Targeted Strategic Intervention
Grade K, Chapter 12
Based on student performance on Am I Ready?, Check My Progress, and My Review, use these
charts to select the strategic intervention lessons found in this packet to provide remediation.
Am I Ready?
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
1-4
12-A: Classifying ThreeDimensional Shapes
Classify objects
Where is this
concept in
My Math?
K.MD.3
Chapter 9,
Lesson 1
Check My Progress 1
If
Students miss
Exercises…
3-4
Then
use this Strategic
Intervention Activity…
12-B: Identify Cones
12-C: Identify Cubes
Where is this
concept in
My Math?
Concept
Identify threedimensional
shapes
K.G.2,
K.G.3,
K.G.4
Chapter 12,
Lessons 1-2
Compare shapes
K.G.4
Chapter 12,
Lesson 3
12-D: Shapes that Roll
5-7
12-E: Compare Shapes
My Review
If
Students miss
Exercises…
Then
use this Strategic
Intervention Activity…
Concept
12-F: Identify Cylinders
1-2
Identify solid shapes
K.G.2,
K.G.3,
K.G.4
Chapter 12,
Lessons 1-2
Compare solid
shapes
K.G.4
Chapter 12,
Lesson 3
12-G: Identify Spheres
3-4
12-H: Compare Objects
Where is this
concept in
My Math?
Name
Lesson
l2-A
Copyright © The McGraw-Hill Companies, Inc.
Classifying Three-Dimensional
Shapes
alike
different
Directions: l. Trace the dashed circles around the shapes in the row that are alike. 2–3. Circle the shapes in the
row that are alike. 4. Are these shapes alike or different? Circle your answer.
USING LESSON 12-A
Lesson Goal
Name
Classifying Three-Dimensional
Shapes
Lesson
l2-A
• Categorize three-dimensional
objects in a group by identifying
them as alike or different.
What the Student Needs to
Know
• Understand what the terms alike
and different mean.
Getting Started
Teach
• Discuss the first exercise.
• Have students point to the shapes
that are alike.
• Tell students to trace the dashed
circle around the 2 shapes that
are alike.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
Copyright © The McGraw-Hill Companies, Inc.
• Hold up a geometric solid cylinder
and cube.
• Are these shapes alike or different?
(different)
• Discuss how the objects are
different.
• Then show 2 cubes. Are these
shapes alike or different? (alike)
• Discuss how the objects are
alike.
• Repeat this process showing
different three-dimensional objects
that are either alike or different
each time.
alike
different
Directions: l. Trace the dashed circles around the shapes in the row that are alike. 2–3. Circle the shapes in the
row that are alike. 4. Are these shapes alike or different? Circle your answer.
211_S_GK_C12_SI_119812.indd 211
WHAT IF THE STUDENT NEEDS HELP TO
Alike and Different
• Distribute blocks so that each
student has the same number
and the same types of blocks.
• Explain that they will be using
the same kinds of blocks to
build.
• Tell students to build
something with their blocks.
• Have students compare what
they built.
• Discuss what is alike and what
is different about the structures
they built.
• Ask students what they think
will happen if they do the same
activity again.
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Name
Lesson
l2-B
Copyright © The McGraw-Hill Companies, Inc.
Identify Cones
Directions: l. Trace the dashed circle around the cone. 2. Circle the cone. 3–4. Name the first shape in the row.
Compare it to the shapes of objects in the row. Circle the matching shape.
USING LESSON 12-B
Name
Identify Cones
Lesson
l2-B
Lesson Goal
• Identify, name, and describe cones.
What the Student Needs to
Know
• Identify spheres, cubes, and
cylinders.
Getting Started
Copyright © The McGraw-Hill Companies, Inc.
• Show students a geometric
solid cone.
• Tell students the cone is a
three-dimensional shape also
known as a solid shape.
• Turn the cone in different
orientations. Ask students to
identify and name the shape in
different orientations.
• Compare and contrast the cone
to a sphere and a cylinder.
• Have students find classroom
objects that are the shape of
a cone.
Teach
• Discuss the first exercise.
• Have students point to the cone in
the row.
• Tell students to trace the dashed
circle around the cone.
Directions: l. Trace the dashed circle around the cone. 2. Circle the cone. 3–4. Name the first shape in the row.
Compare it to the shapes of objects in the row. Circle the matching shape.
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Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
WHAT IF THE STUDENT NEEDS HELP TO
Mystery Bag
School Walk
• Place a sphere, cube, and
cylinder geometric solid in a
bag or pillowcase.
