this, they can extend the activity further as they describe the shape without using its name, so that their friends can name the shape.
In this way, children learn the properties of the shape, moving from intuitive to explicit, verbalized knowledge. All these variations can be repeated with less
familiar shapes.
G.3
5
Students are asked to identify two-dimensional (flat objects) and three-dimensional (solid objects). This standard can be done by having students sort 2-
dimensional and 3-dimensional objects, or by having students describe the appearance or thickness of shapes.
A final type of relationship between shapes that is very important is the difference between two-dimensional (flat) and three-dimensional shapes.
Student should be able to differentiate between two-dimensional and three-dimensional shapes.

 Student names a picture of a shape as two dimensional because it is flat and can be measured in only two ways (length and width).
 Student names an object as three dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width,
height/depth).
Faces of three dimensional shapes can be identified as specific two-dimensional shapes.
Refer to the Engage NY Lesson to support instruction:
Topic Overview (Lesson 1-5)

Lesson 1: Find and describe flat triangles, squares, rectangles, hexagons, and circles using informal language without naming
Lesson 2: Explain decisions about classifications of triangles into categories using variants and non-examples. Identify shapes as triangles.
Lesson 3: Explain decisions about classifications of rectangles into categories using variants and non-examples. Identify shapes as rectangles.
Lesson 4: Explain decisions about classifications of hexagons and circles and identify them by name. Make observations using variants and non-examples
Lesson 5: Describe and communicate positions of all flat shapes using the words above, below, beside, in front of, next to, and behind

Lesson 6: Find and describe solid shapes using informal language without naming
Lesson 7: Explain decisions about classification of solid shapes into categories. Name the solid shapes.
Lesson 8: Describe and communicate positions of all solids using the words above, below, beside, in front of, next to, and behind
Geometry Common Misconceptions
G.1
Students often use incorrect terminology when describing shapes. For example, students may say a cube is a square or that a sphere is a circle. The use of two-
dimensional shape names that appear to be part of a three-dimensional shape in order to name the three-dimensional shape is a common mistake. For example,
students might call a cube a square because the student sees the face of the cube. Work with student to help them understand that the two-dimensional shape is a
part of the object, but it has a different name.
Another common misconception is separating a square from the identified category of rectangles. A square exhibits the same characteristics of rectangles,
however it is special rectangle because it sides are equal in length.
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Students often mistake a change in size or orientation of a shape as a change in the name of the shape. One of the most common misconceptions in geometry is
the belief that orientations are tied to shape. A student may see the second of the figures below as a triangle, but claim to not know the name of the first.
G.2
Many children come to believe incorrectly that shapes such as a trapezoid “is not a shape” because it is not a shape for which they know a name for the shape.
Differentiation
Increase the Rigor
G.1
 Describe more than 2 objects (up to 5)
G.2
 Introduce different shapes (octagon, rhombus, etc.)
G.3
 Draw or sketch flat and solid shapes using pencils and/or technology.
Accelerated Intervention
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in filling foundational gaps
revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy Project.
Name of Snapshot of summary or

Cluster of Standards Materials Master
Intervention Student I can statement. . .
Identify and describe shapes
(squares, circles, triangles, Name 2-D shapes and describe shape attributes in
rectangles, hexagons, cubes, Arty Shapes
their own language
cones, cylinders, and spheres).
MGSEK.G.1
Classify 2D shapes according to how many sides
MGSEK.G.2 Shape Explorers
they have
MGSEK.G.3
Kindergarten Math Triumphs for Intervention (came with the My Math adoption):
7.2 Above or Below
7.5: Front or Back (use word behind instead of “back”)
5.1: Open or Closed Figures
5.2: Curved or Straight
5.3: Circles
5.4: Triangles
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5.6: Squares
6.1: Introduce Three-Dimensional Figures
6.3: Spheres
6.4: Cylinders
6.5: Rectangular Prisms
6.6: Cubes
Kindergarten Focused Math Intervention Kit for EIP:

