BCSD Mathematics Unit Planning Organizer Grade K – Unit 5 Subject: Mathematics Unit: 2D and 3D Shapes

Grade: Kindergarten Pacing: 3 Weeks Instruct and Assess 1 week ERI Total: 4 Weeks

Essential Questions: 1. How can shapes be recognized and compared? 2. How can we describe and model shapes in our world? 3. How can we compare objects using graphs? Big Ideas: 1. Shapes can be recognized and compared by their properties (“flat,” “solid,” number of sides and corners, and having sides of equal lengths). 2. We can describe shapes in our world by naming them and their position. We can model shapes by building them from components or drawing them. 3. We can compare objects by representing data using graphs. Priority Standards Supporting Standards K.G.1 Describe positions of objects by appropriately using terms, including below, above, beside, between, inside, outside, in front of, or behind. K.G.3 Classify shapes as two-dimensional/flat or three-dimensional/solid and explain the reasoning used. K.ATO.6 Describe simple repeating patterns using AB, AAB, ABB, and ABC type patterns. K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language. K.MDA.1 Identify measurable attributes (length, weight) of an object. K.MDA.2 Compare objects using words such as shorter/longer, shorter/taller, and lighter/heavier. K.MDA.3 Sort and classify data into 2 or 3 categories with data not to exceed 20 items in each category. K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere).

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BCSD Mathematics Unit Planning Organizer Grade K – Unit 5 K.G.1 Describe positions of objects by appropriately using terms, including below, above, beside, between, inside, outside, in front of, or behind. Clarification It is essential for students to:  Describe positions of objects (including, but not limited to shapes) using the terms below, above, beside, between, inside, outside, in front of, or behind  Use position words (below, above, beside, between, inside, outside, in front of, or behind) when referring to and moving objects (including, but not limited to shapes) It is not essential for students to:  Use terms not specified in the standard Concepts (Need to Know) Skills (Able to Do) Cognitive Demand  Positions of objects using  Describe  Apply terms such as: above, below, beside, between, inside, outside, in front of, or behind,

K.G.2 Identify and describe a given shape and shapes of objects in everyday situations to include two-dimensional shapes (i.e., triangle, square, rectangle, hexagon, and circle) and three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Clarification It is essential for students to:  Identify shapes belonging to specific shape categories (triangle, square, rectangle, hexagon, circle) including exemplars (a rectangle that looks like a door, a triangle with 3 equal sides, hexagon with 6 equal sides, etc.) and variants (long skinny rectangles, triangles with 3 different side lengths and angle measurements, etc.)  Describe given two-dimensional (triangle, square, rectangle, hexagon, circle) and threedimensional (cone, cube, cylinder, sphere) shapes based on their defining attributes (See Figure 1) (Counting the number of sides-K.NS.1)  Describe their physical world using shape names (triangle, square, rectangle, hexagon, circle, cone, cube, cylinder, and sphere) (For example, “The American flag is a rectangle.” or “The bouncy ball is a sphere.”)  Distinguish between shapes (triangle, square, rectangle, hexagon, circle) and non-examples of shapes (see Figure 2)  See examples of shapes beyond circles, squares, rectangles, triangles, hexagons, cone, cube, sphere, and cylinder  Sort shapes into the appropriate categories when given a collection of 2-D shapes and nonexamples (K.MDA.3)  Sort shapes into the appropriate categories when given a collection of 3-D shapes Figure 1 Kindergarten Geometry Chart Name of Shape 2-D/ 3-D Faces/ Sides/Bases Vertices Other Properties Triangle Closed, Flat, 2-D 3 sides 3 Square Closed, Flat, 2-D 4 equal sides 4 4 right or “square” angles; also classified as a rectangle Rectangle Closed, Flat, 2-D 4 sides 4 Hexagon Closed, Flat, 2-D 6 sides 6 Circle Closed, Flat, 2-D 0 perfectly round Cone Solid, 3-D 1 circular base 1 Cube Solid, 3-D 6 square faces 8 stacks, slides Cylinder Solid, 3-D 2 circular bases 0 rolls, stacks Sphere Solid, 3-D 0 perfectly round, rolls

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BCSD Mathematics Unit Planning Organizer Grade K – Unit 5

