KGB6 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

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

Measurement Topic

This standard is reported on the report card in these quarters as follows:

About the math

  Skills and concepts below are learning goals for this standard.

• Put shapes together to make new shapes (compose shapes)
• Name the new shape that results from composing two simple shapes.

Progression of Standard within Kindergarten

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

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TASKS

These tasks can be used with small group or whole group instruction. 

• Select either tangrams or shape blocks to create a composite shape or design. Give students their own set of blocks. Build a composite shape or design, allow students to look at it for a minute and then cover the shape/design. Once the shape/design is covered, let students build what they saw. After they have a minute to build the shape, uncover the original shape and allow students a chance to fix/adjust what they made to make sure it matches the original. How did you know how to build the shape? How did you know if you needed to fix your original design? Begin with two shapes and build up in complexity.
• Give students a hexagon pattern block and ask them to cover it with other pattern block shapes. How do students know when the shape is covered? Is it ok if blocks hang over the hexagon? What is the largest amount of pattern blocks they can use to cover the hexagon? What is the smallest amount? Can they use all the same shapes? How do they know they have found all of the different ways to cover the hexagon?
• Cut out shapes from sponges or use trimmed and folded cardboard tubes (using the edges) to make shape stamps. Allow students to stamp the shapes in paint and then on paper to create their own animal.
• Give students shape blocks and allow them to make a new shape or picture. Shapes need to be touching each other. When students are finished, discuss what they made. Extend the activity by having students count how many of each shape they used. This activity can be repeated by having students pick a shape and then roll a die to see how many of that shape they should use. Students can also trace and color their finished designs. 

• Using tangrams what other shapes can you put together to make a larger shape?
• Using your tangram pieces, can you make a trapezoid with two pieces? (parallelogram and medium triangle) Can you make a parallelogram with three pieces? (two small triangles and square) Can you make a square with four pieces?
• How many different shapes can you make using five green pattern block triangles? Triangles must touch along each complete side.
• What different shapes can you make putting pattern blocks together?

SLIDE-BASED TASKS 

  These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

Print Resources

  These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

All kindergarten teams have been provided with the resources listed below.

Print Resources

Book Thumbnail	Title	Reference
	Hands-On Standards published by: Learning Resources	Lesson 8, Geometric Problems, p. 78
	Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin	Parts That Are Alike - Activity 7.4, p. 197 For further reading, see Chapter 7: Geometric Thinking and Geometric Concepts, p. 186-220.

Tasks Connected to Literature 

  Suggested titles to support the standard can be found below. Check your school library or Howard County Library System for availability, or purchase using Materials of Instruction (MOI) funds. When available, select links to view activities aligned to each title.

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Centers

  These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

• Triangles, Triangles, Triangles Download Triangles, Triangles, Triangles
   (HCPSS-adapted resource)
• Cover It Download Cover It
   (HCPSS-adapted resource)
• Shape Animals Download Shape Animals
   (HCPSS-adapted resource)

PRACTICE/ASSESSMENT

  These materials can be used for independent practice and/or for assessment purposes. These tasks align with the learning goals for the standard. 

Assessment and Instructional Tasks

• Task: K.G.B.6 Links to an external site. and Materials Links to an external site.

• K.G.B.6 Compose Shapes Links to an external site.
• K.G.B.6 Assessment Recording Sheet Links to an external site.

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Full Standard

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

Measurement Topic

The standard is reported on the report card through these measurement topics. Expand the measurement topic for a description of what students who meet expectation are able to do.

Kindergarten Students Learning Kindergarten Standards by Measurement Topic

KG6 Anecdotal Data Collection Tool Links to an external site.

Visit the SBIR (Standards Based Instruction and Reporting) page in Course Essentials for more information and clarification. 

Rubric (for thinking and reasoning evidence)

Use this rubric for observation and constructed responses (tasks that require explanation, justification, and/or representation).

Rubric for Tasks (pdf) Links to an external site.

Exemplars for this standard (if available)

These samples are examples of what it might look like for a student who MEETS EXPECTATIONS, is MAKING PROGRESS, and/or is MAKING LIMITED/NO PROGRESS.

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