Primary Type: Formative Assessment
Status: Published
This is a resource from CPALMS (www.cpalms.org) where all educators go for bright ideas!
Resource ID#: 36644
Compare Hexagons
Students compare two hexagons and describe how they are alike and how they are different.
Subject(s): Mathematics
Grade Level(s): K
Intended Audience: Educators
Freely Available: Yes
Keywords: MFAS, MAFS.K.G.2.4, Compare, hexagon, shapes
Resource Collection: MFAS Formative Assessments
ATTACHMENTS
MFAS_CompareHexagons_Worksheet.docx
FORMATIVE ASSESSMENT TASK
Instructions for Implementing the Task
Prior to implementing the task, the teacher should print and cut out the two hexagon shapes from the Compare Hexagons worksheet. This task may be completed
individually or in small groups.
1. The teacher places the two hexagon shapes in front of the student.
2. The teacher then asks the student to explain how the two shapes are alike.
3. The teacher then asks the student to explain how the two shapes are different.
TASK RUBRIC
Getting Started
Misconception/Error
The student cannot identify any similarities or differences between the shapes.
Examples of Student Work at this Level
The student can describe attributes of each shape individually, but is unable to make comparative statements.
Questions Eliciting Thinking
Can you count the number of sides each shape has? Are the numbers of sides the same or different?
page 1 of 3 What about the length of the sides? Is there anything about the length that is the same or different?
Can you count the number of corners (vertices)? Are the numbers of vertices the same or different?
Instructional Implications
Focus the student’s attention on a particular attribute of the shapes such as the sides. Provide clear instruction on how to determine the number of sides. Have the
student sort shapes based on the number of sides.
Focus the student’s attention on another attribute of the shapes such as the vertices. Provide clear instruction on how to determine the number of vertices. Have the
student sort shapes based on the number of vertices.
Have the student practice identifying the attributes of shapes and counting the sides and vertices of the shapes.
Provide the student opportunities to sort shapes based on attributes. This can be done by playing a game with the whole class in which the teacher develops a secret rule
(e.g., three sides), and shows the students a few shapes that fit that rule. Students then choose other shapes that also fit that rule. The students make two groups, one
with shapes that fit the rule and one with shapes that do not. In time, the students guess the teacher"s secret rule.
Moving Forward
Misconception/Error
The student cannot identify any similarities, and cannot describe differences in terms of specific attributes.
Examples of Student Work at this Level
The student can identify that the shapes “look different,” but cannot describe any ways that the two shapes are alike.
In describing differences, the student does not reference specific attributes such as the number of sides, the length of the sides, the number of “corners” (i.e., vertices), or
the size of the angles.
The student says, “These two shapes look different.” The student may even identify the first shape as a hexagon, but is unaware of the name of the second shape or how
it is similar to the first shape.
Questions Eliciting Thinking
Do you know what a side is? (If not, then point to the sides of each shape). How many sides does each of these two shapes have?
Do you know what a vertex is? (If not, then point to the vertices of each shape). How many vertices does each of these two shapes have?
How are these two shapes alike? What is similar (or different) about the two shapes?
Instructional Implications
Provide the student opportunities to sort shapes based on attributes. This can be done by playing a game with the whole class in which the teacher develops a secret rule
(e.g. three sides), and shows the students a few shapes that fit that rule. Students then choose other shapes that also fit that rule. The students make two groups, one
with shapes that fit the rule and one with shapes that do not. In time, the students guess the teacher"s secret rule.
Tell the student that shapes are named by numbers of sides and vertices. Shapes that have six sides are called hexagons. The first shape is a “regular” hexagon because all
of its sides are equal in length and all of its angles are of the same size (i.e., equal in measure). Expose the student to hexagons that are not regular.
Almost There
Misconception/Error
The student struggles to identify similarities between the two figures especially with regard to specific attributes.
Examples of Student Work at this Level
The student observes that the lengths of the sides on one figure are the same, while the lengths of the sides of the other figure are not the same.
The student observes that some of the “corners” of one figure are square, but the other figure has no square corners.
The student does not identify any similarities other than both figures are shapes.
Questions Eliciting Thinking
How many sides does this shape have (pointing to the regular hexagon)? How many vertices (or corners)?
How many sides does this shape have (pointing to the irregular hexagon)? How many vertices (or corners)?
Is there anything about the sides or the vertices that is the same or different?
Instructional Implications
Focus the student’s attention on specific attributes of shapes such as the number of sides, the length of the sides, and the number of vertices. Encourage the student to
describe similarities in terms of these attributes.
Tell the student that shapes are named by numbers of sides and vertices. Shapes that have six sides are called hexagons. The first shape is a “regular” hexagon because all
of its sides are equal in length and all of its angles are of the same size (i.e., equal in measure).
page 2 of 3 Instruct the student that even shapes that are not regular (like the second hexagon) can be classified as hexagons as long as they have six sides and six vertices.
Provide the student opportunities to sort shapes based on attributes. This can be done by playing a game where the teacher develops a secret rule (e.g. three sides), and
shows the students a few shapes that fit that rule. Students then choose other shapes that also fit that rule. The students make two piles, one with shapes that fit the
rule, and one with shapes that do not. In time, the students guess the teacher"s secret rule. However, once the student reaches Level III, the student creates the rule.
He or she must find shapes that have something in common and the teacher (or other students) guess the secret rule.
Got It
Misconception/Error
The student has no misconceptions or errors.
Examples of Student Work at this Level
The student says that both shapes have six sides and six vertices. He or she also says that both shapes are different because one has sides that are the same length and
the other shape has sides with different lengths. The student correctly identifies both shapes as the same type of shape (and may name them as hexagons).
Questions Eliciting Thinking
How many sides does a hexagon have? Do you think we could name this shape (pointing to the non-regular hexagon) based on the number of sides and vertices? What
name would you give it?
Can you compare the regular hexagon to a square? What are some differences? What are some similarities?
Can you compare a rectangle to a square? What are some differences? What are some similarities?
Instructional Implications
Have the student explain to the class why both shapes are the same type of shape (hexagons).
Expose the student to a variety of triangle, rectangle, and hexagon shapes. Present non-regular figures in a variety of orientations.
Provide the student with additional vocabulary for comparing shapes. For example, use the word “vertices” to describe the “corner” or point where two sides intersect.
Encourage the student to use the word “angle” in the context of a shape and discuss how the size or “measure” of angles can vary. ACCOMMODATIONS & RECOMMENDATIONS
Special Materials Needed:
Compare Hexagons worksheet
SOURCE AND ACCESS INFORMATION
Contributed by: MFAS FCRSTEM
Name of Author/Source: MFAS FCRSTEM
District/Organization of Contributor(s): Okaloosa
Is this Resource freely Available? Yes
Access Privileges: Public
License: CPALMS License - no distribution - non commercial
Related Standards
Name
MAFS.K.G.2.4:
Description
Analyze and compare two- and three-dimensional 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).
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