New York State Common Core

K
GRADE
Mathematics Curriculum
GRADE K • MODULE 6

Table of Contents
GRADE K • MODULE 6
Analyzing, Comparing, and Composing Shapes

Module Overview ........................................................................................................ 2

Topic A: Building and Drawing Flat and Solid Shapes ................................................... 7

Topic B: Composing and Decomposing Shapes .......................................................... 64

End-of-Module Assessment and Rubric ................................................................... 104

Answer Key .............................................................................................................. 113

Module 6: Analyzing, Comparing, and Composing Shapes

1

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview K

Grade K • Module 6
Analyzing, Comparing, and
Composing Shapes
OVERVIEW
The kindergarten chapter of A Story of Units comes to a close with another opportunity for students to
explore geometry. Throughout the year, students have built an intuitive understanding of two- and three-
dimensional figures by examining exemplars, variants, and non-examples. They have used geometry as a
context for exploring numerals as well as comparing attributes and quantities. To wrap up the year, students
further develop their spatial reasoning skills and begin laying the groundwork for an understanding of area
through composition of geometric figures.
Topic A begins with students applying their knowledge of attributes to analyze two- and three-dimensional
shapes from the real world and to construct models using straws and clay (K.G.5). “Let’s use the straws to
make the sides of the rectangle, and we’ll stick the straws together at each corner using clay!” Students use
their understanding of ordination to thirds to share and communicate the systematic construction of flats and
solids. “First, I cut four straws to be the same length. Second, I made a square by placing the four straws so
they look like a frame. Third, I connected the sides at the corners with four little clay balls” (K.CC.4d).
As in Module 2, students explore the relationship between flats and solids, this time using flats to build solids.
“I made my square into a cube. First, I made another square the same size. Second, I attached the two
squares with four straws the same length.” They also apply their knowledge of ordinal numbers to describe
the relative position of shapes within a set (K.CC.4d). “The yellow circle is first, and the red square is tenth.”
The lessons of Topic B focus on composition and decomposition of flat shapes (K.G.6). Students begin by
using flats to compose geometric shapes. “I put two triangles together to make a square.” They then
decompose shapes by covering part of a larger shape with a smaller shape and analyzing the remaining space.
“When I cover part of my square with this triangle, I can see another triangle in the empty space.” 1
As they build competence in combining and composing shapes,
students build toward more complex pictures and designs.
Students progress through stages as they build competence in
combining shapes to form pictures, beginning with trial and
error and gradually considering the systematic combination of
components. “This square fits here because the corners match
the puzzle.” The culminating task of this module is set up as a
Math Olympics, a celebration of student learning from the
whole year. Students complete tasks related to number,
measurement, operations, and geometry.

1This descriptive image plus further clarification is found in the Geometry progressions document, p. 7.

Module 6: Analyzing, Comparing, and Composing Shapes

2

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview K

Composition and decomposition of geometric figures reinforce the idea that smaller units can combine to
form larger units. This concept, central to A Story of Units, underlies not only area concepts but also the base
ten number system. Students leave this module and the kindergarten year prepared to tackle the
mathematical concepts of Grade 1 and beyond.

Notes on Pacing for Differentiation

K.CC.4d is a NY specific standard, addressing ordinal numbers and relative position. Some states or districts
might opt to include, omit, or replace this standard. Using ordinal words to describe a procedure is included
in Lesson 1 and parts of Lesson 5, as well as the Application Problems in Lessons 4, 5, and 6. Consider
omitting pertinent lessons partly or entirely. The fluency activity “If You’re Happy and You Know It” in Lesson
1 might be omitted as well, since it prepares students to work with that content.
Another aspect of the standard asks students to use ordinal numbers to describe relative position. If pacing is
a challenge and the standard is not required, consider omitting Lesson 4 and the fluency activity “Finish Line”
from Lesson 5.
Even in schools where teaching ordinal numbers and relative position is required, there are many possibilities
for embedding the concept throughout the school day in practical applications (e.g., lining up for recess,
lunch, or water). The concept might also appear as part of language arts or science where students use
sequence vocabulary (e.g., the steps in making a cheese sandwich or the steps in the growth of a seed).

Module 6: Analyzing, Comparing, and Composing Shapes

3

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview K

Focus Grade Level Standards

Count to tell the number of objects. 2
K.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
d. Develop understanding of ordinal numbers (first through tenth) to describe the relative
position and magnitude of whole numbers.

Analyze, compare, create, and compose shapes. 3

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
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?”

Foundational Standards
PK.CC.6 Identify “first” and “last” related to order or position.
PK.G.3 Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes,
using informal language to describe their similarities, differences, and other attributes (e.g.,
color, size, and shape).
PK.G.4 Create and build shapes from components (e.g., sticks and clay balls).

Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students persist in their use of trial
and error until they begin to use the attributes of a puzzle to determine which shape fits into
an open space. “The empty space has a long side like my triangle. Let’s see if my triangle
fits.”
MP.4 Model with mathematics. Students use shapes to create pictures of common objects and use
straws and clay to create models of two- and three-dimensional objects in their environment.
MP.6 Attend to precision. Ordinal numbers provide students with vocabulary to precisely describe
the spatial organization of ten shapes in a straight line.
MP.7 Look for and make use of structure. Students make use of their understanding of a shape’s
attributes to build three-dimensional shapes from two-dimensional shapes.

2
The balance of this cluster is addressed in Modules 1 and 5. This module addresses ordinality, part d of K.CC.4 which was added by
New York State. Ordinality is introduced in the context of constructing and manipulating shapes. Check your state and local standards
to determine whether ordinality is an expectation for your students.
3
K.G.4 is addressed in Module 2.

Module 6: Analyzing, Comparing, and Composing Shapes

4

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview K

Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
K.CC.4d A Building and Drawing Flat and Solid Shapes 4
K.G.5 Lesson 1: Describe the systematic construction of flat shapes using
K.G.2 ordinal numbers.
K.G.4
Lesson 2: Build flat shapes with varying side lengths and record with
drawings.
Lesson 3: Compose solids using flat shapes as a foundation.
Lesson 4: Describe the relative position of shapes using ordinal numbers.

K.G.6 B Composing and Decomposing Shapes 4

K.G.1 Lesson 5: Compose flat shapes using pattern blocks and drawings.
K.G.4
Lesson 6: Decompose flat shapes into two or more shapes.
Lesson 7: Compose simple shapes to form a larger shape described by an
outline.
Lesson 8: Culminating task—review selected topics to create a cumulative
year-end project.
End-of-Module Assessment: Topics A–B 2
Total Number of Instructional Days 10

Terminology
New or Recently Introduced Terms
 First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth (ordinal numbers)

Familiar Terms and Symbols 4

 Above, below, beside, in front of, next to, behind (position words)
 Circle
 Cone (three-dimensional shape)
 Cube (three-dimensional shape)
 Cylinder (three-dimensional shape)
 Face (two-dimensional side of a three-dimensional shape)
 Flat (two-dimensional shape)
 Hexagon (flat figure enclosed by six straight sides)

4
These are terms and symbols students have seen previously.

Module 6: Analyzing, Comparing, and Composing Shapes

5

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview K

 Rectangle (flat figure enclosed by four straight sides)

 Solid (three-dimensional shape)
 Sphere (three-dimensional shape)
 Square (flat figure enclosed by four straight, equal sides)
 Triangle (flat figure enclosed by three straight sides)

Suggested Tools and Representations

 Pattern block activity cards or attribute block activity cards
 Three-dimensional shapes: cone, sphere, cylinder, and cube
 Two-dimensional shapes: circle, hexagon, rectangle, square, and triangle

Homework
Homework at the K–1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the day's lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his students.
Fluency exercises can also be considered as an alternative homework assignment.

Scaffolds5
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”

Assessment Summary
Type Administered Format Standards Addressed
End-of-Module After Topic B Constructed response with rubric K.CC.4d
Assessment Task K.G.5
K.G.6
Culminating Task Lesson 8 Collaborative project: Review selected K.G.6
topics to create a cumulative year-end
project.

