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.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:
Many kindergarten students appear to already know basic shapes, (squares, circles, triangles, rectangles) but with probing they demonstrate their understanding is simply by appearance. They may call this a triangle but not this or this . In this Unit, students should be provided with a variety of representations of shapes, in different sizes and orientations. Kindergartners begin to identify shapes based on their attributes, rather than just their appearance.
Students are not expected to formally describe attributes of shapes in kindergarten, rather they will be expected to use informal language to describe what they notice. They may identify the difference between straight or curved lines/sides, call vertices “corners”, count sides and corners, describe 2D shapes as “flat” or “thin” when compared to 3D figures, etc. They should begin to reason that some of these attributes matter, but some do not. For example triangles may be any color.
Another focus in kindergarten is understanding the differences between flat and solid shapes, not on knowing the words two- and three-dimensional (2D and 3D). Students will also look for similarities between flat and solid shapes, for example noticing some solid figures have circular faces, and some have triangles or squares as faces. They should also look for examples in the world around them of both flat and solid figures. Working with positional language (above, below, beside, etc.) provides students with the words necessary to describe objects in their environment. These words should be imbedded in discussion not only about geometric shapes, but also in everyday language about objects in their lives (my lunch bag is above my cubby).
GCG 1 – Learning Goal: As a Mathematician, I will be able explore, name, and describe flat (two-dimensional) shapes
- Step 1: Students can distinguish between characteristics of flat shapes and solid shapes
- Step 2: Students can identify attributes of flat shapes and classify based on attributes
- Step 3: Students can create flat shapes
- Step 4: Students can recognize flat shapes by name and describe their specific attributes
- Step 5: Students can describe the position of a flat shape in their environment
GCG 2 – Learning Goal: As a Mathematician, I will be able explore, name, and describe solid (three-dimensional) shapes
- Step 1: Students can identify attributes of solid shapes and classify based on attributes
- Step 2: Students can recognize flat shapes on solid figures
- Step 3: Students can recognize solid shapes by name and describe their specific attributes
- Step 4: Students can describe the position of a solid shape in their environment
GCG 3 – Learning Goal: As a Mathematician, I will be able analyze and compare flat and solid shapes