Lesson 1: Place the Shae Page 61
Lesson 2: Shapes Upside Down Page 69
Lesson 3: Mix and Match 2-D and 3-D Page 77
Evidence of Learning
By the completion of this lesson, students should be able to:
 Recognize and name simple two- and three-dimensional shapes
 Describe attributes and parts of two- and three-dimensional shapes
 Describe, name, and interpret relative positions in space and apply ideas about relative position
 Recognize and represent shapes from different perspectives
 Recognize geometric shapes in the environment
Assessment
 Formative Assessment Lesson (FAL) Identify and Sort Shapes MGSEK.G.1-4 (Located in Assessment Folder)
 Shared Assessments: See formative assessment folder
Purchased Resources Purchased Online Resources Think Math (previous adoption)
My Math: My Math Chapter 2:
Chapter 10: Position http://connected.mcgraw- 2.4 Triangles
10.1 Above and below hill.com/connected/login.do 2.5 Rectangles
10.2 In front of and behind Teacher User ID: ccsde0(enumber) 2.6 Triangles and Rectangles
10.3 Next to and beside Password: cobbmath1 2.7 Circles
Student User ID: ccsd(student ID)
Chapter 11: Two-Dimensional Shapes Password: cobbmath1 Chapter 7:
11.1 Squares and rectangles 7.1 Introducing 3 –D figures
11.2 Circles and triangles Exemplars 7.2 identifying attributes of 3-D figures
11.3 Squares, rectangles, triangles, and circles http://www.exemplarslibrary.com/
11.4 Hexagon User: Cobb Email
11.6 Shapes and position Password: cobbmath
 Geometry (G.2, G.4, & G.5)
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Chapter 12: Three-Dimensional Shapes  Paleontologist (G.2 & G.4)
12.1 Spheres and Cubes  Pentomino Problem (G.2, G.4, & G.5)
12.2 Cylinders and Cones
*These lessons are not to be completed in seven days
as it is way too much material. They are designed to
help support you as you teach your standards.
Web Resources
K-5 Math teaching Resources http://www.k-5mathteachingresources.com/1st-grade-geometry.html
G.1
Pattern Block Barrier Game
G.2
It’s Not Just A…
From the National Council of Teachers of Mathematics: http://illuminations.nctm.org/unit.aspx?id=613 Investigating Shapes (Triangles)
From the National Council of Teachers of Mathematics: http://illuminations.nctm.org/Lesson.aspx?id=622 I’ve seen that shape before
From the International Reading Association and the National Council of Teachers of English: Going On a Shape Hunt
http://www.readwritethink.org/classroom-resources/lesson-plans/going-shape-hunt-integrating-776.html?tab=4#session1
ABCYa: Consists of games related to mathematics content- http://www.abcya.com/kindergarten_computers.htm#more-cat
Suggested Manipulatives Vocabulary Suggested Literature
solid shapes circle What is a Triangle?
die-cut shapes hexagon What is a Square?
plane shapes rectangle What is Round?
pattern blocks square The Shape of Things
attribute blocks triangle Thump, Thump, Rat-a-Tat-Tat
cylinder Sea Shapes
sphere Shapes, Shapes, Shapes
cone Color Zoo
cube Round is a Mooncake
flat (two-dimensional) Pancakes, Crackers, and Pizza
solid (three-dimensional)
above
below
behind
beside
in front of
next to
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Task Descriptions
Scaffolding Task Tasks that build up to the learning task.
Constructing Task Constructing understanding through deep/rich contextualized problem solving tasks.
Practice Task Tasks that provide students opportunities to practice skills and concepts.
Culminating Task Designed to require students to use several concepts learned during the unit to answer a new or unique situation. Allows students to
give evidence of their own understanding toward the mastery of the standard and requires them to extend their chain of
mathematical reasoning.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key mathematical
Lesson (FAL) ideas and applications. These lessons enable teachers and students to monitor in more detail their progress towards the targets of
the standards.
3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution revealing Act Three. More information along with guidelines for
3-Act Tasks may be found in the Guide to Three-Act Tasks on georgiastandards.org and the K-5 CCGPS Mathematics Wiki.
State Tasks
Standards Task Type/ Description
Task Name Content Addressed
Grouping Strategy
MGSEK.G.1 Students identify and sort different shapes while
Constructing Task
What Shape is This? Recognize and name shapes learning how to identify the different attributes of
Large group/Small group
