Kindergarten Mathematics Geometry

K.G.A.3

About the Math
Preferred Resources
Additional Resources
Assessment

Full Standard

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

Learning Targets (I can)

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

About the Math

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.

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.

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. Information is not the complete standard.

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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Preferred Tasks

These resources provide ideas for lessons connected to this standard. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning; once introduced through modeling and/or guided practice, they may be used as center options.

Identify Attributes of 2D and 3D Figures:

Pick a Shape +++
Jasper's Sort +++
Mystery Shape +++

Lesson Seeds (Prompts for Rigor)

Rigorous mathematics instruction balances the teaching and learning of conceptual understanding, procedural understanding, and the application of mathematics standards. Below are prompts for applying rigor in your classroom. They may support small group instruction or whole group collaborative investigations. They are intended to serve as a starting point for planning. See the Increasing Rigor page for more information.

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.

+++ Indicates recently created HCPSS instructional tasks. These tasks are provided in Google slides. When selected, a copy of the file is added to your drive for classroom use.

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Print Resources

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

Book Thumbnail	Title	Reference
	Hands-On Standards published by: Learning Resources	Lesson 6, Cubes and Spheres, p. 74

Children's Literature Connections

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.

Screen shot 2015-07-10 at 2.08.02 PM.png

Shapes, Shapes, Shapes

by Tana Hoban

Changes, Changes

by Pat Hutchins

Shape by Shape

by Suse MacDonald

Perfect Square

by Michael Hall

Captain Invincible

by Stuart J Murphy

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Learning Targets

conceptrubric

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

Learning targets identify what students should be able to do. The resources below can be used to measure student understanding of the standard. The recording sheet can be used to collect data. The rubrics can be applied to any task. Select the preview icon to preview any document before downloading.

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.

Assessment and Instructional Tasks

Formative Assessments

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