5
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

Module 6: Analyzing, Comparing, and Composing Shapes

6

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 New York State Common Core

K
GRADE
Mathematics Curriculum
GRADE K • MODULE 6

Topic A
Building and Drawing Flat and Solid
Shapes
K.CC.4d, K.G.5, K.G.2, K.G.4

Focus Standards: K.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
d. Develop understanding of ordinal numbers (first through tenth) to describe the
relative position and magnitude of whole numbers.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay
balls) and drawing shapes.
Instructional Days: 4
Coherence -Links from: GPK–M2 Shapes
-Links to: G1–M5 Identifying, Composing, and Partitioning Shapes

In this final kindergarten module, students extend and build upon their learning about two- and three-
dimensional shapes from Module 2. Students use their knowledge about common features of flats and solids
to create, construct, and compose shapes by building and drawing. Throughout, they use ordinal numbers to
describe the systematic construction of their flats (K.CC.4d).
Lesson 1 asks students to apply their knowledge of shape attributes (number and type of sides and corners)
by constructing flat shapes using straws and clay (K.G.5). For example, when constructing a triangle, the
student uses three equal, unconnected straws and connects the endpoints to form a three-sided, closed
figure. This represents a departure from viewing the figure as being inclusive of the interior to now
considering the shape as represented only by the outline, a perspective that eventually develops into formal
definitions of triangles, quadrilaterals, and polygons (e.g., a triangle is formally defined in Grade 4 as
consisting of three non-collinear points together with the three segments joining them). Students use
ordination to thirds to tell the steps they take to build their flat shapes (K.CC.4d).
In Lesson 2, students investigate whether varied side length affects their ability to construct a shape. “What
happens if I use two long straws and one short straw to build my triangle?”

3 equal straws 3 unequal straws

Topic A: Building and Drawing Flat and Solid Shapes

7

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Topic A K

Lessons 3 and 4 build upon the comparisons students made between two- and three-dimensional shapes in
Module 2 (K.G.4). In Lesson 3, students use the flats created from straws and clay in Lesson 1 as the
foundation for composing solids that model real-world shapes and figures (K.G.5). They use these solids to
count faces, edges, and corners. In Lesson 4, they relate spatial understanding (relative position) and number
(magnitude) by using ordinal numbers to describe the position of flat shapes within a set of 10 (K.CC.4d).

A Teaching Sequence Toward Mastery of Building and Drawing Flat and Solid Shapes
Objective 1: Describe the systematic construction of flat shapes using ordinal numbers.
(Lesson 1)

Objective 2: Build flat shapes with varying side lengths and record with drawings.
(Lesson 2)

Objective 3: Compose solids using flat shapes as a foundation.

(Lesson 3)

Objective 4: Describe the relative position of shapes using ordinal numbers.

(Lesson 4)

Topic A: Building and Drawing Flat and Solid Shapes

8

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K

Lesson 1
Objective: Describe the systematic construction of flat shapes using ordinal
numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Count to 100 by Ones K.CC.1 (3 minutes)

 If You’re Happy and You Know It K.CC.4d (5 minutes)
 Peek-a-Boo Shapes K.G.2 (4 minutes)

Count to 100 by Ones (3 minutes)

Materials: (S) Rekenrek dot paper (Fluency Template 1)

Note: This activity maintains the rote counting skills acquired in Module 5 and calls attention to the structure
of numbers to 100 with the use of the Rekenrek’s rows of 10 and the verbal cue as they cross decades.
Students count to 100 (or as high as they can in three minutes) by touching the beads on the Rekenrek dot
paper. Have them say “buzz” after the last number of each row.

If You’re Happy and You Know It (5 minutes)

Note: This fun, familiar song gives students the opportunity to practice putting events in sequence, preparing
them for today’s work with ordinal numbers and step-by-step procedures.
T: Raise your hand if you know the song “If You’re Happy and You Know It.”
S: (Raise hands.)
T: Even if you don’t know all of the words, you can still do all of the moves, and that’s the part that will
help us in math today. We’ll sing the song three times and use a different movement each time.
Then, we’ll sing it a final time and put all three movements together. Ready?
Verse 1: If you’re happy and you know it, clap your hands. (Clap, clap.)
Verse 2: If you’re happy and you know it, stomp your feet. (Stomp, stomp.)

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 9

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K

Verse 3: If you’re happy and you know it, shout “hooray.” (“Hooray!”)
Verse 4 (combined): If you’re happy and you know it, do all three. (Clap, clap. Stomp, stomp.
“Hooray!”)
Invite students to make up three new verses and actions and then to combine all three at the end.

Peek-a-Boo Shapes (4 minutes)

Materials: (T) Shape cutouts (Fluency Template 2)

Note: This quick review of the work of Module 2 prepares students to work with flat shapes in today’s lesson.
Show students each shape briefly, and then take it out of view. Remind students beforehand that they are to
use the listen, think, raise your hand, wait for the snap procedure to name the shape in choral response. Start
with easy shapes to build confidence, and then steadily increase the level of difficulty. After they have named
the shapes, have students tell the number of sides.

Application Problem (5 minutes)

Materials: (S) Markers, paper

NOTES ON
We are going to be talking about shapes again! Draw several MULTIPLE MEANS
things you saw this past week that looked like shapes you know. OF REPRESENTATION:
What are the different shapes called?
Help English language learners work
Share your picture with your partner. Talk about each of the with partners by giving them sentence
shapes and how you knew its name. Does your partner agree starters, such as “This is a ___ because
with you? it has ___ sides,” and “I drew a ___,
which has ___ corners.” Be sure to
Note: Use this time to review the definitions of squares, circles, post labeled pictures of shapes on the
rectangles, triangles, and hexagons with students. Circulate to word wall to which students can refer.
ensure accuracy in students’ definitions and precision in their
discussions. Coupled with the fluency work, the Application
Problem serves as a brief review prior to construction of shapes
in today’s lesson.

Concept Development (25 minutes)

Materials: (S) 15 coffee stir sticks or similar material marked at the midpoint with permanent marker,
scissors, small ball of clay, pencil, piece of construction paper, ruler

T: Listen to my directions. First, stand up. Second, put your hands on your shoulders. Go!
S: (Stand up, and then put hands on their shoulders.)
T: What did I ask you to do first?
S: Stand up!

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 10

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K

T: What was the second thing I asked you to do?

S: Put our hands on our shoulders. NOTES ON
T: Good! Please sit down. Listen to my directions. First, MULTIPLE MEANS
stand up. Second, put your hands on your shoulders. OF ENGAGEMENT:
Third, jump up and down 3 times! (Allow time for Scaffold understanding of ordinal
activity.) Please sit down. What did I ask you to do numbers by modeling them for
first? students working below grade level.
Ask students to get up one at a time to
S: Stand up!
demonstrate first in line, second in line,
T: What was the second thing I asked you to do? and third in line. While pointing to
S: Put our hands on our shoulders. each corresponding student, have
students practice saying who is first,
T: And the third thing?
second, and third in line.
S: Jump up and down!
T: Good listening! Let’s play one more time. Listen carefully! First, clap
two times. Second, stomp three times. Third, shout “Hooray!” once.
(Allow time for activity.) What did you do first?
S: Clapped two times!
T: Second?
S: We stomped three times!
T: Third?
S: We shouted “Hooray!”
T: You are going to be builders today. We are going to make shapes. Look
at the materials you have. What do you notice? First
S: We have some sticks!  There is clay, too.
T: Pick up your sticks, and arrange them on your desk. Try to make a shape.
Who has an idea?
S: I used four sticks. I made a square.
T: How do you know it is a square?
S: There are four sides, and they are all the same!  It has four corners.
MP.6  It is closed.
T: Did anyone think of something else?
S: I only used three sticks. I made a triangle. Second
T: How do you know it is a triangle?
S: There are three straight sides.  There are three corners, and they are
all connected.
T: We are going to practice more shape making. First, use your scissors to
cut each of your sticks at the mark in the middle. Second, arrange your
little sticks to make different flat shapes. Third, use bits of clay to
connect the corners of your new shapes.

Third

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 11

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K

T: If you haven’t made a square already, please do so now. Then, you may experiment. How many
different shapes can you make? We will have a shape show when you are done. (Allow ample time
for experimentation and construction.)
T: Who would like to share one of their shapes? Tell us what you did first, second, and third. Use your
math words!
S: I made a triangle! First, I cut the sticks. Second, I picked three
sticks for the sides. Third, I stuck them together with clay!
S: I made a hexagon. First, I cut the sticks. Second, I chose six and
put them on my desk. Third, I used balls of clay to connect them.
T: Listen again. Get your pencil and construction paper ready.
First, put a dot on the left side of your paper. Second, draw a
line that starts at that dot with your ruler. Third, draw another
line that starts at the same dot with your ruler. (Model on board
as directions are given.)
S: (Work.)
T: Show me your work.
S: (Show their work.)
T: Listen again. First, put a dot at the ends of both your lines.
Second, draw a line with your ruler to connect those dots.
Third, show your work to a friend, and tell her what shape you
drew. (Allow time for sharing.)
T: Now, share about all your shapes with your friends: the ones
you made with straws and the one you made with your ruler.
Allow time for sharing and discussion. If students built shapes with five sides, or more than six sides, casually
mention the name of the shape. Five sides is a pentagon. Seven sides is a heptagon. Eight sides is an
octagon. Nine sides is a nonagon. Ten sides is a decagon.
T: Listen carefully. First, put your name on your construction paper. Second, carefully lift your shapes
onto your paper, and leave them on your desk. Third, stand up, and get ready to look at the shapes
the rest of the class created! It’s time for a shape show! (Allow students to circulate to view and
discuss one another’s work. Encourage mathematical discussion and precision in vocabulary. When
students are done, move the papers carefully to a part of the room where they may be saved for use
in Lesson 3 of this module.)