shapes.
MGSEK.G.1-3 Students identify 2-D and 3-D shapes in their
Constructing Task
Going on a Shape Hunt Recognize and name shapes environment
Large group/Small group
MGSEK.G.1-3 Students identify and sort shapes into different
Practice Task Observe shapes in the
Exploration of Shapes categories based on their attributes. Students also
Large group/Small group environment (flat/solid)
use positional words to complete the task.
MGSEK.G.1-2 Scaffolding Task Spatial relationships Students listen to different positional words to create
Listen and Do! a picture using different 2-D shapes.
Partner Recognize and name shapes
MGSEK.G.1 Students create a picture with shapes and then using
Practice Task Spatial relationships positional words, the student must describe the
Copy Cat
Individual/Small Group Recognize and name shapes position of the shapes to their partner so they create
the same picture without seeing the original picture.
MGSEK.G.1-2 Practice Task Spatial relationships Students use their knowledge of positional words and
Where’s Abe?
Partner/Small Group Recognize and name shapes identifying shapes to find a penny on a game mat.
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Topic 2: Analyze, Compare, Create, & Compose Shapes
 Smaller shapes can be used to compose larger shapes and larger shapes can be decomposed to from smaller shapes
 Shapes can be constructed and modeled in multiple ways
 How can shapes be modeled and constructed?
 How can shapes be composed and decomposed using smaller shapes?
Content Standards
Analyze, compare, create, and compose shapes.
 MGSEK.G.4 (50Q) Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their
similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
 MGSEK.G.5 (EM100Q) Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
 MGSEK.G.6. (40Q) Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a
rectangle?”
Vertical Alignment
First Grade Standards
 MGSE1.G.1 Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation,
overall size); build and draw shapes to possess defining attributes.
 MGSE1.G.2 Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional shapes
(cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the
composite shape.
G.4
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This standard asks the student to note similarities and differences between and among 2-D and 3-D shapes using informal language. These experiences help
young students begin to understand how 3-dimensional shapes are composed of 2-dimensional shapes (e.g.., The base and the top of a cylinder is a circle; a
circle is formed when tracing a sphere).
Students analyze and compare two- and three-dimensional shapes by observations. Their visual thinking enables them to determine if things are alike or
different based on the appearance of the shape.
Students sort objects based on appearance. Even in early explorations of geometric properties, they are introduced to how categories of shapes are
subsumed (contained) within other categories. For instance, they will recognize that a square is a special type of rectangle.
Students should be exposed to triangles, rectangles, and hexagons whose sides are not all congruent.
They first begin to describe these shapes using everyday language and then refine their vocabulary to include sides and vertices/corners.
These geometric competencies are at the foundation of geometry, but also arithmetic (e.g., composing and decomposing numbers and arrays in
multiplication), measurement, and higher order geometric work. Creating and then iterating units and higher-order units in the context of construction
patterns, measuring, and computing, are established bases for mathematical understanding and analysis.
Opportunities to work with pictorial representations, concrete objects, as well as technology helps student develop their understanding and descriptive
vocabulary for both two- and three-dimensional shapes.
It is important to allow students to explore and build geometric understanding themselves. One important step to take is to switch from making assertions
and generalizations to framing ideas as questions. Rather than saying, “Every time you put two triangles together, you get a square”—a mathematically
incorrect statement. Ask the following:
“How many different ways can you put these two triangles together to make a new shape?” “What shapes will you get?”
This allows children to see that even with two right triangles made from a square, they can put these together to make a triangle or a parallelogram.
