Shelby County Schools



|G Task 1a |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.1 Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |

| |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

|Materials | BLM, cone, sphere, bag |

|Task |Cut out each shape creating shape cards. Show each shape or shape card one at a time to the student. Ask the student to name the |

| |shape. (circle, square, rectangle, hexagon, cone, sphere) |

| |Spread the shape cards and shapes out on a table. Place the empty bag on the table. Say, I have a bag and some shapes. I am going |

| |to give you some directions about where to place the different shapes around the bag. |

| |Put the cone above the bag. |

| |Put the square beside the bag. |

| |Put the circle inside the bag. |

| |Put the rectangle behind the bag. |

| |Put the hexagon in front of the bag. |

| |Put the sphere below the bag. |

|Continuum of Understanding |

|Developing Understanding |Names one or more of the shapes incorrectly. |Correctly names shapes: |

| |Identifies one or more incorrectly. |Square |

| |Places one or more of the shapes in the incorrect position. |Circle |

| | |Rectangle |

| | |Cone |

| | |Sphere |

| | |Hexagon |

| | | |

| | | |

| | |Correctly identifies shapes: |

| | |Square |

| | |Circle |

| | |Rectangle |

| | |Cone |

| | |Sphere |

| | |Hexagon |

| | | |

| | | |

| | |Knows positional vocabulary: |

| | |above |

| | |below |

| | |beside |

| | |behind |

| | |next to |

| | |in front of |

| | | |

|Complete Understanding |Names all of the shapes correctly. | |

| |Identifies all of the shapes correctly. | |

| |Places all shapes in the correct position. | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 1b |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.1 Describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to. |

| |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

|Materials |Use shapes from BLM KG 1a - cylinder, cube, bag |

|Task |Cut out each shape creating shape cards. Show each shape card and shape one at a time to the student. Ask the student to name the |

| |shape (square, circle, rectangle, hexagon, cube, cylinder). |

| |Spread the shape cards and the shapes out on a table. Place the empty bag on the table. Say, I have a bag and some shapes. I am |

| |going to give you some directions about where to place the different shapes around the bag. |

| |Put the cylinder above the bag. |

| |Put the circle beside the bag. |

| |Put the square inside the bag. |

| |Put the rectangle behind the bag. |

| |Put the triangle in front of the bag. |

| |Put the cube below the bag. |

|Continuum of Understanding |

|Developing Understanding |Names one or more of the shapes incorrectly. |Correctly names shapes: |

| |Identifies one or more incorrectly. |Square |

| |Places one or more of the shapes in the incorrect position. |Circle |

| | |Rectangle |

| | |Hexagon |

| | |Cube |

| | |Cylinder |

| | | |

| | | |

| | |Correctly identifies shapes: |

| | |Square |

| | |Circle |

| | |Rectangle |

| | |Hexagon |

| | |Cube |

| | |Cylinder |

| | | |

| | | |

| | |Knows positional vocabulary: |

| | |above |

| | |below |

| | |beside |

| | |in front of |

| | |behind |

| | |next to |

| | | |

|Complete Understanding |Names all of the shapes correctly. | |

| |Identifies all of the shapes correctly. | |

| |Places all shapes in the correct position. | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 2a |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

|Materials |Use triangle from BLM KG 1a, cylinder (e.g., juice can, pencil can, 3D model) |

|Task |Hand the student a triangle. Ask: What is this shape? Why do you think that this shape is a “use student word”? |

| | |

| |Hand the student a cylinder. Ask: What is this shape? Why do you think that this shape is a “use student word”? |

|Continuum of Understanding |

|Developing Understanding |Uses non-geometric attributes to describe/justify shapes (e.g., color, size, texture, etc.).|Describes the shapes using geometric |

| |Names one, but not both, of the shapes. |attributes: |

| | |Number of sides |

| | |Number of angles |

| | |Number of edges |

| | |Number of faces |

| | | |

| | |Identifies shapes |

| | |Triangle |

| | |Cylinder |

|Complete Understanding |Correctly identifies the triangle and the cube. | |

| |Uses geometric attributes to describe/justify shapes (e.g., number of sides, number of | |

| |edges, and number of corners). | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 2b |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.1 Describe objects in the environment using names of shapes. |

|Materials |Use square from BLM KG 1, cube (e.g., die, sugar cube, 3D model) |

|Task |Hand the student a square. Ask: What is this shape? Why do you think that this shape is a “use student word”? |

| | |

| |Hand the student a cube. Ask: What is this shape? Why do you think that this shape is a “use student word”? |

|Continuum of Understanding |

|Developing Understanding |Uses non-geometric attributes to describe/justify shapes (e.g., color, size, texture, etc.) |Describes the shapes using geometric |

| |Names one, but not both, of the shapes. |attributes: |

| | |Number of sides |

| | |Number of angles |

| | |Number of edges |

| | |Number of faces |

| | | |

| | |Identifies shapes |

| | |Square |

| | |Cube |

|Complete Understanding |Correctly identifies the triangle and the cube. | |

| |Uses geometric attributes to describe/justify shapes (e.g., number of sides, number of | |

| |edges, number of corners, etc.) | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 3a |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

|Materials |BLM |

|Task |Show BLM. Point to each shape and ask the student to name each shape. |

|Continuum of Understanding |

|Developing Understanding |Names some, but not all, of the shapes. |Identifies shapes: |

| |Names regular shapes, but is not able to name irregular shapes or shapes in atypical |square |

| |orientations. |circle |

| | |triangle |

| | |rectangle |

| | |hexagon |

| | |sphere |

| | |cylinder |

| | |cone |

| | |cube |

| | | |

|Complete Understanding |Names all of the shapes, regardless of the position or orientation. | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