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted time.

Student Debrief (8 minutes)

Lesson Objective: Describe the systematic construction of flat shapes using ordinal numbers.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 12

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K

Invite students to review their solutions for the Problem

Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 What words did we use to help us complete our
Problem Set in order?
 Look at the triangles and squares you drew in
your Problem Set. Are all the sides equal in
length? Find someone who drew a shape with
equal length sides; find someone who drew a
shape with unequal length sides.
 How did the words first, second, and third help us
be good builders today?
 Can you think of a time when order is important?
What would happen if we put our shoes on first
and our socks on second?
 Can you think of other ways that we use words
like first, second, and third?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Homework
Homework at the K–1 level is not a convention in all
schools. In this curriculum, homework is an opportunity
for additional practice of the content from the day's
lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the
appropriate use of homework for his students. Fluency
exercises can also be considered as an alternative
homework assignment.

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 13

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set K

Name Date

Listen to the directions.

First, draw the missing line to finish the triangle using a ruler. Second,
color the corners red. Third, draw another triangle.

First, use your ruler to draw 2 lines to make a square. Second, color the
corners red. Third, draw another square.

First, draw a triangle using your ruler. Second, draw a different triangle
using your ruler. Third, show your pictures to your partner.

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 14

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set K

4 + 1 = ____ 5 – 1 = ____

____ = 2 + 1 ____ = 4 – 1

3 + 2 = ____ 3 – 2 = ____

3 + 1 = ____ 3 – 0 = ____

____ = 5 + 0 ____ = 5 – 4

2 – 1 = ____ 2 + 2 = ____

____ = 3 – 3 ____ = 5 – 3

1 – 0 = ____ 1 + 1 = ____

3 – 0 = ____ 4 – 0 = ____

____ = 4 – 4 ____ = 4 + 1

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 15

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket K

Name Date

Use your ruler.

First, draw a straight line from the dot.
Second, draw a different straight line from the dot.
Third, draw another straight line to make a triangle.

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 16

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework K

Name Date

Follow the directions.

First, use your ruler to draw a line
finishing the triangle.
Second, color the triangle green.
Third, use your ruler to draw a bigger
triangle next to the green triangle.

First, draw 2 lines to make a

rectangle.
Second, circle all the corners in
red.
Third, put an X on the longer sides.

First, draw a line to complete the

hexagon.
Second, color the hexagon blue.
Third, write the number of sides
the hexagon has in the box below.

On the back of your paper, draw:

 A closed shape with 3 straight sides.
 A closed shape with 4 straight sides.
 A closed shape with 6 straight sides.

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 17

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Fluency Template 1 K

Rekenrek dot paper

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 18

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Fluency Template 2 K 6

shape cutouts

Lesson 1: Describe the systematic construction of flat shapes using ordinal

numbers. 19

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 K

Lesson 2
Objective: Build flat shapes with varying side lengths and record with
drawings.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Concept Development (25 minutes)
 Student Debrief (13 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Sprint: Core Fluency K.OA.5 (9 minutes)

 Compose Teen Numbers K.NBT.1 (3 minutes)

Sprint: Core Fluency (9 minutes)

Materials: (S) Core Fluency Sprint A, B, C, or D

Note: This activity continues students’ progress toward mastery of the required fluency for kindergarten.
Decide on a core fluency skill in which students would benefit from extra practice: addition, subtraction, or
mixed addition with subtraction within 5. Select the Sprint that is most appropriate for the class: Core
Fluency Sprint A, B, C, or D in the materials that follow. In order to correct the work as a class, all students
take the same Sprint.
T: It’s time for a Sprint! (Briefly recall previous Sprint preparation activities, and distribute Sprints
facedown.) Take out your pencil and one crayon, any color. (Demonstrate the first problem as
needed.)
Continue to follow the familiar Sprint procedure. Have students work on the same Sprint a second time.
Continue to emphasize that the goal is simply to do better than the first time and celebrate improvement.

Compose Teen Numbers (3 minutes)

Materials: (T) Large Hide Zero cards (Fluency Template) (optional)

Note: This maintenance activity ensures that students stay sharp on the work of the previous module.
T: (Show cards, or say the numbers 10 and 6.) Raise your hand when you can say the number the Say
Ten way. (Wait for all hands to go up, and then signal.) Ready?
S: Ten 6.

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
20

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 K

T: Now, say it the regular way, please.

S: 16.
T: (If using Hide Zero cards, slide them together to form the number 16.)
Continue with the following sequence: 17, 18, 19, 13, 14, 15, 11, 12, 10, 20.
Variation: Students can write the number bond or write two addition sentences on their personal white
boards.

NOTES ON
Concept Development (25 minutes)
MULTIPLE MEANS
OF ACTION AND
Materials: (S) Approximately 15 coffee stir sticks, scissors,
EXPRESSION:
personal white board, small ball of clay, ruler
As more shapes are introduced, be
T: Who can remind us about what we did in math class sure to put the shapes with pictures or
yesterday? Can you use your math words to tell us, in models on the word wall. This helps
English language learners study the
order, the steps that we took in our lesson?
names of the shapes and allows
S: First, we cut our sticks. They were all the same length! teachers to point to the shapes while
 Second, we made flat shapes with them on our talking about them, making a clear
desks.  Third, we stuck the ends together with clay connection between the words and the
at the corners. meaning.
T: That’s right. We are going to make more flat shapes
today. Yesterday, we made special rectangles that had
equal sides. What did we call them?
S: Squares.
T: Today, use your sticks and your clay to create another type of rectangle: one
that has corners like an L but whose sides are not all the same length.
T: (Pause.) You may cut one or two of your sticks if you need to. (Allow time for
students to plan and create the shape. Circulate to support students who
MP.4 might need it.) Hold up your rectangles! How do you know they are
rectangles?
S: It’s like a square, but it is stretched!  It has two long sides and two shorter
sides.  I had to cut one of my sticks in half!  They have corners that look
like an L.  It has four sides.
T: Take three sticks that are the same length. Now, use those sticks to make a
closed shape with three straight sides. (Allow time for students to
experiment.) Hold up your shapes. What do we call this shape?
S: It is a triangle!
T: What if you take one of the sides of your triangle and cut it to be shorter,
and then put it back into your shape? (Allow time for students to
experiment.) What do you notice?
S: It is still a triangle.  It just has one side that is shorter.  It looks pointier,
but it still has three sides and three corners.  Two sides are the same length!

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
21

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 K

T: Great job! With your partner, use your sticks and your
clay to make several different flat shapes. You may cut
the sticks to be any lengths you like. Be creative! NOTES ON
(Allow ample time for student work. Encourage MULTIPLE MEANS
students to think about not only convex but also OF ENGAGEMENT:
concave figures. Hold up any interesting examples for Students with disabilities who might
extra inspiration. Again, if students ask, casually have difficulty with fine motor
mention the names of created shapes they may not activities could benefit from using a
have studied yet.) geoboard and rubber bands to make
different shapes or by using interactive
T: Wow! You made a lot of different shapes! Would technology such as that one found at
anyone like to show their favorite and tell the class http://www.glencoe.com/sites/commo
about it? (Allow time for discussion.) n assets/mathematics/ebook assets/v
T: With your ruler and your marker, try to copy each of mf/VMF-Interface.html.
your new shapes on your personal white board. (In the Select Grade drop-down menu,
click Kindergarten. In the
Allow time for students to replicate their shapes on paper.
Manipulatives drop-down menu, click
Circulate to offer assistance to students who may still need help Geoboard/Bands.)
in keeping their rulers straight and still during construction. If
time permits, allow students to turn and talk to their partners
to describe the shapes they drew.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted time.

Student Debrief (13 minutes)

Lesson Objective: Build flat shapes with varying side

lengths and record with drawings.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
22

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 K

Any combination of the questions below may be used to

lead the discussion.
 Look at all the triangles on your Problem Set. Tell
your partner what they all have in common.
Choose two triangles that are different. Tell your
partner how they are different.
 Does a triangle need to be closed? Can it have
gaps between the sides?
 I heard you say that all of the triangles are closed
and have three sides and three corners. Do they
all look the same? Tell your partner how many
different-looking triangles you think you could
draw.
 When you made a shape with four sticks and
corners like an L, what did you call it? What did
you call the special shape you made where all
four sticks were the same length?
 (Hold up a set of three equal stir sticks and a set
of three sticks with different lengths.) If I asked
you to make a triangle, which set of sticks would
you choose? Why?
 Look carefully at your flat shapes and at those of your peers. What are some ways we could sort
them? (Take time to allow several iterations of shape sorting with students. Encourage them to be
creative in their thinking. Apart from the number of sides, also guide them to think about attributes
such as concave vs. convex, regular vs. irregular, etc.)