Kindergartners can develop the ability to intentionally and systematically combine shapes to make new shapes and complete puzzles. They do so with
increasing anticipation, on the basis of the shapes’ attributes, and thus, children developmental imagery of the component shapes. They move from using
shapes separately to putting them together to make pictures.
A significant advance is that they can combine shapes with different properties, extending the pattern block shapes (whose angles are multiples of 30
degrees) to such shapes as tangrams (with angles that are multiples of 45 degrees). In addition they can explore sets of various shapes that include angles that
are multiples of 15 degrees, as well as sections of circles.
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Combining these shape sets should be done after children have worked with the pattern-block shapes separately from the square/rectangle/right triangle
shapes based on 90 degrees and 45 degrees because many compositions are possible when the angles are consistent.
Use shapes collected from students to begin the investigation into basic properties and characteristics of two- and three-dimensional shapes. Have students
analyze and compare each shape with other objects in the classroom and describe the similarities and differences between the shapes.
Ask students to describe the shapes while the teacher records key descriptive words in common student language. Students may use the word flat to describe
two-dimensional shapes and the word solid to describe three-dimensional shapes.
Use the sides, faces and vertices of shapes to practice counting and reinforce the concept of one-to-one correspondence. The teacher and students orally
describe and name the shapes found on a Shape Hunt. Students draw a shape and build it using materials regularly kept in the classroom such as construction
paper, clay, wooden sticks or straws.
Students can use a variety of manipulatives and real-world objects to build larger shapes with these and other smaller shapes: squares, circles, triangles,
rectangles, hexagons, cubes, cones, cylinders, and spheres.
Kindergarteners can manipulate cardboard shapes, paper plates, pattern blocks, tiles, canned food, and other common items.
Have students also use different shapes to form a larger shape where the sides of the smaller shapes are touching and there are no gaps or overlaps. Ask
students to describe the larger shape and the shapes that formed it.
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G.5
Students are asked to apply their understanding of geometric attributes of shapes in order to create given shapes. For example, a student may roll a clump of
play-doh into a sphere or use their finger to draw a triangle in the sand table, recalling various attributes in order to create that particular shape.
Because two-dimensional shapes are flat and three-dimensional shapes are solid, students should draw two-dimensional shapes and build three-dimensional
shapes. Shapes may be built using materials such as clay, toothpicks, marshmallows, gumdrops, straws, pipe cleaners, etc.
G.6
This standard moves beyond identifying and classifying simple shapes to manipulating two or more shapes to create a new shape.
This concept begins to develop as students first move, rotate, flip, and arrange puzzle pieces.
Next, students use their experiences with puzzles to move given shapes to make a design (e.g., “Use the 7 tangrams pieces to make a fox.”). Finally, using
these previous foundational experiences, students manipulate simple shapes to make a new shape.
Students use pattern blocks, tiles, or paper shapes and technology to make new two- and three-dimensional shapes. Their investigations allow them to
determine what kinds of shapes they can join to create new shapes. They answer questions such as “What shapes can you use to make a square, rectangle,
circle, triangle? …etc.”
This is an opportunity to use blocks from a play center to create shapes composed of a series of blocks. Laying several rectangular prisms can make other
identifiable shapes.
Students may use a document camera to display shapes they have composed from other shapes. They may also use an interactive whiteboard to copy shapes
and compose new shapes. They should describe and name the new shape.
Refer to the Engage NY Lessons to support instruction:
Topic Overview (lessons 1-3)

