Kindergarten CCSS Progressions
Cluster 4: Geometry
Pre-K CCSS
Kindergarten CCSS

Identifies objects based on
positional language such
as above, below, beside, in
front, of behind and next
to.

“Point to the person next to
you.” “In this row of cubes,
which color is in front of the
blue cube?”
K.G.1. 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.

.
First Grade CCSS
Naming shapes, shape
categories and their
shared attributes continues
through grade 3.
Connect three-dimensional
shapes to real world
objects.
PK.G.1. Match like
(congruent and similar)
shapes.
K.G.2. Correctly name
shapes regardless of their
orientations or overall size.
PK.G.4. Match and sort
shapes.
(Squares, circles, triangles,
rectangles, hexagons,
cubes, cones, cylinders,
and spheres)
Finds two-dimensional
shapes in pictures or the
real-world.
K.G.3. Identify shapes as
two- dimensional (lying in a
plane, “flat”) or threedimensional (“solid”).
1
Progressions
Correctly name shapes regardless of their orientations or
overall size. (Cubes, cones, cylinders, spheres, prism).
Mastered
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.G.2 Compose two
dimensional shapes
(rectangles, squares,
trapezoids, triangles, halfcircles, and quarter circles)
or three dimensional
shapes (cubes, rectangular
prisms, cones, cylinders) to
create composite shapes,
and compose new shapes
from the composite shape.
Cluster 4: Geometry
Pre-K CCSS
PK.G.2. Group the shapes
by attributes.
PK.G.5. Describe threedimensional objects using
attributes.

Kindergarten CCSS
K.G.4. Analyze and
compare two- and threedimensional shapes, in
different sizes and
orientations, using informal
language to describe their
similarities, differences, parts
(e.g., number of sides and
vertices/“corners”) and
other attributes (e.g.,
having sides of equal
length).
Progressions
First Grade CCSS
Recognizes parts of shapes such as number of sides and
angles, matches and sorts with other like shapes.
(rhombus, trapezoid, parallelogram* all have four sides like
a square and rectangle: oval has no sides like a circle)
1.G.1. Distinguish between
defining attributes (e.g.,
triangles are closed and
three-sided) versus nondefining attributes (e.g.,
Analyze, compare and match shapes concretely based
color, orientation, overall
on types of angles. Student may lay two different triangles size); build and draw shapes
(or quadrilaterals) on top of each other to compare
to possess defining
attributes.
Recognizes parts of solids such as the shape and number
of face, the number of vertices and the number of edges.
Matches and sorts with other like shapes. (ex. (Using a
rectangular prism and noticing that it could be sorted into
the same group as a cube is a progression)
*Students do not need to learn formal names of rhombus,
trapezoid, and parallelogram.
PK.G.6. Compose and
describe structures using
three-dimensional shapes.
Descriptions may include
shape attributes, relative
position, etc.
K.G.5. Model shapes in the
world by building shapes
from components (e.g.,
sticks and clay balls) and
drawing shapes.
(Cubes, cones, cylinders,
and spheres)
Continued practice with composing shapes to form larger
shapes including pentagon, octagon and trapezoid*. “Can you
join these two triangles and a rectangle to make a trapezoid?”
Continued practice with composing shapes to form larger
shapes including parallelogram and rhombus*. “Can you join
these two triangles and a rectangle to make a parallelogram?”
Continued practice with modeling shapes in the world,
including cubes, cones, cylinders, spheres, regular
rectangular prisms).
*Students do not need to learn formal names of
pentagon, octagon, trapezoid, rhombus, and
parallelogram.
2
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.G.2. Compose twodimensional shapes
(rectangles, square,
trapezoids, triangles, halfcircles and quarter-circles)
or three-dimensional shapes
(cubes, prisms, cones, and
cylinders) to create a
composite shape, and
compose new shapes from
the composite shape.
No Pre-K CCSS

K.OA.5. Fluently add and
subtract within 5.
Build understanding of addition and subtraction using
manipulatives and drawing within 10.
Focus on building understanding of strategies such as counting
on; making ten, decomposing a number leading to a ten;
using the relationships between addition and subtraction;
and creating equivalent but easier or known sums
3
Progression based on Learning and Teaching Early Math by Douglas H. Clements and Julie Sarama
1.OA.6 Demonstrates
fluency for addition and
subtraction within 10. Use
strategies such as counting
on; making ten,
decomposing a number
leading to a ten; using the
relationships between
addition and subtraction;
and creating equivalent
but easier or known sums