• Have the student reach in and
name and describe the shape
by feeling it.
• Tell the student to walk around
the classroom
• Have the student take a
notebook or clipboard on
the walk.
• Tell the student to draw objects
he or she sees that are the
same shape as a sphere, cube,
or cylinder.
Name
Lesson
l2-C
Copyright © The McGraw-Hill Companies, Inc.
Identify Cubes
Directions: l. Trace the X on the cube. 2. Draw an X on the cube. 3–4. Point to the cube. Draw a line from the
cube to an object that is shaped like a cube.
USING LESSON 12-C
Name
Identify Cubes
Lesson Goal
Lesson
l2-C
• Identify, name, and describe cubes.
What the Student Needs
to Know
• Identify cubes out of a group of
three-dimensional shapes.
Getting Started
Copyright © The McGraw-Hill Companies, Inc.
• Show students a geometric
solid cube.
• Tell students the cube is a
three-dimensional shape also
known as a solid shape.
• Turn the cube in different
orientations. Ask students to
identify and name the shape in
different orientations.
• Compare and contrast the cube to
a sphere and a cone.
• Have students find classroom
objects that are the shape of
a cube.
Teach
• Discuss the first exercise.
• Have students point to the cube.
• Tell students to trace the dashed X
on the cube.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
Directions: l. Trace the X on the cube. 2. Draw an X on the cube. 3–4. Point to the cube. Draw a line from the
cube to an object that is shaped like a cube.
215_S_GK_C12_SI_119812.indd 215
WHAT IF THE STUDENT NEEDS HELP TO
Mystery Bag
• Place a sphere, cube, and
cylinder geometric solid in a
bag or pillowcase.
• Have a student reach in and
find the cube by feeling each
shape.
• Tell students to describe each
shape they feel until they
identify the cube.
18/07/12 2:38 PM
Name
Shapes that Roll
Lesson
l2-D
not round
Copyright © The McGraw-Hill Companies, Inc.
round
Directions: l–6. Circle the object that rolls.
Name
Lesson
Copyright © The McGraw-Hill Companies, Inc.
l2-D
Directions: 7–l 0. Circle the object that rolls. l l–l 4. Circle the object that does not roll.
USING LESSON 12-D
Name
Shapes that Roll
Lesson
l2-D
Lesson Goal
• Differentiate between shapes that
roll and shapes that do not roll.
round
not round
What the Student Needs
to Know
• Identify objects that roll and
objects that do not roll.
• Recognize the meaning of round.
Getting Started
Copyright © The McGraw-Hill Companies, Inc.
• Call on two volunteers. Give one
a ball and one a cube-shaped
block.
• We are going to have a race. We will
try to roll these objects to the finish
line. Which shape do you think will
go farther? (the ball)
• Mark a starting line on the floor
with chalk. Have students roll their
objects from the starting line.
• Which object went farther?
(the ball) Why? (It is round and it
can roll.)
Teach
• Discuss the example at the top of
the page. Point out and name the
2 objects being compared.
• Which shape is round, a spool or a
block? (a spool)
• Which shape rolls, a spool or a
block? (a spool)
• Have students trace the dashed
circle around the spool.
Directions: l–6. Circle the object that rolls.
217_218_S_GK_C12_SI_119812.indd 217
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WHAT IF THE STUDENT NEEDS HELP TO
Attributes of Shapes
• Give the student 2 objects, one
that rolls and one that does
not. Examples might include an
orange and a cracker, a pencil
and a book, a soup can and a
milk carton. Have the student
identify the object in each pair
that rolls.
• Have the student cut out
magazine pictures of objects
that roll and objects that do not
roll. Have the student sort them
into two piles.
Recognize the Meaning of
Round
• Ask the student to look around
the classroom and find three
things that are round.
Name
Lesson
l2-D
Practice
Copyright © The McGraw-Hill Companies, Inc.
• Read the directions aloud and
ask a volunteer to explain what
students are to do.
• Complete Exercise 1 with
students. What do the
directions ask you to find? (the
object that rolls) Which object
should you circle? (the drum)
• Have students circle the drum.
• Have students complete
Exercises 2–14 independently.
Check their work.
Directions: 7–l 0. Circle the object that rolls. l l–l 4. Circle the object that does not roll.
217_218_S_GK_C12_SI_119812.indd 218
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WHAT IF THE STUDENT NEEDS HELP TO
Complete the Practice
• For each incorrect exercise,
have the student identify the
object that rolls and the object
that does not roll. If possible,
have the student experiment
with similar objects in the
classroom. Then have the
student circle the appropriate
object.