Lesson 1: Analyze to find two objects that are exactly the same or not exactly the same
Lesson 2: Analyze to find two similar objects – these are the same but
Lesson 3; Classify to find two objects that share a visual pattern, color, and use
Topic Overview (Lesson 1 – 4)

Lesson 1: Describe the systematic construction of flat shapes using ordinal numbers
Lesson 2: Build flat shapes with varying side lengths and record with drawings
Lesson 3: Compose solids using flat shapes as a foundation
Lesson 4: Describe the relative position of shapes using ordinal numbers
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Topic Overview (Lesson 5 - 8)
Lesson 5: Compose flat shapes using pattern blocks and drawings
Lesson 6: Decompose flat shapes into two or more shapes
Lesson 7: Compose simple shapes to form a larger shape described by an outline
Lesson 8: Culminating task-review selected topics to create a cumulative year-end project
Common Misconceptions
G.4, G.5, & G.6
One of the most common misconceptions in geometry is the belief that orientation is tied to shape. A student may see the first of the figures below as a
triangle, but claim to not know the name of the second.
Students need to have many experiences with shapes in different orientations. For example, in the Just Two Triangles activity, ask students to form larger
triangles with the two triangles in different orientations.
Another misconception is confusing the name of a two-dimensional shape with a related three-dimensional shape or the shape of its face. For example,
students might call a cube a square because the student sees the face of the cube.
It is important when students are exploring 2-dimensional shapes (flat) that the shapes they are working with are on paper or other “FLAT” material.
Differentiation
Increase the Rigor
G.6
 Use 3 or more shapes.
 Decompose a larger shape into smaller shapes.

