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.
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.
Describe the position of objects as above, below, beside, in front of, and next to.
Identify shapes in my environment regardless of their orientation or overall size (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Spatial sense is an intuition about shapes and the relationships among shapes. This includes the ability to mentally visualize objects and spatial relationships like turning things around in your mind.
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.
Students many times use incorrect terminology when describing shapes. For example students may say a cube is a square or that a sphere is a circle. The use of the two-dimensional shape that appears to be part of a three-dimensional shape to name the three-dimensional shape is a common misconception. Work with students to help them understand that the two-dimensional shape is a part of the object but it has a different name.
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
Identify shapes in my environment regardless of their orientation or overall size (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Describe the position of objects as above, below, beside, in front of, and next to.
These tasks can be used with small group or whole group instruction.
Create a poster for each shape you are learning about. Have a large picture of the shape at the top with the shape’s name. Have students describe what the shape looks like and where they have seen it before. As you talk about shapes during this module add different descriptions and examples to the poster. Students can cut out pictures from magazines of the shape to add to the poster.
Take students around the school for a shape hunt. Tell students that you are looking to find as many circles as possible. When you get back to the classroom discuss with students the different places they saw circles.
Place a stuffed animal somewhere in your classroom where it can easily be seen. Ask students if they can help you find your stuffed animal. Give them a minute to quietly look around the room. Discuss with students how they could describe where the stuffed animal is? What is is next to? What is it below? Prompt students to use different positional words to describe where you placed the stuffed animal. You can continue this activity for a few days, finding a new spot for the stuffed animal each day. Create a chart listing different positional words students have used.
Give students each a bear counter and a unifix cube. Show students how you can put the bear on top of the unifix cube. Emphasize that you are describing where the bear is (not the cube). How else could they position the bear and the unifix cube? How many different ways can they arrange the bear and the cube? Make a list of all the words they use. To extend you can have students draw a picture of their favorite arrangement on a note card. Students can match pictures that are the same. Groups of pictures can be displayed with the matching positional words.
Place shape cards or attribute shapes around the room in front, behind, next to, beneath, above, etc. of classroom objects. Have students go on a shape hunt to find shapes that are specific to the positional words.
Put positional word cards in a bag. Pull one out and start this activity by giving students locate a mystery object in the classroom that is (insert positional word here) another object. Then have students take turns giving one another clues for their mystery object using positional words. Have them fill in sentence frames to record.
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.
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 1, Left and Right, p. 64
Lesson 10, Positions in a Lane, p. 82
Lesson 11, Relative Locations, p. 84
Lesson 12, Inside and Outside, p. 86
Lesson 13, Before and After, p. 89
Teaching Student-Centered Mathematics by: John A. Van de Walle and Lou Ann H. Lovin
Hidden Positions? - Activity 7.12, p. 213
Activity 7.1, p. 194
Activity 7.6 p. 207
Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)
Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position.
Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. "this rectangle (a poster) is over the sphere (globe)." Teachers can use an iPad to record these relationships.
Hide shapes around the room. Have students say where they found the shape using positional words, e.g. "I found a triangle UNDER the chair."
Have students create drawings involving shapes and positional words:
draw a window ON the door:
draw an apple UNDER a tree;
Some students may be able to follow two- or three-step instructions to create their drawings.
Use a shape in different orientations and sizes along with non-examples of the shape so students can learn to focus on defining attributes of the shape.
Tasks Connected to Literature
Suggested titles to support the standard can be found in the table 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.
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.
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