KGA3 About the Math, Learning Targets, and Opportunities for Enrichment

Full Standard

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

 

Measurement Topic

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

Kindergarten Students Learning Kindergarten Standards

Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Report Card Measurement Topic: Reason about shapes and their attributes.

 

About the Math 

 Skills and concepts below are learning goals for this standard.

• Define/describe two-dimensional as being flat.
• Define/describe three-dimensional as being solid.
• Identify two-dimensional shapes.
• Identify three-dimensional shapes.

Identify, name, and describe three-dimensional shapes such as cubes, cones, cylinders, and spheres. Sort the shapes into categories that have curved surfaces such as a sphere and shapes that have flat surfaces such as a cube. Students can name and identify the shapes and find examples of the the shapes in their environments. A cone looks like a party hat or an ice cream cone. A cylinder looks like a soup can. Formal definitions of the shapes such as faces, vertices, and edges should not be a focus.

 

Common Misconceptions

Manipulatives used for shape identification actually have three dimensions. However, Kindergartners need to think of these shapes as two-dimensional or “flat” and typical three-dimensional shapes as “solid.” Students will identify two- dimensional shapes that form surfaces on three-dimensional objects. Students need to focus on noticing two and three dimensions, not on the words two-dimensional and three-dimensional.

 

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 Throughout Year

Quarter 1	Quarter 2	Quarter 3	Quarter 4
			Define two-dimensional as being flat. Define three-dimensional as being solid. Identify two-dimensional shapes. Identify three-dimensional shapes.

 

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.

Progression Across Grades

Grade 1
Defining attributes vs non-defining attributes (1.G.1) Compose two-dimensional shapes and three dimensional shapes (1.G.2)

 

 

 

 

 

 

 

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TASKS

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

• Prepare a collection of cones, cubes and cylinders. Have students trace the face/faces of each solid figure. Discuss what shapes they have made. Have students color squares one color and circles another color.
• Make shape bags ahead of time with several shapes that is the same (in different sizes and colors) and one shape that is different. Give pairs of students a bag and have them work together to decide which shapes don’t belong. Partners should justify why one shape doesn’t belong. Encourage students to use math related words that describe or name the shape. Sets of shapes could include: four squares and one triangle, three cubes and one square, four cones and one cylinder, five cylinders and one circle, etc.

• Have 3D shapes and 2D shapes in two different sorting circles that aren't intertwined.  Have students choose a shape from each circle and discuss how they are similar and how they are different.
• Toby was building with the three dimensional shapes.  Toby used only shapes that had sides that were squares and circles.  What 3D shapes could Toby be building with?
• Have 3D and 2D shapes mixed up and spread out on the table.  Play I Spy with students by only giving them clues for either a 2D or 3D shapes.

 

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. 

 

 

 

Tasks From 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 6, Cubes and Spheres, p. 74

 

 

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.

 

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 1: K.G.A.3 & K.G.B.4 Links to an external site.
• Task 2: K.G.A.3 & K.G.B.4 Links to an external site.

 

• K.G.A.3 Flat or Solid Links to an external site.
• K.G.A.3 2D or 3D Shape Sort Links to an external site.
• K.G.A.3  Assessment Recording Sheet Links to an external site.

 

 

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Full Standard

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

 

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

 

KG3 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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