Analyze, compare, create, and Shape Makers Sort, compare and classify 2D and 3D objects
compose shapes.
New Kids on the
MGSEK.G.4 Discuss difference and likenesses of the shapes
Block
MGSEK.G.5
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MGSEK.G.6 Foil Fun Make, name and describe 2D and 3D objects
 Build, draw, and compare simple two- and three-dimensional shapes
 Investigate and predict the results of putting together and taking apart simple two- and three-dimensional shapes
 Create mental images of geometric shapes using spatial memory and spatial visualization;
 Create and extend patterns
 Pose information questions
Additional Assessment
My Math My Math Chapter 2:
Chapter 11: Two-Dimensional Shapes http://connected.mcgraw- 2.8 Triangles and pattern blocks
11.7 Compose new shapes hill.com/connected/login.do
11.9 Model shapes in the world Teacher User ID: ccsde0(enumber) Chapter 7:
Password: cobbmath1 7.3 Comparing 3-D figures
Chapter 12: Three-Dimensional Shapes Student User ID: ccsd(student ID) 7.4 More comparing and identifying figures
12.3 Compare solid shapes Password: cobbmath1 7.5 Cutting and combining 3-D figures
12.5 Model solid shapes in the world 7.6 Making buildings
Exemplars
http://www.exemplarslibrary.com/
User: Cobb Email
Password: cobbmath
 Geometry (G.2, G.4, & G.5)
 Paleontologist (G.2 & G.4)
 Pentomino Problem (G.2, G.4, & G.5)
 Pig Pens (G.5)
Web Resources
G.4
Geometry Sentence Frames: Sets 1-Describing 2D Shapes
My 3-D Shapes Book (ver. 2)
G.5
Playdoh Shapes
16
Shapes on the Geoboard
G.6
Pattern Block Animals
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources. https://www.illustrativemathematics.org/
G.4
Alike or Different Game
solid shapes circle What is a Triangle?
die-cut shapes hexagon What is a Square?
plane shapes rectangle What is Round?
pattern blocks square The Shape of Things
attribute blocks triangle Thump, Thump, Rat-a-Tat-Tat
materials for building shapes cylinder Sea Shapes
sphere Shapes, Shapes, Shapes
cone Color Zoo
cube Round is a Mooncake
flat (two-dimensional) Pancakes, Crackers, and Pizza
different
similar
alike
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
State Tasks
Grouping Strategy
17
MGSEK.G.1-4 Recognize, name, and Students identify the different faces of a 3-D
Touch It, Count It, Chart Constructing Task
compare shapes shape and find the shapes in their environment.
It Small Group
MGSEK.G.1-4 Recognize, name, and Assessing students’ ability to identify and sort
compare shapes shapes.
Identify & Sort Shapes FAL
Observe shapes in the
environment
MGSEK.G.2,3,4,6 Name, compare and Students begin to connect shapes to real life as
Constructing Task
Pattern Block Pictures compose larger shapes from they create replicas of what they have seen from
Small Group/ Partner
smaller shapes real world experiences.
MGSEK.G.4-6 Students will use geoboards to show different 2-D
Practice Task Compose and compare
Geoboard Museum shapes and how they can be combined to make a
Individual/ Small Group shapes
new shape.
MGSEK.G.3-6 Students will build and name flat and solid
Build A Marshmallow Constructing Task Recognize, name, compare
geometric shapes using toothpicks and
Shape Large Group/ Small Group and compose shapes
marshmallows.
MGSEK.G.5-6 Recognize, name, and Students use tangram shapes to build pictures by
Performance Task compare shapes Compose combining two or more shapes
Tangram Challenge
Whole Group/ Individual larger shapes from simple
shapes
18
Topic 3: Classify Objects
 Two- and three-dimensional shapes can be sorted by size, color, thickness, etc.
 Objects and/or shapes can be grouped according to common properties
 Informational questions about data can be posed
 Data can be collected and organized
 Data results can be displayed using objects, pictures and picture graphs.
 How can two- and three-dimensional shapes be sorted into groups?
 What are ways that shapes can be sorted and arranged according to common properties?
 What questions can be posed about shapes and how they are sorted?
 How can shapes or objects be organized and displayed?
Content Standards
Classify objects and count the number of objects in each category.
 MGSEK.MD.3 (EM50Q) Classify objects into given categories; count the numbers of objects in each category and sort the categories by count.
Vertical Alignment
First Grade Standards
Represent and Interpret Data
 MGSE1.MD.4 Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how
many in each category, and how many more or less are in one category than in another.
This standard asks students to identify similarities and differences between objects (e.g., size, color, shape) and use the identified attributes to sort a
collection of objects.
19
Once the objects are sorted, the student counts the amount in each set. Once each set is counted, then the student is asked to sort (or group) each of the sets
by the amount in each set.
For example, when given a collection of buttons, the student separates the buttons into different piles based on color (all the blue buttons are in one pile, all
the orange buttons are in a different pile, etc.). Then the student counts the number of buttons in each pile: blue (5), green (4), orange (3), purple (4). Finally,
the student organizes the groups by the quantity in each group (Orange buttons (3), Green buttons (4), Purple buttons with the green buttons because purple
also had (4), Blue buttons last (5).
Other possible objects to sort include: shells, shapes, beans, small toys, coins, rocks, etc. After sorting and counting, it is important for students to:
 explain how they sorted the objects;
 label each set with a category;
 answer a variety of counting questions that ask, “How many …”; and
 compare sorted groups using words such as, “most”, “least”, “alike” and “different”.
This objective helps to build a foundation for data collection in future grades. In later grade, students will transfer these skills to creating and analyzing various
graphical representations.
Provide categories for students to use to sort a collection of objects. Each category can relate to only one attribute, like Red and Not Red or Hexagon and Not
Hexagon, and contain up to 10 objects. Students count how many objects are in each category and then order the categories by the number of objects they
contain.
Ask questions to initiate discussion about the attributes of shapes. Then have students sort a collection of two-dimensional and three-dimensional shapes by
their attributes. Provide categories like Circles and Not Circles or Flat and Not Flat.
Have students count the objects in each category and order the categories by the number of objects they contain.
Have students infer the classification of objects by guessing the rule for a sort. First, the teacher uses one attribute to sort objects into two loops or regions
without labels. Then the students determine how the objects were sorted, suggest labels for the two categories and explain their reasoning.
Refer to the Engage NY Lessons to support instruction:
Topic Overview (Lessons 4-6)