Lesson 12-D
Name
Lesson
l2-E
Copyright © The McGraw-Hill Companies, Inc.
Compare Shapes
Directions: l. Trace the dashed circle around the shape that stacks. 2. Circle the shape that slides. 3. Draw an X
on the shape that does not stack. 4. Draw an X on the shape that does not slide.
USING LESSON 12-E
Name
Compare Shapes
Lesson Goal
Lesson
l2-E
• Compare solid shapes by
identifying which shapes stack
and/or slide.
What the Student Needs to
Know
• Identify, name, and describe cones,
cubes, cylinders, and spheres.
• Compare three-dimensional
shapes.
• Explain to students that
three-dimensional shapes can be
compared by the ability to stack
and slide them.
• Show students a few blocks. What
shape are these objects? (cubes)
• Model how to stack the cubes.
Tell students that cubes can be
stacked.
• Show students 2 golf balls. What
shape are these objects? (spheres)
• Do you think the golf balls can be
stacked? (no)
• Show students what happens to
the golf balls when you try to stack
them.
• Explain that you cannot stack
spheres.
• Repeat the same process showing
students objects that slide and
objects that do not slide.
Teach
• Discuss the first example.
• Have students point to the shape
that would stack.
• Tell students to trace the dashed
circle around the shape that would
stack.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
Copyright © The McGraw-Hill Companies, Inc.
Getting Started
Directions: l. Trace the dashed circle around the shape that stacks. 2. Circle the shape that slides. 3. Draw an X
on the shape that does not stack. 4. Draw an X on the shape that does not slide.
221_S_GK_C12_SI_119812.indd 221
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WHAT IF THE STUDENT NEEDS HELP TO
Physical Attributes
• Have the student close his or
her eyes.
• Give the student a cube. Have
the student say what he or she
feels as they touch the shape.
• Have the student say if they
think the shape will stack and/
or slide.
• Have the student open his or
her eyes and use another cube
to see if they are correct.
• Repeat the process with a
cylinder, sphere, and a cone.
Make a Picture List
• The student may have difficulty
remembering which objects
stack, which objects slide, and
which objects do not stack or
slide.
• It may be helpful to work with
the student to create a picture
list of the shapes that have
each characteristic.
• Pass out separate pictures of
2 cubes, 2 cylinders, 1 cone,
and 1 sphere to the student.
• Pass out a piece of paper that
is split into 3 different sections
lengthwise.
• Model and tell the student to
write these titles at the top of
each section on their piece of
paper: Stack, Slide, Does Not
Stack or Slide.
• Discuss which shapes fit into
the different sections to make a
picture list that can be used to
help him or her remember the
characteristics of each of the
shapes.
Name
Lesson
l2-F
Copyright © The McGraw-Hill Companies, Inc.
Identify Cylinders
Directions: l . Trace the X on the object if it is not a cylinder. 2–6. Circle the object if it is a cylinder. Draw an X on
the object if it is not a cylinder.
USING LESSON 12-F
Name
Identify Cylinders
Lesson
l2-F
Lesson Goal
• Identify, name, and describe
cylinders.
What the Student Needs
to Know
• Use strategies to remember the
meaning of the word cylinder.
Getting Started
Copyright © The McGraw-Hill Companies, Inc.
• Show students a geometric solid
cylinder.
• Tell students the cylinder is a
three-dimensional shape also
known as a solid shape.
• Turn the cylinder in different
orientations. Ask students to
identify and name the shape in
different orientations.
• Compare and contrast the cylinder
to a sphere and a cube.
• Have students find classroom
objects that are the shape of a
cylinder.
Teach
• Discuss the first exercise.
• What is this object? (a carton of
orange juice)
• Is this object a cylinder? (No)
• Explain to students that they
should trace the dashed X on the
object since it is not a cylinder.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–6. Check their work.
Directions: l . Trace the X on the object if it is not a cylinder. 2–6. Circle the object if it is a cylinder. Draw an X on
the object if it is not a cylinder.
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WHAT IF THE STUDENT NEEDS HELP TO
Cylinder Rhyme
Mnemonics
• Model this rhyme for students
A cylinder can be stacked and
rolled. A cylinder looks like a can
I can hold.
• Have students repeat the
rhyme back to you several
times.
• Create a mnemonic for
students to remember the
meaning of the word cylinder.
