2015-2016 Curriculum Blueprint
Grade: Kindergarten
Topic 12 – Identify and Describe Shapes
Course: Mathematics
Flexible Time
Line
11 days
Topic Overview
Topic 12 formally introduces many geometric ideas by asking students to: (1) identify shapes as two-dimensional (flat) or three-dimensional (solid), (2) name
two-dimensional and three-dimensional shapes regardless of orientation and size, and (3) use positional words to describe the relative position of shapes in
their environments.
Vertical Progression
Later in Kindergarten: In Topic 13 students will name shapes in order to help them analyze, compare, create, and compose shapes.
1st Grade: Students will use what they have learned about attributes of shapes to help them distinguish between defining attributes and non-defining
attributes.
Learning Goal
Essential Question
Students can identify and describe two- and three-dimensional shapes.
How can two- and three-dimensional shapes be identified and
Topic 12 Scale
described?
Textbook Correlation
Recommended Instructional Sequence
Essential Vocabulary
*Be selective in choosing problems aligned to the standards
Step 1: Problem-Based Learning “Solve and Share”
 sort
within the topic. Lessons and problems used for instruction
Problem-Based Learning Lesson Flow Map
 two- dimensional
and assessment should be determined through collaborative
Conceptual understanding is developed when mathematics is
 three-dimensional
unit planning.
introduced in the context of solving a real problem in which
 square
 circle
ideas related to the new content are embedded. Conceptual
 triangle
Topic 12: Identify and Describe shapes
understanding results because the process of solving a problem
Lesson 12 – 1: 2-D and 3-D shapes
requires students to connect their prior knowledge with the new  rectangle
Lesson 12 - 2: Circles and Triangles
concept or procedure (Charles, R., Bay-Williams, J., et al., 2016).  side
 vertex/vertices
Lesson 12 - 3: Squares and Other Rectangles
 corner
Lesson 12 - 4: Hexagons
Each lesson in the book begins with a Solve and Share. See the
 curve
Lesson 12 - 5: Solid Figures
links below for additional tasks to be used as needed:
 trapezoid
Lesson 12 - 6: Describe Shapes in the Environment
Lesson 12 - 7: Describe the Position of Shapes in the
Math Formative Assessment System (MFAS) Tasks by Standard  hexagon
 cone
Environment
 cube
Lesson 12 - 8: Math Practices and Problem Solving: Precision
Illustrative Mathematics Tasks by Standard
 cylinder
 sphere
Step 2: “Visual Learning Bridge”
 above
Enhance student learning by connecting student thinking and
 behind
solutions from the Solve and Share to the new ideas of the
 below
lesson through the use of the worked-out problem in the
 beside
textbook.
 in front of
 next to
Recursive Standards to be Embedded in Instruction
*Grade level PLCs should determine when recursive standards will be embedded in their instruction.
K.CC.1.1
K.OA.1.1
Counting to 100 by ones and tens.
Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps),
acting out situations, verbal explanations, expressions, or equations.
*This standard becomes a focus in Topic 6 and throughout the remainder of the school year to prepare
students for success in first grade.
Deconstructed Standards
MAFS.K.G.1.1 (DOK 2) 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.
 Describe objects in the environment using shape words
 Use positional words such as above, below, beside, in front of, behind, and next to
 Determine the relative position of 2 or 3 dimensional shapes within the environment, using the appropriate positional words to describe them
MAFS.K.G.1.2 (DOK 1) Correctly name shapes regardless of their orientations or overall size.
 Recognize that size does not affect the name of the shape
 Recognize that orientation does not affect the name of the shape
 Name shapes, regardless of orientation or size
MAFS.K.G.1.3 (DOK 1) Identify shapes as two‐dimensional (lying in a plane, “flat”) or three‐dimensional (“solid”).
 Define the difference between two and three dimensional shapes
 Determine if an object is two or three dimensional
MAFS.K.G.2.4 (DOK 3) 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).
 Identify attributes of shapes
 Describe attributes of a variety of two and three dimensional shapes
 Analyze and compare two and three dimensional shapes, in different sizes and orientations, describing their similarities, differences, and other attributes
Math Practice Standard(s)
Link to Mathematical Practice Standards Rubric
MAFS.K12.MP.3.1 Construct viable arguments and critique the reasoning of others.
MAFS.K12.MP.6.1 Attend to precision.
Additional Resources & Links
Higher Order Questions & Writing Connections
Georgia Units
Link to Webb’s DOK Guide
Unit 3 Framework
*Higher order questions should be utilized to foster a deep, conceptual
What Shape is This? Page 22
understanding of the topic. Encouraging students to express their
Going on a Shape Hunt page 28
mathematical thinking in writing helps them solidify their learning.
Attributes Rule! Page 35
EngageNY - Module 2
Two-Dimensional Flat Shapes page 8-46
Three-Dimensional Solid Shapes page 47-69
Two-Dimensional and Three-Dimensional Shapes page 70-81
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www.pearsonrealize.com
Home-School Connection Page
Reteach to Build Understand Pages
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Marzano Proficiency Scales Bank
Math Formative Assessment System (MFAS) Tasks by Standard
CPALMS: MFAS includes tasks and rubrics that the teacher can implement with
their students.
Illustrative Mathematics Tasks by Standard
The site illustrates standards with impeccably crafted tasks, videos, lesson plans,
and curriculum modules.
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How can you describe each shape without using the shape’s name?
How do the attributes help you sort the shapes?
What can be created by combing shapes?
What happens when you change a shape’s position and orientation
(slides, flips, and turns)?
How many ways can we sort shapes?
How can you create shapes using everyday objects?
What is the difference between a 2-dimensional and 3-dimensional
shape?
Make Double Bubble Maps to compare and contrast two shapes
(square-triangle etc.)
Make a Tree Map to name each shape and describe attributes
(vertices, sides, curves etc.)
Draw a picture using shapes and write about it.
Common Core Flip Books: Provides additional information and sample problems
for every standard
FSA Test Item Specifications
Spiral Review
*Consistent review of previously learned standards allows students multiple opportunities to master and build fluency with mathematical concepts and
procedures.
www.pearsonrealize.com
Daily Review 12--1 through 12-8
Report Card Specifications (Kindergarten)
Kindergarten Readiness Plan Video (Safari Montage)
*Grade level PLCs should determine a minimum of 4 points of measurement for each nine weeks. At least one point of measurement should reflect student understanding of this unit.
Suggested Points of Measurement
Vocabulary Review
Topic Assessment
Performance Assessment