Lesson 4: Classify items into pre-determined categories
Lesson 5: Classify items into three categories, determine the count in each, and reason about how the last number named determines the total
Lesson 6: Sort categories by count. Identify categories with 2, 3, and 4 within a given scenario
20
Lesson 9: Identify and sort shapes as two-dimensional or three-dimensional, and recognize two-dimensional and three-dimensional shapes in different
orientations and sizes
Lesson 10: Culminating task – collaborative groups create displays of different flat shapes with examples, non-examples, and a corresponding solid shape
Common Misconceptions
Differentiation

Classify objects and count the

number of objects in each
Sort objects and made a display of the data
category. I Like Trucks
collected
MGSEK.MD.3
Kindergarten Focused Math Intervention Kit for EIP:

Lesson 29: Sort and Count Page 285
 Sort simple two- and three-dimensional shapes
 Group objects according to common properties
 Pose information questions
 Collect data
 Organize and display results using objects, pictures and picture graphs.
Additional Assessment
My Math My Math Chapter 2:
Chapter 9: Classify Objects http://connected.mcgraw- 2.14 Graphing with pattern blocks
9.1 Alike and Different hill.com/connected/login.do
21
9.3 Sort by Size Teacher User ID: ccsde0(enumber) Chapter 7:
9.4 Sort by Shape Password: cobbmath1 7.14 Making a shape graph
9.5 Sort by Count Student User ID: ccsd(student ID)
Password: cobbmath1
Exemplars
http://www.exemplarslibrary.com/
User: Cobb Email
Password: cobbmath
 Sink or Float (MD.3)
 Valentine M&M Problem (MD.3)
Web Resources
MD.3
Which Has More? (ver. 1)
2D Shape Sort (ver. 1)
Button Sort
Illustrative Mathematics provides instructional and assessment tasks, lesson plans, and other resources. https://www.illustrativemathematics.org/
MD.3
Sort and Count I
Sort and Count II
Goodie Bags
solid shapes circle The Shape of Things
die-cut shapes hexagon Shape by Shape
plane shapes rectangle
pattern blocks square
attribute blocks triangle
sorting circles cylinder
sphere
cone
cube
flat (two-dimensional)
22
Task Descriptions
Scaffolding Task Task that build up to the learning task.
Constructing Task Task in which students are constructing understanding through deep/rich contextualized problem solving
Practice Task Task that provide students opportunities to practice skills and concepts.
Culminating Task Task designed to require students to use several concepts learned during the unit to answer a new or unique situation.
Formative Assessment Lessons that support teachers in formative assessment which both reveal and develop students’ understanding of key
Lesson (FAL) mathematical ideas and applications.
3-Act Task Whole-group mathematical task consisting of 3 distinct parts: an engaging and perplexing Act One, an information and solution
seeking Act Two, and a solution discussion and solution revealing Act Three.
State Tasks
Grouping Strategy
MGSEK.G.1-6 Recognize, name, analyze, Students identify shapes found in their
3-Act Task
Shapes in Our World MGSEKMD.3 compare, compose, and environment revealed through a photograph.
Whole Group
classify shapes
MGSEK.G.4 Constructing Task Students identify different attributes of shapes
Recognize, name, and
Attributes Rule! MGSEKMD.3 Whole Group/Small
compare shapes
Group/Individual
MGSEK.G.1-3 Practice Task Students use their knowledge of shapes,
Recognize, name, and
Shape Sort MGSEK.MD.3 Whole Group/ Small identifying attributes and sorting to complete a
compare shapes
Group/Partner series of activities.
MGSEK.G.2-5 Recognize, name, and Students use their sense of touch to identify
Practice Task
What’s in the Bag? (Flat MGSEK.MD.3 compare shapes different shapes by only their attributes.
Whole Group/ Small
or Solid) Observe shapes in the
Group/ Partner
environment
MGSEK.G.1-6 Culminating Task Recognize, compose and Students use all concepts to identify 2-D and 3-D
Shapes All Around MGSEK.MD.3 shapes in their environment.
Small Group/ Individual compare shapes
23

Grade K Unit 2 Outline Overview 2017

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Grade K Unit 2 Outline Overview 2017

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Kindergarten Unit 2: Sophisticated Shapes

Student should be able to differentiate between two-dimensional and three-dimensional shapes.

Faces of three dimensional shapes can be identified as specific two-dimensional shapes.

Refer to the Engage NY Lesson to support instruction:

Topic Overview (Lesson 1-5)

Topic Overview (Lesson 6-8)

Name of Snapshot of summary or

Kindergarten Focused Math Intervention Kit for EIP:

Refer to the Engage NY Lessons to support instruction:

Topic Overview (lessons 1-3)

Topic Overview (Lesson 1 – 4)

Name of Snapshot of summary or

Refer to the Engage NY Lessons to support instruction:

Topic Overview (Lessons 4-6)

Topic Overview (Lesson 9-10)

Name of Snapshot of summary or

Classify objects and count the

Kindergarten Focused Math Intervention Kit for EIP:

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