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
23

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Core Fluency Sprint A K

Number Correct:

Name Date

Write the missing number.

1. 2+1= 11. =3+2

2. 1+1= 12. 1+3=

3. 1+4= 13. =2+2

4. 3+1= 14. =1+2

5. 2+2= 15. 1+4=

6. 2+3= 16. =2+3

7. 1+2= 17. =5-1

8. 4+1= 18. 5-2=

9. 3+2= 19. 1+0=

10. 1+3= 20. 5+0=

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
24

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Core Fluency Sprint B K

Number Correct:

Name Date

Write the missing number.

1. 2-1= 11. =4-2

2. 4-1= 12. 5-3=

3. 5-1= 13. =3-1

4. 3-1= 14. =5-2

5. 3-2= 15. 4-1=

6. 4-2= 16. =5-4

7. 5-3= 17. =5-1

8. 5-2= 18. 5-1=

9. 4-3= 19. 1-0=

10. 5-4= 20. 5-5=

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
25

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Core Fluency Sprint C K

Number Correct:

Name Date

Write the missing number.

1. 2+1= 11. 3+2=

2. 2-1= 12. 3-2=

3. 3+1= 13. 4+0=

4. 3-1= 14. 4-0=

5. 4+1= 15. 5+0=

6. 4-1= 16. 5-0=

7. 1+1= 17. 5-5=

8. 1-1= 18. 4+1=

9. 2+2= 19. 5-4=

10. 2-2= 20. 5-1=

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
26

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Core Fluency Sprint D K

Number Correct:

Name Date

Write the missing number.

1. 2+1= 11. =1+2

2. 4+1= 12. 5+0=

3. 5-1= 13. =3-1

4. 3+1= 14. =2+2

5. 3+2= 15. 4-1=

6. 4-2= 16. =5-4

7. 5-3= 17. =5-1

8. 5-2= 18. 3+0=

9. 2+3= 19. 1-0=

10. 5-4= 20. 5-5=

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
27

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set K

Name Date

First, use a ruler to trace the shapes. Second, follow the directions in
each box. Use your ruler to draw the shapes.

Draw 3 different triangles.

Draw 2 different rectangles. Draw 1 hexagon.

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
28

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set K

5 – 4 = ____ 0 + 1 = ____

5 – 3 = ____ 1 + 1 = ____

5 – 2 = ____ 2 + 1 = ____

5 – 1 = ____ 3 + 1 = ____

5 – 0 = ____ 4 + 1 = ____

4 – 2 = ____ 4 – 3 = ____

2 – 1 = ____ 2 + 1 = ____

3 – 2 = ____ 3 + 2 = ____

3 – 1 = ____ 4 – 1 = ____

5 – 0 = ____ 5 – 4 = ____

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
29

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Exit Ticket K

Name Date

First, draw a triangle so all of the sides are different lengths.

Second, draw a triangle with your ruler that has 2 sides that are about the
same length.

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
30

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework K

Name Date

Trace the shapes. Then, use a ruler to draw similar shapes, on your own, in
the large rectangle. Draw more on the back of your paper if you would like!

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
31

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

0 1
2 3
Note: Match to corresponding 5-group side, and copy double-sided on card stock.

large Hide Zero cards (numeral side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
32

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

4 5
6 7
Note: Match to corresponding 5-group side, and copy double-sided on card stock.

large Hide Zero cards (numeral side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
33

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

8 9
1 0
Note: Match to corresponding 5-group side, and copy double-sided on card stock.

large Hide Zero cards (numeral side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
34

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

Note: Match to corresponding numeral side, and copy double-sided on card stock.

large Hide Zero cards (5-group side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
35

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

Note: Match to corresponding numeral side, and copy double-sided on card stock.

large Hide Zero cards (5-group side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
36

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Fluency Template K

Note: Match to corresponding numeral side, and copy double-sided on card stock.

large Hide Zero cards (5-group side)

Lesson 2: Build flat shapes with varying side lengths and record with drawings.
37

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 K

Lesson 3
Objective: Compose solids using flat shapes as a foundation.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Color by Answer Addition K.OA.5 (6 minutes)

 Color by Answer Subtraction K.OA.5 (6 minutes)

Color by Answer Addition (6 minutes)

Materials: (S) Color by answer addition (Fluency Template 1), crayons

Note: This activity gives students an opportunity to practice the core fluency of addition within 5 and calls
students’ attention to the patterns within the chart.
After giving clear instructions and demonstrating a few problems as needed, allow students time to work
independently. Early finishers can analyze the patterns they see within the chart.

Color by Answer Subtraction (6 minutes)

Materials: (S) Color by answer subtraction (Fluency Template 2), crayons

Note: This activity gives students an opportunity to practice the core fluency of subtraction within 5 and calls
students’ attention to the patterns within the chart.
Conduct as above.

Lesson 3: Compose solids using flat shapes as a foundation.

38

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 K

Application Problem (5 minutes)

Materials: (S) Geoboard and rubber bands per pair (or dot paper, markers, and ruler if geoboards are not
available)

You have a challenge today! Work with your partner. On your

geoboard, make a shape with three sides. Now, leave your NOTES ON
shape on your board, and let your partner make a three-sided MULTIPLE MEANS
shape as well. Do they look the same? Name the shapes.
OF ENGAGEMENT:
Remove your shapes from the geoboard.
Students working below grade level
Now, make a shape with four sides. Have your partner make benefit from extra practice creating a
another four-sided shape. Do they look alike? Name the variety of three- and four-sided shapes.
shapes. Remove your shapes from the geoboard. Give them extended time with a
geoboard, or make time for using
Try it with five sides! Then, six! How far can you and your interactive technology such as that
partner go? found at
Note: Reviewing the construction of a variety of flat shapes http://www.mathlearningcenter.org/
serves as the anticipatory set for extending a flat shape into a web-apps/geoboard/.
solid in today’s lesson.

Concept Development (25 minutes)

Materials: (T) Set of geometric solids (S) 12 coffee stir sticks, small ball of clay

Part 1: Review the attributes and names of solids.

T: (Hold up each solid as a review exercise.) What do we call this solid?
S: A cone!
T: How did you know?
S: It looks like an ice cream cone.  It looks like the orange cones in the
lunch area.
T: What is special about a cone? Talk to your partner.
S: It has a circle on the bottom.  It rolls funny, not in a straight line like a ball.  It kind of looks like
a triangle when you look at it from the side.  It’s flat on the bottom, smooth and round in the
middle, and pointy on the top.
Continue reviewing the other solids, asking students to explain how they knew the name of the solid and to
describe its attributes.

Lesson 3: Compose solids using flat shapes as a foundation.

39

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 K

Part 2: Construct a cube.

T: In our last lesson, you made some great shapes out of your straws! I want to use some of the
squares you constructed to make a new shape like one of our solids. Does anyone have any ideas?
S: Maybe we could make something like a cube!  You could use one square to be on the bottom like
the floor of a room.  Some of the others could be like the faces. We need one for the top, too.
T: Look at the cube we already have. (Hold it up.) How many squares will I need to use? Let’s count
together.
S: 1, 2, 3, 4, 5, 6.
T: Let’s use this one as the bottom of the cube. Now, I will use some of your other squares for the
sides. (Demonstrate.) What does it look like now?
S: It looks like a box.  It is still open, though.
T: What if I trace one of the squares on my paper and cut it out? (Demonstrate.)
I will attach it to one of the squares. (Cover one side of the skeleton with the
paper to create a face, and hold the shape up for observation.) What do you
notice?
S: It fits.  We still need more faces to close it up!
T: I will trace and cut some more. (Demonstrate with the remaining 5 faces to
create a cube.)
T: Let’s double-check. How many faces do we have? First, let’s count the faces
on the top and bottom. Say what we are counting.
MP.7 S: (Point and touch.) 1 face, 2 faces.
Counting Faces
T: Second, let’s count the ones around the middle. This is our third face, so start
at the number…?
S: 3.
T Go.
S: 3 faces, 4 faces, 5 faces, 6 faces.
T Have we counted all of the faces? Did we miss any? How many faces are there
on the cube?
S: 6 faces.
T: Now, count the edges for me. First, we’ll count the ones on the bottom. I’ll
start with this one.
S: (Touch as they count.) 1 edge, 2 edges, 3 edges, 4 edges.
T: Second, let’s count the edges in the middle. Start at the number after 4.
S: 5 edges, 6 edges, 7 edges, 8 edges.
T: Third, let’s count the ones at the top. How many edges have we counted so
far?
S: 8.
T: So, the next edge we count will be number…?
S: 9.
Counting Edges

Lesson 3: Compose solids using flat shapes as a foundation.

40

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 K

T: Count when I touch.

