Formative Instructional and Assessment Tasks
G Task 1a
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.1 Describe the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
BLM, cone, sphere, bag
1. Cut out each shape creating shape cards. Show each shape or shape card one at a time to
the student. Ask the student to name the shape. (circle, square, rectangle, hexagon, cone,
sphere)
2. Spread the shape cards and shapes out on a table. Place the empty bag on the table. Say, I
have a bag and some shapes. I am going to give you some directions about where to place
the different shapes around the bag.
a. Put the cone above the bag.
b. Put the square beside the bag.
c. Put the circle inside the bag.
d. Put the rectangle behind the bag.
e. Put the hexagon in front of the bag.
f. Put the sphere below the bag.
Developing
Understanding



Complete
Understanding



Continuum of Understanding
Names one or more of the shapes incorrectly.
Identifies one or more incorrectly.
Places one or more of the shapes in the incorrect
position.
Names all of the shapes correctly.
Identifies all of the shapes correctly.
Places all shapes in the correct position.
Correctly names shapes:
 Square
 Cone
 Circle
 Sphere
 Rectangle
 Hexagon
Correctly identifies shapes:
 Square
 Cone
 Circle
 Sphere
 Rectangle
 Hexagon
Knows positional vocabulary:
 above
 behind
 below
 next to
 beside
 in front of
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
KG Task 1a
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
Name ____________________________________
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 1b
Domain
Cluster
Standard(s)
Materials
Task
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.1 Describe the relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
Use shapes from BLM KG 1a - cylinder, cube, bag
3. Cut out each shape creating shape cards. Show each shape card and shape one at a time to
the student. Ask the student to name the shape (square, circle, rectangle, hexagon, cube,
cylinder).
4. Spread the shape cards and the shapes out on a table. Place the empty bag on the table. Say,
I have a bag and some shapes. I am going to give you some directions about where to
place the different shapes around the bag.
g. Put the cylinder above the bag.
h. Put the circle beside the bag.
i. Put the square inside the bag.
j. Put the rectangle behind the bag.
k. Put the triangle in front of the bag.
l. Put the cube below the bag.
Continuum of Understanding
 Names one or more of the shapes incorrectly.
 Identifies one or more incorrectly.
 Places one or more of the shapes in the incorrect
position.
 Names all of the shapes correctly.
 Identifies all of the shapes correctly.
 Places all shapes in the correct position.
Correctly names shapes:
 Square
 Cube
 Circle
 Cylinder
 Rectangle
 Hexagon
Correctly identifies shapes:
 Square
 Cube
 Circle
 Cylinder
 Rectangle
 Hexagon
Knows positional vocabulary:
 above
 behind
 below
 next to
 beside
 in front of
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 2a
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or overall size.
Use triangle from BLM KG 1a, cylinder (e.g., juice can, pencil can, 3D model)
2. Hand the student a triangle. Ask: What is this shape? Why do you think that this shape
is a “use student word”?
3.
Developing
Understanding
Complete
Understanding
Hand the student a cylinder. Ask: What is this shape? Why do you think that this shape
is a “use student word”?
Continuum of Understanding
 Uses non-geometric attributes to describe/justify shapes
(e.g., color, size, texture, etc.).
 Names one, but not both, of the shapes.
 Correctly identifies the triangle and the cube.
 Uses geometric attributes to describe/justify shapes (e.g.,
number of sides, number of edges, and number of corners).
Describes the shapes
using geometric
attributes:
 Number of sides
 Number of angles
 Number of edges
 Number of faces
Identifies shapes
 Triangle
 Cylinder
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 2b
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.1 Describe objects in the environment using names of shapes.
Use square from BLM KG 1, cube (e.g., die, sugar cube, 3D model)
4. Hand the student a square. Ask: What is this shape? Why do you think that this shape
is a “use student word”?
5.
Developing
Understanding
Complete
Understanding
Hand the student a cube. Ask: What is this shape? Why do you think that this shape is
a “use student word”?
Continuum of Understanding
 Uses non-geometric attributes to describe/justify shapes
(e.g., color, size, texture, etc.)
 Names one, but not both, of the shapes.
 Correctly identifies the triangle and the cube.
 Uses geometric attributes to describe/justify shapes (e.g.,
number of sides, number of edges, number of corners, etc.)
Describes the shapes
using geometric
attributes:
 Number of sides
 Number of angles
 Number of edges
 Number of faces
Identifies shapes
 Square
 Cube
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 3a
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or overall size.
BLM
Show BLM. Point to each shape and ask the student to name each shape.
Developing
Understanding
Continuum of Understanding
 Names some, but not all, of the shapes.
 Names regular shapes, but is not able to name irregular
shapes or shapes in atypical orientations.
Complete
Understanding
 Names all of the shapes, regardless of the position or
orientation.
1.
2.
3.
4.
5.
6.
7.
8.
Identifies shapes:
 square

