Developmental Domain: MATH — Mathematical development
School Readiness
Measure 27: Shapes
Definition: Child shows increasing knowledge of shapes and their characteristics
1.
Mark the developmental level the child has mastered.
Exploring Competencies
Developing Competencies
O
Demonstrates understanding
that shapes are different
from one another without
necessarily naming individual
shapes
Examples
Places circle in correct place on simple
shape puzzle on first try, and then
places triangle in correct place.
Picks out squares from a set that
contains circles, squares, and triangles,
and then picks out triangles.
Stacks all the triangles on top
of one another. After stacking
triangles, starts to stack the circle
shapes on top of one another.
O
Building Competencies
Integrating Competencies
Applying Competencies
O
O
O
Correctly names or identifies
circles, squares, and triangles
Recognizes shapes when they
Describes characteristics and
are presented in new orientation differences of several shapes
or as parts of other objects
Recognizes and names a
greater variety of 2-D shapes
(e.g., rectangle, trapezoid,
semi-circle), and some
3-D shapes (e.g., cylinder,
pyramid)
Communicates,“Now the circle,” after
placing the square in the puzzle.
Identifies triangles even though some Communicates,“This one has a
have equal sides, some have longer
pointy part and it’s big; this one is
sides, and some are pointed downward.
curvy, but it’s little,” when looking
at a circle and a triangle.
Looks at a figure made of
shapes, points to the face and
Communicates,“A triangle has three
communicates,“This is a circle.”
sides; a square has four sides.”
Communicates to peer sitting
nearby,“I need another semicircle to make a whole circle,”
when manipulating one semicircle tangram puzzle piece.
Indicates,“That’s a triangle,”
while pointing to a miniature
yield sign near the toy vehicles.
Points to the clock in the classroom and
communicates,“The clock is a circle.”
Looks for the a circle when working
on the wheels, and a rectangle when
working on the windows, when
putting together a puzzle of a car.
Communicates,“An oval
looks like an egg.”
Makes shape from clay and
communicates,“Look! A triangle.”
Shows another child that he or
she can put two triangles together
to make a diamond shape.
Turns and flips shapes to correct
orientation to complete simple
pattern block or tangram puzzles.
2.
Record evidence for this rating here. 
3.
If you are unable to rate this measure, explain here. 
Measure 27
Shapes
DRDP-SR Copyright © 2012 California Department of Education – All rights reserved
Communicates to teacher,“I put
two cylinders on the bottom
and a rectangle on top to make
the bridge,” while building
a bridge in the block area.
Child points to the pyramid and
communicates,“The pyramid
has a triangle on this side and
on this side,” in response to
teacher asking,“Which of these
shapes looks similar to a triangle,
the cube or the pyramid?”
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MATH 22