S: 9 edges, 10 edges, 11 edges, 12 edges.
T: Are there any more edges?
S: No!
T: Tell your partner how we counted. What did we do first, second, and third?
MP.7 S: First, we counted the edges on the bottom. Second, we counted the ones in the middle. And third,
we counted the edges on the top.
T: Let’s count them once more without stopping and without saying what we are counting.
S: (Touch systematically as students count.) 1, 2, …, 11, 12.
T: Now, count the corners. (Repeat the same process with the corners, having
them count the corners on the bottom and then the top, saying what they are
counting.)
T: It is time to make a shape like this on your own. Begin by making a square
out of your straws for the bottom. Make another one for the top, too. (Allow
time for students to work.)
Counting Corners
T: What do we need now?
S: We need to make the edges. Let’s stick straws into the corners of our bottom
squares so they are poking up.  They will look like table legs.  Then, we
can put on the top!
T: Please finish your shapes. (Allow time for students to construct the shape.
Circulate to observe understanding, and offer support as necessary.)
T: You have made wonderful shapes! Hold them up. What do you notice about
them?
S: They look like little boxes!  They are the same on every side.
T: Work with your partner to count the faces, edges, and corners of your pretend cube like we did
earlier.
T: (Circulate and support the counting, which is challenging for kindergarten students.) What shapes
are the invisible faces?
S: They are all squares.
T: I wonder what would happen if we put two of these shapes together. With your partner, see what
you can create if you use more than one.
S: Now, ours is taller, like a building!  Ours looks like a train.
T: What are the shapes of the new invisible faces?
S: Squares.  Rectangles!
T: Wait for my signal. How many corners do you have now? Count them using our system. (Signal and
give students sufficient time to count.)
S: 8 corners.
T: How many faces? (Give students time to count.)
S: 6 faces!

Lesson 3: Compose solids using flat shapes as a foundation.

41

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 K

T: How many edges? (Give students time to count.)

S: 12 edges!
T: Great work. Take a minute to compare your new shape with another pair’s.
S: (Compare shapes.)

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted time.

Student Debrief (8 minutes)

Lesson Objective: Compose solids using flat shapes as a

foundation.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.
 How many squares did you trace on your Problem Set before you started cutting? What did you
have to do to make a cube out of all the squares you traced?
 What two shapes did you trace to make your cylinder? (Circle and rectangle.) What happened to
the rectangle when you cut and folded the paper to make the cylinder? Could we say that a
rectangle is a face of a cylinder? Why or why not? (No. Faces are flat. Once we roll up the
rectangle to make a cylinder, it is no longer flat.) What about the circle? Is a circle a face of the
cylinder?
 When you counted the faces of your cube, how did you keep track of your count? How did you
make sure that you didn’t count any face twice?
 Describe a cube to me. Tell me about its faces, edges, and corners.
 Describe a cylinder to me. Tell me about its faces, edges, and corners.

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 3: Compose solids using flat shapes as a foundation.

42

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set K

Name Date

Trace the circles and rectangle. Cut out the shape. Fold and tape to
create a cylinder.

Lesson 3: Compose solids using flat shapes as a foundation.

43

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Problem Set K

Trace the squares. Cut out the shape. Fold and tape to create a cube.

Lesson 3: Compose solids using flat shapes as a foundation.

44

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Exit Ticket K

Name Date _____________

Draw a line from the flat shape to the object that has a face with that
flat shape.

Lesson 3: Compose solids using flat shapes as a foundation.

45

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework K

Name Date

Draw something that is a cylinder.

Circle the flat shape you can see in a .

Draw something that is a cube.

Circle the flat shape you can see in a .

Lesson 3: Compose solids using flat shapes as a foundation.

46

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Homework K

Draw something that is a cone.

Circle the flat shape you can see in a .

Draw a 3-dimensional solid. Draw one of your solid’s faces. Tell an adult
about the shapes you drew.

Note to Family Helpers: Your child knows how to name some 3-dimensional solids:
cylinders, cones, cubes, and spheres. You can often find these 3-D shapes around the house
in objects such as soup cans, ice cream cones, boxes, and balls. For the last question, it is
acceptable for your student to find and draw a different type of 3-D solid. Talk about the
number of edges, corners, and faces on the object.

Lesson 3: Compose solids using flat shapes as a foundation.

47

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Fluency Template 1 K

Name Date

Add. Color the blocks using the code for the total.

1—RED 2—ORANGE 3—YELLOW

4—GREEN 5—BLUE

0+1 1+1 2+1 3+1 4+1

0+2 1+2 2+2 3+2

0+3 1+3 2+3

0+4 1+4

0+5

color by answer addition

Lesson 3: Compose solids using flat shapes as a foundation.

48

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Fluency Template 2 K

Name Date

Subtract. Color the blocks using the code for the difference.

0—PURPLE 1—RED 2—ORANGE 3—YELLOW

4—GREEN 5—BLUE

1-0 2–0 3–0 4–0 5–0

1-1 2–1 3–1 4–1 5–1

2-2 3–2 4–2 5–2

3–3 4–3 5–3

4–4 5–4

5-5

color by answer subtraction

Lesson 3: Compose solids using flat shapes as a foundation.

49

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

Lesson 4
Objective: Describe the relative position of shapes using ordinal numbers.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Rekenrek Counting to 100 K.CC.1 (4 minutes)

 Make a Shape to Find Hidden Numbers in 4 K.OA.1, K.G.6 (4 minutes)
 Make a Shape to Find Hidden Numbers in 5 K.OA.1, K.G.6 (4 minutes)

Rekenrek Counting to 100 (4 minutes)

Materials: (T) 100-bead Rekenrek (preferably one that shows the color change at 50)

Note: This activity promotes proficiency in counting to 100 by tens (K.CC.1) and lays the foundation for
understanding place value.
T: Let’s count the Say Ten way. Ready?
S: (Slide the beads back and forth as students count up and down.) Ten, 2 tens, 3 tens, 2 tens, 3 tens,
4 tens, 5 tens, 6 tens, 5 tens, 6 tens, 5 tens, 6 tens, 7 tens, 8 tens, 9 tens, 8 tens, 9 tens, 10 tens.
T: 10 tens is the same as…?
S: 100.
T: Now, let’s count the regular way. Ready?
Use a sequence similar to that used in counting the Say Ten way, with extra attention to the transition from
50 to 60.
T: Wow! You’re getting good at counting both ways. Now, let’s mix it up. Start counting the Say Ten
way, but then be ready to switch to the regular way.
S: Ten, 2 tens, 3 tens.
T: Stop! 3 tens the regular way is…?
S: 30.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

50

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

T: Keep counting the regular way.

S: 40, 50, 60, ...
T: Stop! 60 the Say Ten way is…?
S: 6 tens!
T: Keep going the Say Ten way.
S: 7 tens, 8 tens, 9 tens, …
T: Stop! 9 tens the regular way is…?
S: 90.
T: Say the next number the regular way.
S: 100.
Count back down to 0, alternating periodically between both ways of counting. If students are ready for a
challenge, use more of a wave-style sequence.

Make a Shape to Find Hidden Numbers in 4 (4 minutes)

Materials: (S) 4-dot puzzle cards (Fluency Template 1), plus extra 1-dot and 2-dot pieces

Note: This activity combines students’ knowledge of embedded numbers and part–whole thinking and
previews composition of shapes.
T: (Distribute the 4-dot array card.) Raise your hand when you know how many
dots. Ready?
S: 4.
T: Raise your hand when you know the name of this shape. Ready?
S: Square.
T: Very good. We’re going to use puzzle pieces to make a square and, at the
same time, show different ways to make 4. Here is one way you could do it.
T: How many dots are on this puzzle piece? (Hold up one of the 2-dot rectangle pieces.)
S: 2.
T: And on this one? (Hold up the other 2-dot rectangle.)
S: 2.
T: On the whole puzzle? (Replace the piece, and point to indicate the entire
puzzle.)
S: 4.
T: So then, what numbers are hiding in 4?
S: 2 and 2.
T: What shapes did I use to make the square?
S: 2 rectangles.
T: Do you see other puzzle pieces I could use to make a square that has 4 dots?
S: Yes!

Lesson 4: Describe the relative position of shapes using ordinal numbers.

51

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

T: Give it a try! (Distribute additional pieces, and allow students to work for some time. Then, allow
them to confer with a partner. Circulate and ask students to identify the hidden numbers in 4 and
the name and quantity of the shapes they used to compose the square.)
More possibilities:

Variation: Have students work with a friend to make a rectangle that is not a square.

Make a Shape to Find Hidden Numbers in 5 (4 minutes)

Materials: (S) 5-dot puzzle cards (Fluency Template 2), plus extra 1-dot and 2-dot pieces

Repeat the process laid out in the previous activity, but this time use the 5-dot puzzle cards.
Invite students to combine puzzle pieces with up to four friends to have fun making
numbers to 20.

Application Problem (5 minutes)

Materials: (S) Personal white board

 First, draw 3 three-sided shapes on your personal white board.