• Write cylinder horizontally and
can vertically on the board,
making only one C where the
two words connect to each
other.
• Then draw a soup can next to
the words.
• A soup can is the shape of a
cylinder.
Name
Lesson
l2-G
Copyright © The McGraw-Hill Companies, Inc.
Identify Spheres
Directions: l. Trace the dashed X on the sphere. 2. Draw an X on the sphere. 3–4. Draw a line from the sphere to
an object that is shaped like a sphere.
USING LESSON 12-G
Name
Identify Spheres
Lesson Goal
Lesson
l2-G
• Identify, name, and describe
spheres.
What the Student Needs
to Know
• Use strategies to remember the
meaning the word sphere.
Getting Started
Copyright © The McGraw-Hill Companies, Inc.
• Show students a geometric solid
sphere.
• Tell students the sphere is a
three-dimensional shape also
known as a solid shape.
• Turn the sphere in different
orientations. Point out that the
sphere appears the same no
matter how you turn the shape.
• Compare and contrast the sphere
to a cone and a cube.
• Have students find classroom
objects that are the shape of a
sphere.
Teach
• Discuss the first exercise.
• Have students point to the sphere.
• Tell students to trace the dashed X
on the sphere.
Directions: l. Trace the dashed X on the sphere. 2. Draw an X on the sphere. 3–4. Draw a line from the sphere to
an object that is shaped like a sphere.
225_S_GK_C12_SI_119812.indd 225
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Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
WHAT IF THE STUDENT NEEDS HELP TO
Mnemonics
Spherical Reminders
• Create a mnemonic for the
student to remember the
meaning of the word sphere.
• Write sphere horizontally and
snowman vertically on the
board, making only one S
where the two words connect
to each other.
• Then draw a snowman next to
the words.
• Allow the student to make a
sphere snowman using clay
balls.
• Encourage the student to draw
examples of round objects they
are familiar with from his or her
home or school.
• Remind the student that a ball
has the shape of a sphere.
Name
Lesson
l2-H
Copyright © The McGraw-Hill Companies, Inc.
Compare Objects
Directions: l. Trace the dashed circle around the object that rolls. 2. Circle the object that rolls. 3. Draw an X on
the object that stacks. 4. Draw an X on the object that rolls.
USING LESSON 12-H
Name
Compare Objects
Lesson
l2-H
Lesson Goal
• Compare solid shapes by
identifying which shapes stack
and/or roll.
What the Student Needs
to Know
• Identify, name, and describe cones,
cubes, cylinders, and spheres.
• Compare three-dimensional
shapes.
• Hold up these geometric solids
one at a time: cube, cone, cylinder,
and sphere. Have students name
each shape.
• Place several real-world objects on
a table.
• Have students work with a partner.
Tell the pair to choose 2 objects
that are the same shape.
• Tell students to determine
whether the objects roll or stack.
• Allow students to repeat this
activity several times with
different classroom objects.
Teach
• Discuss the first exercise.
• Have students point to the object
that rolls.
• Tell students to trace the dashed
circle around the object that rolls.
Practice
• Read the directions. Make sure
students know what to do.
• Have students complete
Exercises 2–4. Check their work.
Copyright © The McGraw-Hill Companies, Inc.
Getting Started
Directions: l. Trace the dashed circle around the object that rolls. 2. Circle the object that rolls. 3. Draw an X on
the object that stacks. 4. Draw an X on the object that rolls.
227_S_GK_C12_SI_119812.indd 227
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WHAT IF THE STUDENT NEEDS HELP TO
Physical Attributes
• Have the student close his or
her eyes.
• Give the student a cube,
cone, cylinder, or sphere. Have
the student say what he or she
feels as they touch the shape.
• Have the student say if they think
the shape will stack and/or roll.
• Have the student open their
eyes and use another of the
same type of shape to see if
they are correct.
Make a Picture List
• The student may have difficulty
remembering which objects
stack and which objects roll.
• It may be helpful to work with
the student to create a picture
•
•
•
•
list of the shapes that have
each characteristic.
Pass out separate pictures of
1 cube, 2 cylinders, 1 cone, and
1 sphere to the student.
Pass out a piece of paper and
model how to fold the paper
into 2 different sections. Tell the
student to fold their piece of
paper.
Model and tell the student to
write these titles at the top of
each section on their piece of
paper: Stack and Roll.
Discuss which shapes fit into
the sections to make a picture
list that can be used to help
him or her remember the
characteristics of each of the
shapes.