| G Task 3b |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

|Standard(s) |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

|Materials |BLM |

|Task |Show BLM. Point to each shape and ask the student to name each shape. |

|Continuum of Understanding |

|Developing Understanding |Names some, but not all, of the shapes. |Identifies shapes: |

| |Names regular shapes, but is not able to name irregular shapes or shapes in atypical |square |

| |orientations. |circle |

| | |triangle |

| | |rectangle |

| | |hexagon |

| | |sphere |

| | |cylinder |

| | |cone |

| | |cube |

| | | |

|Complete Understanding |Names all of the shapes, regardless of the position or orientation. | |

| | | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 4 |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

| |Analyze, compare, create, and compose shapes. |

|Standard(s) |K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). |

| |K.G.4 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). |

|Materials |Geometric shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere |

|Task |Show the student a collection of two-dimensional and three-dimensional shapes (square, circle, triangle, rectangle, hexagon, cube, |

| |cone, and cylinder). Say: Put all of the flat, two-dimensional shapes together in a pile and all of the three-dimensional shapes |

| |together in a different pile. |

| | |

| |Pull out the student a triangle and a rectangle. Remove the other shapes. Ask: How are these shapes alike? How are they different?|

| | |

| |Repeat with a circle and a cylinder; cube and a square. |

|Continuum of Understanding |

|Developing Understanding |Incorrectly identifies one or more 2-D shapes. |Identifies shapes |

| |Incorrectly identifies one or more 3-D shapes. |square |

| |Provides limited explanation regarding how the pairs of shapes are alike or different. |circle |

| |Uses non-geometric attributes during the explanation. |triangle |

| | |rectangle |

| | |hexagon |

| | |sphere |

| | |cylinder |

| | |cone |

| | |cube |

| | | |

| | | |

| | |Described Geometric Attributes: |

| | |_____ Number of sides |

| | |_____ Number of angles |

| | |_____ Number of edges |

| | |_____ Number of faces |

|Complete Understanding |Identifies all of the 2-D and 3-D shapes. | |

| |Describes how each pair of shapes is alike and different using geometric attributes. | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 5 |

|Domain |Geometry |

|Cluster |Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). |

| |Analyze, compare, create, and compose shapes. |

|Standard(s) |K.G.2 Correctly name shapes regardless of their orientations or overall size. |

| |K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. |

|Materials |Geometric shapes (square, triangle, rectangle, cube, cylinder, and sphere); Drawing materials (e.g., pencil/paper; marker/paper; dry|

| |erase board & marker); Modeling materials (e.g., modeling clay, playdoh, craft sticks, toothpicks) |

|Task |Show the student a triangle. Ask: What is the name of this shape? How do you know that this is a triangle? Then, ask the student to |

| |draw the shape. Repeat with a rectangle and a square. |

| |Show the student the cube. Ask: What is the name of this shape? How do you know that this is a cube? Then, ask the student to build |

| |a cube using materials provided. Repeat with a sphere and cylinder. |

|Continuum of Understanding |

|Developing Understanding |Incorrectly identifies one or more of the 2-D shapes. |Correctly Identifies: |

| |Incorrectly identifies one or more of the 3-D shapes. |_____ square _____ triangle |

| |Draws some of the 2-D shapes, but not all. |_____ rectangle _____ cube |

| |Builds some of the 3-D shapes, but not all. |_____ sphere _____ cylinder |

| |Uses non-geometric attributes during the explanation. | |

| | |Is able to draw: |

| | |_____ square _____ triangle |

| | |_____ rectangle |

| | | |

| | |Is able to build: |

| | |_____ cube _____ sphere |

| | |_____ cylinder |

| | | |

| | |Described Geometric Attributes: |

| | |Number of sides |

| | |Number of angles |

| | |Number of edges |

| | |Number of faces |

|Complete Understanding |Correctly identifies all 2-D and 3-D shapes. | |

| |Draws* all three 2-D shapes with accurate representation of critical | |

| |geometric attributes. | |

| |Builds* all three 3-D shapes with accurate representation of critical | |

| |geometric attributes. | |

| |Describes each shape using geometric attributes. | |

*NOTE: Due varied fine motor development, the shapes may not look exactly like they would as if an adult created them. However, it is expected that they accurately display the critical measureable attributes (number of sides, angles, faces).

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

|G Task 6 |

|Domain |Geometry |

|Cluster |Analyze, compare, create, and compose shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and |

| |spheres). |

|Standard(s) |K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a|

| |rectangle?” |

|Materials | BLM (2 rectangles) |

|Task |Give the student 2 rectangles. Say: Join these two rectangles to make a square. When the student is finished, ask: How do you know |

| |that this new shape is a square? |

|Continuum of Understanding |

|Developing Understanding |Attempts to join the rectangles to make a square but is unsuccessful. |Provides attributes of square: |

| |Creates a shape, but is unable to accurately explain why the new shape is a square. | |

| |Uses non-geometric attributes during the explanation. |4 sides |

| | |4 sides of equal length |

| | |4 corners (angles) |

| | |4 corners are same size. |

| | |4 corners are square (right) corners. |

|Complete Understanding |Joins the rectangles to make a square. | |

| |Accurately explains why the new shape is a square. | |

| |Describes each shape using geometric attributes. | |

|Standards for Mathematical Practice |

|1. Makes sense and perseveres in solving problems. |

|2. Reasons abstractly and quantitatively. |

|3. Constructs viable arguments and critiques the reasoning of others. |

|4. Models with mathematics. |

|5. Uses appropriate tools strategically. |

|6. Attends to precision. |

|7. Looks for and makes use of structure. |

|8. Looks for and expresses regularity in repeated reasoning. |

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