 Second, draw 4 four-sided shapes on your paper.
 Third, draw a number bond, and write a number sentence to tell how many shapes you have in all.
Share your work with your partner. Do your shapes look the
same? Do your number bonds look the same? How about your
NOTES ON
number sentences?
MULTIPLE MEANS
Note: Today’s Application Problem serves as a link among the OF ACTION AND
ordinal number discussions, shape constructions, number EXPRESSION:
bonds, and number sentences. It serves as a review of some of
Break the third step into smaller steps
the concepts from earlier modules as well as providing the for students working below grade
anticipatory set for today’s lesson. level. Ask, “How many three-sided
shapes are there? How many
four-sided shapes are there? How
many shapes are there altogether?”
They can also work directly on a
number bond template.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

52

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

Concept Development (25 minutes)

Materials: (S) Shapes (Template), scissors

T: How many shapes do you see on your paper? Raise your hand when you know. Call it out at my
signal! (Wait until most hands are raised, and then signal.)
S: 10.
T: Cut out each shape card by cutting on the dotted lines.
(Allow students time to cut.) NOTES ON
T: Make a row out of your shapes. Now, rearrange your MULTIPLE MEANS
shapes so that the first shape from the left is a circle. OF ENGAGEMENT:
(If necessary, review left and right.) Make your second Challenge students performing above
shape the smaller triangle. Keep your row straight! grade level by giving them an
Now, arrange it so that your third shape is a circle with opportunity to call out an arrangement
a chunk missing. Share with your partner. What is the of shapes using ordinal numbers.
next shape in your row? Clearly explain what they are to do:
S: It is a heart.  Mine is a square.  Mine is a different “Call out different shapes by saying, for
triangle. instance, first put your square on the
table, put your triangle second in the
T: Student A, count your shapes starting from the left, row, etc.” Let them lead the game for
stopping at the cross. the whole class or in small groups.
S: 1, 2, 3, 4.
T: You stopped at shape number 4. We would say that
the cross is your fourth shape!
T: Tell your partner your fourth shape. Use the words, “My fourth shape is _______.”
S: (Do so.)
MP.6 T: Student B, what is the last shape in your row?
S: Mine is the big triangle.
T: Student B, count your shapes starting from the left and stopping at the big triangle.
S: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
T: Tell your partner what your tenth shape is. Use the words, “My tenth shape is _________.”
S: My tenth shape is the one that looks like the outside of a can.  My tenth shape is the heart.
T: Mix up all of your shapes again.
T: This time, we are going to make a column of your shapes. Our columns will all be the same, so listen
carefully.
 Make the first shape, the one at the top of your column, a square.
 Second, the large triangle.
 Third, a cross.
 Fourth, a circle.
 Fifth, a heart.
 Sixth, the hexagon.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

53

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

 Seventh, the circle with a chunk out of it.

 Eighth, the small triangle.
MP.6
 Ninth, the diamond (rhombus).
 Tenth, the one that looks like part of a can.
T: Start at the top of your column, and count down 5 shapes. What is your fifth
shape? Use the words, “My fifth shape is ___________.”
S: My fifth shape is a heart.
T: Count from the top, and then put your finger on the last shape in your column.
How many shapes did you count?
S: 10.
T: Yes. Your finger is on your tenth shape. What is your tenth shape? Use your
words.
S: My tenth shape is the one that looks like a can.
Continue practicing this way until students demonstrate an understanding of the
relationship between the positions of the shapes and the resulting ordinal descriptions.
T: We are going to play Simon Says with your shapes. Simon says, make a row of
shapes. Simon says, make your sixth shape a heart. Simon says, make your
ninth shape a square. Simon says, make sure that your first shape is a triangle.
Put your finger on the third shape.
S: You didn’t say Simon Says!
Continue the game in this manner, monitoring accuracy and allowing students to gain fluency in identifying
the ordinal positions in preparation for the Problem Set.
T: Turn to your partner, and tell him about your
column of shapes. Use your math words to
describe the position of each shape in the line.
S: My first shape is a circle. My second shape is a
heart. My third shape is a circle with a chunk
missing. (Continue through to the tenth shape.)
Circulate to observe the conversations and to encourage
precision in the language.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted time.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

54

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 K

Student Debrief (8 minutes)

Lesson Objective: Describe the relative position of shapes

using ordinal numbers.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Tell your partner how you marked the second,
fifth, and ninth truck. Did you start counting
from the beginning each time, or did you count
on each time you were marking the next truck?
 Look at the next problem with the vehicles. Could you use the counting on strategy this time? Why
or why not? (In the first problem, the students were asked to mark the trucks in sequential order; in
this next problem, they are asked to mark the vehicles out of order.)
 What’s different about the line of horses and the first two problems we did with the vehicles? (All
the horses are exactly the same.) Did that make it easier or harder to find the one to mark?
 Before, we talked about standing up first and then about putting a shape first in the row. How are
those ideas similar? How are they different? Is it fair to use first in both of those sentences?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

55

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set K

Name Date

Circle the 2nd truck from the stop sign. Draw a square around the
5th truck. Draw an X on the 9th truck.

Draw a triangle around the 4th vehicle from the stop sign. Draw a circle
around the 1st vehicle. Draw a square around the 6th vehicle.

Put an X on the 10th horse from the stop sign. Draw a triangle around the
7th horse. Draw a circle around the 3rd horse. Draw a square around the
8th horse.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

56

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set K

Draw a line from the shape to the correct ordinal number, starting at the
top.
9th
ninth

4th
fourth

6th
sixth

1st
first

7th
seventh

3rd
third

10th
tenth

5th
fifth

8th
eighth

2nd
second

Lesson 4: Describe the relative position of shapes using ordinal numbers.

57

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket K

Name Date

Listen to the directions. Start at the circle when counting.

Color the 5th shape red.

Color the 2nd shape green.
Color the 10th shape yellow.
Color the 7th shape blue.
Color the 1st shape pink.
Color the 8th shape orange.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

58

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework K

Name Date

Color the 1st red.

Color the 3rd blue.
Color the 5th green.
Color the 8th purple.

Put an X on the 2nd shape.

Draw a triangle in the 4th shape.
Draw a circle around the 6th shape.
Draw a square in the 9th shape.

Draw a circle in the 7th shape.

Put an X on the 1st shape.
Draw a square in the 5th shape.
Draw a triangle in the 3rd shape.

Lesson 4: Describe the relative position of shapes using ordinal numbers.

59

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework K

Match each animal to the place where it finished the race.

fourth

second

first

third

sixth

fifth

Lesson 4: Describe the relative position of shapes using ordinal numbers.

60

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Fluency Template 1 K

4-dot puzzle cards

Lesson 4: Describe the relative position of shapes using ordinal numbers.

61

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Fluency Template 2 K

5-dot puzzle cards

Lesson 4: Describe the relative position of shapes using ordinal numbers.

62

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Template K

shapes

Lesson 4: Describe the relative position of shapes using ordinal numbers.

63

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 New York State Common Core

K
GRADE
Mathematics Curriculum
GRADE K • MODULE 6

Topic B
Composing and Decomposing Shapes
K.G.6, K.G.1, K.G.4

Focus Standard: 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?”
Instructional Days: 4
Coherence -Links from: GPK–M2 Shapes
-Links to: G1–M5 Identifying, Composing, and Partitioning Shapes

Thus far, students have considered shapes independently, rather than in conjunction with other shapes.
Topic B expands students’ thinking about shapes by introducing the notion that simple shapes can be
combined to compose larger shapes (K.G.6). This supports A Story of Units’ overarching theme that smaller
units can be used to make a larger unit. “These two triangles make a square! These two squares make a
rectangle!”
In Lesson 5, students use pattern blocks as templates to compose other shapes and pictures. For example,
they make a rectangle from two squares and use a square and a triangle to make a pentagon or house shape.
Lesson 6 has students explore how to decompose a flat shape into two or more flat shapes. For example,
students find that their rectangle can be decomposed into two triangles, two squares, or even a square and
two smaller rectangles. Students record their explorations by drawing the hidden shapes within a larger
shape. The Problem Set extends puzzle work as students combine shapes to complete pattern block
templates of increasing complexity (see Geometry progressions document, p. 7).
Lesson 6’s work leads into Lesson 7, where students cut a square to form simple three-piece puzzles and to
intuitively use geometric motions such as flips, turns, and slides as they work to solve one another’s puzzles.
Lesson 8 hosts the Math Olympics, a culminating task that celebrates student learning from the whole year.
Students complete tasks related to measurement, operations, and geometry.

Simple Complex

Topic B: Composing and Decomposing Shapes

64

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Topic B K

A Teaching Sequence Toward Mastery of Composing and Decomposing Shapes

Objective 1: Compose flat shapes using pattern blocks and drawings.
(Lesson 5)

Objective 2: Decompose flat shapes into two or more shapes.

