Primary Standards:

MAFS.K.G.1.1 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.

MAFS.K.G.2.5 Model shapes in the world by building shapes from components (e.g. sticks and clay balls) and drawing shapes.

MAFS.K.G.2.6 Compose simple shapes to form larger shapes.  For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Connecting Standards:

MAFS.K.G.1.2 Correctly name shapes regardless of their orientations or overall size.

MAFS.K.G.1.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

MAFS.K.G.2.4 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).

Content Knowledge:

Just as in the prior Unit, and throughout the year, students in this Unit will continue to use vocabulary to describe the comparable positions of shapes and objects.  For example, “I can place this triangle above the square to create a house!”

Through creating models of both flat and solid figures, students should have the opportunity to continue their work in comparing these shapes from the prior Unit.  They can revisit similarities and differences, such as understanding squares and triangles are similar because they are both flat, whereas cubes and squares differ because squares are flat and cubes “take up space.”  They can see that though cylinders and cones are both solids, they also both have faces that are circles as well.

Creating models, and composing shapes to form new shapes, will also focus students’ attention towards attributes.  Through drawing, building with clay, or combining tangrams, etc., kindergartners will justify, using attributes, why the shape they created is truly what they are naming it. Through construction activities (composing) students must use trial and error, as well as develop their spatial reasoning as they move, rotate, and flip both flat and solid figures.  They may discover they can cover a hexagonal pattern block with triangular pattern blocks or with a combination of other pattern blocks. 


GCG 1 – Learning Goal: As a Mathematician, I will be able to Model 2D and 3D Shapes

  • Step 1: Students can compose 2D shapes using concrete models and drawings
  • Step 2: Students can compose 3D shapes using concrete models
  • Step 3: Students can use positional words to describe the location of 2D and 3D shapes in their environment

GCG 2- Learning Goal: As a Mathematician, I will be able to Compose Shapes from Smaller Shapes

  • Step 1: Students can put 2D shapes together (compose) to create new 2D shapes
  • Step 2: Students can use 2D shapes to create pictures or solve “puzzles”
  • Step 3: Students can use their knowledge of 2D and 3D shapes to compose 3D shapes

GCG 3 – Learning Goal: As a Mathematician, I will be able to Classify and Sort Shapes

  • Step 1: Students can sort shapes based on a rule they are given
  • Step 2: Students can sort shapes based on a rule they create