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Geometry Progressions Document p. 6 Students learn to identify shapes such as circles, triangles, and squares, whose names occur in everyday language, and distinguish them from obvious non-examples. This includes recognizing and informally naming 3-D shapes (e.g., “boxes,” “balls”) From simply having students manipulate shapes and build with shapes, their vocabulary and understanding of shapes increases. Students refine informal language by learning mathematical concepts and vocabulary so as to increasingly describe their physical world from geometric perspectives. Students learn to describe 2-D shapes in everyday situations. not essential for students to: Identify and describe shapes beyond circles, squares, rectangles, triangles, hexagons, cone, cube, sphere, and cylinder Distinguish between examples and non-examples of 3-D shapes

Concepts (Need to Know)  2D and 3D Shapes

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Skills (Able to Do) Identify

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Cognitive Demand Apply

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BCSD Mathematics Unit Planning Organizer Grade K – Unit 5 K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language. Clarification It is essential for students to:  Identify faces of 3-D shapes as 2-D shapes (for example, a cube face is a square)  Use informal language to compare 2-D and 3-D shapes based on their similarities and differences (for example, number of sides, points, corners, solid, flat, rolls, stacks, etc.) (counting number of sides K.NS.1)  Sort shapes into the appropriate categories when given a collection of 2-D and/or 3-D shapes in different sizes (for example shapes that are “big/little” or “regular/long and skinny/short and fat”) and orientations (for example, shapes that are “upside down” or “tilted”) (K.MDA.3) It is not essential for students to:  Use formal language when analyzing and comparing 2-D and 3-D shapes (for example, vertices, faces) Concepts (Need to Know) Skills (Able to Do) Cognitive Demand  2-dimensional shapes &  Compare  Analyze 3-dimensional shapes in  Describe  Understand different sizes and orientations.  Similarities, differences, parts and other attributes using informal language.

K.G.5 Draw two-dimensional shapes (i.e., square, rectangle, triangle, hexagon, and circle) and create models of three-dimensional shapes (i.e., cone, cube, cylinder, and sphere). Clarification It is essential for students to:  Draw squares, rectangles, triangles, hexagons, and circles (counting the number of sides K.NS.1)  Build models of cones, cylinders, and spheres using clay/Play-Doh  Build models of cubes using components (for example, toothpicks and marshmallows, clay, craft sticks, etc.) It is not essential for students to:  Draw/build shapes with complete mathematical precision—expectations should consider students’ fine motor abilities  Use mathematical tools (for example, rulers and protractors) when drawing or building shapes Concepts (Need to Know) Skills (Able to Do) Cognitive Demand  3-D models  Create  Apply

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BCSD Mathematics Unit Planning Organizer Grade K – Unit 5 Vocabulary Mathematically proficient students communicate precisely by engaging in discussion about their reasoning using appropriate mathematical language. The terms students should learn to use with increasing precision within this unit are: circle, triangle, square, rectangle, hexagon, sphere, cube, cylinder, cone, 2-dimensional, 3-dimensional, position, above, below, between, beside, in front of, behind, next to, inside, outside, measurable, attribute, length, weight, sort, classify, vertices, corners, sides, faces, describe, compare, identify, orientation, represent, picture graphs, data, draw conclusions. *These are the words the teacher should use frequently with instruction and words that students use when discussing mathematical content. These words are not intended for assessment. Required Resources Supplemental Resources Support Documents: South Carolina Department of Education BCSD Chapter 10: Lessons 1, 2, 3, 4 Chapter 11: Lesson 1, 2, 3, 4, 5, 6, 7, 8, 9 Chapter 12: Lessons 1, 2, 3, 4, 5 *These lessons contain activities and ideas that teachers may find helpful. Illustrative Mathematics (PDF files) K.G.1, K.G.2, and K.G.3 Shape Hunt Part 1 K.G.1, K.G.2, and K.G.3 Shape Hunt Part 2 K.G.2 Shape Sequence Search K.G.4 Alike or Different NCTM Illuminations Squares are Special Rectangles NCTM Articles “The Earliest Geometry” by Douglas H. Clements and Julie Sarama, Teaching Children Mathematics 7 (October 2000): 82–86. Hannibal, Mary Anne, “Young Children’s Developing Understanding of Geometric Shapes,” Teaching Children Mathematics 5 (February 1999): 353–57. “Measuring Experiences for Young Children” by Juanita V. Copley, Kristin Glass, Linda Nix, Alison Faseler, Maria De Jesus, and Sheila Tanksley, Teaching Children Mathematics 10 (February 2004): 314–19. “Sorting and Patterning in Kindergarten: From Activities to Assessment” by Elizabeth J. Ziemba and Jo Hoffman, Teaching Children Mathematics 12 (January 2006): 236–41. Technology k-5mathteachingresources.com harrykindergarten.com-songs

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