(Lesson 6)

Objective 3: Compose simple shapes to form a larger shape described by an outline.

(Lesson 7)

Objective 4: Culminating task—review selected topics to create a cumulative year-end project.

(Lesson 8)

Topic B: Composing and Decomposing Shapes

65

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 K

Lesson 5
Objective: Compose flat shapes using pattern blocks and drawings.

Suggested Lesson Structure

 Fluency Practice (13 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (7 minutes)
Total Time (50 minutes)

Fluency Practice (13 minutes)

 Sprint: Core Fluency K.OA.5 (9 minutes)

 Finish Line K.CC.4d (4 minutes)

Sprint: Core Fluency (9 minutes)

Materials: (S) Core Fluency Sprint A, B, C, or D (Lesson 2 Core Fluency Sprints)

Note: This activity continues students’ progress toward mastery of the required fluency for kindergarten.
Decide on a core fluency skill in which students would benefit from extra practice: addition, subtraction, or
mixed addition with subtraction within 5. Select the Sprint that is most appropriate for the class from the
Core Fluency Sprints in Lesson 2.
Follow the procedure outlined in Lesson 2.

Finish Line (4 minutes)

Materials: (T/S) Personal white board (turned to landscape orientation), 10 linking cubes

Note: This activity gives students practice in using ordinal numbers to describe relative position.
T: (Distribute linking cubes as 10-sticks.) How many cubes do you have? (Give students time to count
if necessary.)
S: 10.
T: Pretend that your 10-stick of cubes is a little train. (Have students orient their trains the same way
by giving them a point of reference in the classroom.) Put your finger on the first cube.
S: (Touch the first cube.)
T: Let’s use our number order words as we touch each cube. Ready?
S: First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.

Lesson 5: Compose flat shapes using pattern block and drawings.

66

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 K

T: Good. Now, break apart your cubes so none are connected. (Give students a moment to do this.)
This time, I want you to pretend that they are little people running in a race! The start line is the
edge of your personal white board. The finish line is the opposite side of your board. Watch me
make my people run. (Demonstrate how to make cubes run.)
T: On your mark, get set, go! (Allow about 10–30 seconds for students to participate.)
S: (Move the cubes around as if running.)
T: Stop! The race is over. (Do not allow students to change the position of the cubes at this point.)
Get out your marker. Listen carefully to what I want you to do. Circle the first runner.
S: (Circle the cube that is closest to the finish line or the runner that passed the finish line.)
T: Make an X next to the tenth runner.
S: (Make an X next to the cube that is farthest from the finish line.)
T: Underline the fifth runner.
S: (Underline the fifth cube.)
T: Now, point and show your partner who is first, second, and so on.
Have students clear their boards and play again alone or with a partner. Give instructions to mark different
ordinal positions each time.
Have students change the location of the finish line so that they can describe the position of the runners
relative to it.

Application Problem (5 minutes) NOTES ON

MULTIPLE MEANS
Materials: (S) Personal white board OF ACTION AND
EXPRESSION:
Listen carefully to my instructions. You are going to draw a
house! Because drawing might present a
further challenge, students working
 First, draw a square to make the big part of your below grade level and those with
house. disabilities may benefit from using
 Second, use a triangle to make a roof. manipulatives to create a house.
Provide attribute blocks or pattern
 Third, use a shape of your choice for a door.
blocks to make the house as the first
 Fourth, find somewhere in your picture where you can step toward drawing the shapes on
use two more squares or rectangles. personal white boards.
 Fifth, use a circle somewhere in your scene.
 Sixth, find a place where you could draw a hexagon in your scene.
Take another minute to finish your scene with more shapes and details. Don’t forget to draw yourself!
Now, show your picture to your partner. Tell her about each of your shapes. Do your houses look alike?
How did you use shapes differently in your pictures?
Note: The activity of creating a scene using a number of assigned shapes is an opportunity for students to
practice drawing the shapes. It also serves as an anticipatory set for composition with shapes in today’s
lesson. Circulate during the activity to see if there are students who still need help drawing any of the basic
shapes.

Lesson 5: Compose flat shapes using pattern block and drawings.

67

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 K

Concept Development (25 minutes)

Materials: (S) Pattern blocks (a variety including 4 squares and 1 triangle), personal
white board, I can make new shapes recording sheet (Template)

T: Find two squares in your pattern block box. How do you know they are
squares?
S: They each have four sides.  The sides are all the same length.  They
have corners like an L.  They look like the face of a cube!
T: Place the squares on your personal white board. See if you can make a
different rectangle from your squares. (Pause.) Tell me about your work.
S: I put them right next to each other.  Now, two of the sides are long!
 It is a different rectangle now.
T: I like how you put your squares together so that the edges are fully touching.
While you hold your pattern blocks down, trace your new shape with your
marker. Hold up your boards to show me your work! (Pause.)
T: Put your squares back inside your new shape outline. I wonder what would
happen if we added another square?
S: I think it would just get longer.  I think it might be another rectangle.
 I have a different idea!
T: Try it and see! Trace your new shape. (Pause.)
S: I have a longer rectangle now.  I decided to put my square on top!
 I don’t have a rectangle anymore. I have an L.  Now it looks like a
building!
T: Turn and talk to your partner about your drawings. (Pause.)
T: Take out one more square. Can you use the four small
squares to make a larger square?
S: Yes. I put two next to each other and two on top.  All of my squares are
touching in the corners.
T: How do you know that you built a square?
S: It looks like a carpet square.  Four sides and four corners.  All the sides
are the same. The corners are like an L.
T: Let’s try another one. Take a square and a triangle out of your pattern block
box. On your board, find a way to put their sides together to make a new
shape. (Pause.) Tell me about your work.
S: I made a house shape!  It looks like the one we made in our drawing
before!  I think mine looks like a rocket ship.
T: Trace your pattern blocks to show your new shape. (Pause.) Hold up your
boards to show me your work! (Briefly observe to ensure understanding and
to see which students might need additional support with the tracing
activity.)

Lesson 5: Compose flat shapes using pattern block and drawings.

68

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 K

T: Now, you are going to get a chance to make up your own new shapes! Work with your partner,
taking turns to be the shape artist.
 First, choose two shapes from your pattern block
box.
NOTES ON
 Second, put them together to make a new shape. MULTIPLE MEANS
 Third, trace your shape on your recording sheet. OF REPRESENTATION:
MP.6  Fourth, tell your partner about your new shape. In order to facilitate the partner share
How many sides does it have? How many after students create their own new
corners? What would you name your new shape? shapes, give English language learners
a review of key vocabulary needed to
Allow time for exploration and composition of new shapes.
tell about their new shapes: sides,
Listen to the conversations to observe precision in the corners, straight lines, etc.
descriptive language such as sides, corners, straight lines, and so
on. If time permits and students demonstrate ability, they may
choose to use three shapes at a time.
T: Would anyone like to hold up their recording sheet and share one of their new shapes?
S: Mine looks like a bird!  I made a snowman shape.  I made a person!
Note: Save student recording sheets for additional work in Lesson 6.

Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted time.

Student Debrief (7 minutes)

Lesson Objective: Compose flat shapes using pattern

blocks and drawings.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

Lesson 5: Compose flat shapes using pattern block and drawings.

69

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 K

Any combination of the questions below may be used to

lead the discussion.
 In your Problem Set, what did you think about
when you were arranging your pattern blocks to
make new shapes?
 What if you had left spaces in between the
blocks?
 Look around the classroom. Can you see
anything that is made out of different shapes?
 How did you choose names for the shapes you
created? (Many students name shapes after a
real-world object they resemble, but look for
some students to start naming based on
attributes.)
 How does our work with the pattern blocks
remind you of when you drew your house at the
beginning of the lesson?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

Lesson 5: Compose flat shapes using pattern block and drawings.

70

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set K

Name Date

Choose 4 shapes to create a new shape in Box 1. Give the same 4 shapes to
your partner. Have your partner create a different shape in Box 2.

Lesson 5: Compose flat shapes using pattern block and drawings.

71

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Problem Set K

Choose 5 shapes to create a new shape in Box 3. Give the same 5 shapes
to your partner. Have your partner create a different shape in Box 4.

Subtract.

5–1= 5–2= 5–3= 5–4=

Lesson 5: Compose flat shapes using pattern block and drawings.

72

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Exit Ticket K

Name Date

Use your pattern blocks to help you solve the problem.

Use 2 blocks to make a rectangle. Trace your blocks to show your
rectangle.

Lesson 5: Compose flat shapes using pattern block and drawings.

73

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Homework K

Name Date

Match each group of shapes on the left with the new shape they make
when they are put together.

Lesson 5: Compose flat shapes using pattern block and drawings.

74

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Template K

I Can Make New Shapes!

I can make new shapes recording sheet

Lesson 5: Compose flat shapes using pattern block and drawings.