 circle

 triangle

 rectangle 
 hexagon
sphere
cylinder
cone
cube
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
KG Task 3a
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
Name ____________________________________
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 3b
Domain
Cluster
Standard(s)
Materials
Task
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.2 Correctly name shapes regardless of their orientations or overall size.
BLM
Show BLM. Point to each shape and ask the student to name each shape.
Continuum of Understanding
 Names some, but not all, of the shapes.
 Names regular shapes, but is not able to name irregular
shapes or shapes in atypical orientations.
 Names all of the shapes, regardless of the position or
orientation.
Identifies shapes:
 square

 circle

 triangle

 rectangle 
 hexagon
sphere
cylinder
cone
cube
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
KG Task 3b
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
Name ____________________________________
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 4
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
Analyze, compare, create, and compose shapes.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
K.G.4 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).
Geometric shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere
Show the student a collection of two-dimensional and three-dimensional shapes (square, circle,
triangle, rectangle, hexagon, cube, cone, and cylinder). Say: Put all of the flat, two-dimensional
shapes together in a pile and all of the three-dimensional shapes together in a different pile.
Pull out the student a triangle and a rectangle. Remove the other shapes. Ask: How are
these shapes alike? How are they different?
Repeat with a circle and a cylinder; cube and a square.
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.






Continuum of Understanding
Incorrectly identifies one or more 2-D shapes.
Incorrectly identifies one or more 3-D shapes.
Provides limited explanation regarding how the pairs of
shapes are alike or different.
Uses non-geometric attributes during the explanation.
Identifies all of the 2-D and 3-D shapes.
Describes how each pair of shapes is alike and different
using geometric attributes.
Identifies shapes
 square

 circle

 triangle

 rectangle 
 hexagon
sphere
cylinder
cone
cube
Described Geometric
Attributes:
_____ Number of sides
_____ Number of angles
_____ Number of edges
_____ Number of faces
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 5
Domain
Cluster
Standard(s)
Materials
Task
Geometry
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
Analyze, compare, create, and compose shapes.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
Geometric shapes (square, triangle, rectangle, cube, cylinder, and sphere); Drawing materials (e.g.,
pencil/paper; marker/paper; dry erase board & marker); Modeling materials (e.g., modeling clay,
playdoh, craft sticks, toothpicks)
1. Show the student a triangle. Ask: What is the name of this shape? How do you know that this is a
triangle? Then, ask the student to draw the shape. Repeat with a rectangle and a square.
2. Show the student the cube. Ask: What is the name of this shape? How do you know that this is a cube?
Then, ask the student to build a cube using materials provided. Repeat with a sphere and cylinder.
Continuum of Understanding
Developing
Understanding
Complete
Understanding
 Incorrectly identifies one or more of the 2-D shapes.
 Incorrectly identifies one or more of the 3-D shapes.
 Draws some of the 2-D shapes, but not all.
 Builds some of the 3-D shapes, but not all.
 Uses non-geometric attributes during the explanation.
 Correctly identifies all 2-D and 3-D shapes.
 Draws* all three 2-D shapes with accurate
representation of critical geometric attributes.
 Builds* all three 3-D shapes with accurate
representation of critical geometric attributes.
 Describes each shape using geometric attributes.
Correctly Identifies:
_____ square
_____ triangle
_____ rectangle
_____ cube
_____ sphere
_____ cylinder
Is able to draw:
_____ square
_____ rectangle
_____ triangle
Is able to build:
_____ cube
_____ cylinder
_____ sphere
Described Geometric Attributes:
 Number of sides
 Number of angles
 Number of edges
 Number of faces
*NOTE: Due varied fine motor development, the shapes may not look exactly like they would as if an adult created them. However, it is expected that they accurately
display the critical measureable attributes (number of sides, angles, faces).
1.
2.
3.
4.
5.
6.
7.
8.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 6
Domain
Cluster
Standard(s)
Geometry
Analyze, compare, create, and compose shapes (squares, circles, triangles, rectangles,
hexagons, cubes, cones, cylinders, and spheres).
K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two
triangles with full sides touching to make a rectangle?”
Materials
BLM (2 rectangles)
Task
Give the student 2 rectangles. Say: Join these two rectangles to make a square. When the
student is finished, ask: How do you know that this new shape is a square?
Developing
Understanding
Complete
Understanding
1.
2.
3.
4.
5.
6.
7.
8.
Continuum of Understanding
 Attempts to join the rectangles to make a square but is
unsuccessful.
 Creates a shape, but is unable to accurately explain why
the new shape is a square.
 Uses non-geometric attributes during the explanation.
 Joins the rectangles to make a square.
 Accurately explains why the new shape is a square.
 Describes each shape using geometric attributes.
Provides attributes of square:





4 sides
4 sides of equal length
4 corners (angles)
4 corners are same size.
4 corners are square
(right) corners.
Standards for Mathematical Practice
Makes sense and perseveres in solving problems.
Reasons abstractly and quantitatively.
Constructs viable arguments and critiques the reasoning of others.
Models with mathematics.
Uses appropriate tools strategically.
Attends to precision.
Looks for and makes use of structure.
Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION
KINDERGARTEN
KG Task 6
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION
Name ____________________________________
KINDERGARTEN