75

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 K

Lesson 6
Objective: Decompose flat shapes into two or more shapes.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Sprint: Make 10 K.OA.4 (12 minutes)

Sprint: Make 10 (12 minutes)

Materials: (S) 2 copies of the Make 10 Sprint

Note: This Sprint maintains students’ knowledge of making 10 from Module 4.

T: It’s time for a Sprint!
Briefly recall previous Sprint preparation activities, and distribute Sprints facedown.
T: Take out your pencil and one crayon of any color. For this Sprint, you are going to write the missing
number needed to make 10. (Demonstrate one example if needed.)
Continue to follow the Sprint procedure as outlined in Module 4 Lesson 3. Have students work on the Sprint
for a second time. Continue to emphasize that the goal is simply to do better than the first time and
celebrate improvement.

Lesson 6: Decompose flat shapes into two or more shapes.

76

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 K

Application Problem (5 minutes)

Materials: (S) Personal white board

You are going to be a detective today!

 First, look around the classroom to see if you can find NOTES ON
things made of more than one shape, like we did MULTIPLE MEANS
yesterday. OF ACTION AND
 Second, draw one thing on your personal white board. EXPRESSION:
 Third, use your marker to draw the shapes inside. Encourage English language learners to
use the words in their native language
If necessary, give hints about items such as tiles, bricks, to name the shapes they find in the
windowpanes, and so on. Encourage students to look for and classroom. For instance, a native
highlight the shapes within shapes on their boards. Spanish speaker can say triángulo and
rectángulo instead of triangle and
T: Turn and talk to your partner about the hidden shapes rectangle. Ask the student to share
that you found! with the class, and then ask everyone
Note: Careful observation of shapes in the environment serves else to say the English word as well.
as the basis for today’s decomposition lesson.

Concept Development (25 minutes)

Materials: (S) Scissors, shape sheet (Template), pattern blocks, I can make new shapes recording sheet
(Lesson 5 Template)

T: What do you see on your paper?

S: We have different shapes!  I see squares, rectangles, and triangles.
T: Cut out your shapes, and talk about them with your friends. Do not cut on the dotted line.
(Allow time for activity and discussion.)
T: Hold up your gray square. Hold up your white triangle. Put your white
triangle on your gray square, making two of the sides match. What do
you notice?
S: When I put the white triangle on, it leaves an empty space like another
triangle!  There are two triangles now!
T: Yes! You made your square into two triangles. Find your gray
rectangle and your white square. What happens if we cover as much
as we can of the gray rectangle with the square?
S: I have two squares now!  I have a square in the middle and two little
rectangles on the ends.

Lesson 6: Decompose flat shapes into two or more shapes.

77

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 K

T: You found more shapes inside your rectangle, didn’t you? Hold up your white and gray triangles.
Put them together. What shapes can you make with them?
S: A square that is the same as the big square with the dotted line!
 A bigger triangle.  This one that looks like a diamond (rhombus).
T Fold your gray triangle on the dotted line. What do you notice?
S: It’s still a triangle, but now it is smaller.  When I unfold it, I see two
little triangles inside.
T: Now, look at your white rectangle with the dotted line. Fold it on the
dotted line.
S: Now, I have two rectangles!  They are smaller, but when I unfold it,
I see the big rectangle again.
T: Is there another way you could fold it?
S: Yes! When I fold it the other way and then unfold it again, I have
four rectangles in all!  I left mine folded and folded again. Now, I
have a square.
T: Now, take your large gray square, and fold it on the dotted line. What shapes do you see?
S: Two triangles!  And they are the same size and shape as the white and gray triangle!
T: You found a lot of little shapes inside other ones. What does this make you think of?
S: It’s like inside one thing is another that is smaller.
 It’s like folding napkins for dinner. They start square
and then make a rectangle.  Or triangle.  It’s like NOTES ON
our numbers!  We found number pairs hiding inside MULTIPLE MEANS
big numbers. These are shapes hiding in bigger shapes. OF ENGAGEMENT:
T: Excellent thinking. Just like we can break our numbers Give students working above grade
into smaller parts, we can make smaller shapes out of level pattern blocks to use in creating
bigger shapes, too. different shapes. Challenge them by
T: Yesterday, you made some wonderful new shapes on asking them to be sure to use at least
one of each of the pattern blocks
your recording sheet. Today, you are going to trade
(including the orange square and the
sheets with your partner to see if you can use pattern
tan rhombus) and to make sure not to
blocks to fill in the new shapes that she made. If you leave any gaps in their design. Have
need help, ask your partner! You can take turns being them describe their designs with a
the teacher! (Allow time for partner work and partner.
discussion.)

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted time. Provide pattern
blocks for each student to use while completing the Problem Set.
Note: Look for additional pattern block activity cards at education stores or online to challenge students who
finish the Problem Set quickly. These make great center activities during assessments.

Lesson 6: Decompose flat shapes into two or more shapes.

78

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 K

Student Debrief (8 minutes)

Lesson Objective: Decompose flat shapes into two or

more shapes.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 How did you decide which pattern blocks you
needed to fill in the shapes in the Problem Set?
 Did you and your neighbor use the same blocks?
 Do you think there are shapes hiding inside your
pattern blocks, too? Give me an example. How
can you use this to help you find more than one
way to fill in the big shapes?
 How is finding hidden shapes inside other shapes
like what we did yesterday? (In the previous
lesson, students put shapes together to make
new shapes.)
 How is finding hidden shapes inside a bigger
shape like finding hidden numbers inside a bigger
number?
 Can you think of something at home that is made
out of more than one shape and tell us about it?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students. Allow students to use pattern
blocks to solve.

Lesson 6: Decompose flat shapes into two or more shapes.

79

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Sprint K

Number Correct:

Name Date

Write the number of dots needed to make 10 dots.

1. 9.

2. 10.

3. 11.

4. 12.

5. 13.

6. 14.

7. 15.

8. 16.

Lesson 6: Decompose flat shapes into two or more shapes.

80

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set K

Name Date

Trace to show 2 ways to make each shape. How many shapes did you use?

I used ____ shapes. I used ____ shapes.

I used ____ shapes. I used ____ shapes.

I used ____ shapes. I used ____ shapes.

Lesson 6: Decompose flat shapes into two or more shapes.

81

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Problem Set K

Fill in each shape with pattern blocks. Trace to show the shapes you used.

Sun

How many different ways can you cover the sun picture with pattern
blocks?

Lesson 6: Decompose flat shapes into two or more shapes.

82

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Exit Ticket K

Name Date

Draw 2 shapes that can be used to build the rectangle.

Draw 2 shapes that can be used to build the house.

Lesson 6: Decompose flat shapes into two or more shapes.

83

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Homework K

Name Date

Cut out the triangles at the bottom of the paper. Use the small triangles
to make the big shapes. Draw lines to show where the triangles fit. Count
how many small triangles you used to make the big shapes.

This big triangle is made with ____ small

triangles.

This hexagon is made with ____ small

triangles.

Lesson 6: Decompose flat shapes into two or more shapes.

84

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Template K

shape sheet

Lesson 6: Decompose flat shapes into two or more shapes.

85

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 K

Lesson 7
Objective: Compose simple shapes to form a larger shape described by an
outline.

Suggested Lesson Structure

 Fluency Practice (12 minutes)

 Application Problem (5 minutes)
 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)

Fluency Practice (12 minutes)

 Getting Ready for First Grade! (12 minutes)

Getting Ready for First Grade! (12 minutes)

Materials: (S) Folders, resealable plastic bags, personal white board, copies of Sprints, personal Rekenreks
(made in Module 5), fluency kit (Fluency Template), and other consumable fluency materials

Generate a conversation about the necessity of practicing math over the summer to maintain skills students
have learned in kindergarten. Emphasize the importance of getting ready for first grade, and tell students
that they will get some things today to take home and use over the summer. Tell students that they will
receive a letter telling parents and families how they can help.
Select materials in advance based on individual students’ needs. Take into consideration the amount of
support students can be expected to receive at home, and choose activities that can be done somewhat
independently. Distribute copies of Sprints and Fluency Activity Sheets. Demonstrate how to use them in a
personal white board so that they can be used multiple times over the summer.
Consider enlisting the help of parents or older students to assemble students’ materials into packets. Hold
students’ packets until Lesson 8 so that they can share them with guests at the culminating activity!

Application Problem (5 minutes)

Materials: (S) Personal white board, ruler

T: Pretend you are having a party. Draw a big rectangle on your personal white board to show a
delicious pretend chocolate cake.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

86

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 K

T: Now, use your ruler, and draw lines to show how you
would slice it to share the cake with the party guests. NOTES ON
Where would you draw the lines? How many pieces MULTIPLE MEANS
did you make? OF REPRESENTATION:
T: Compare your cake to your partner’s. Did you both do Help English language learners discuss
it the same way? Who has more pieces? their work with a partner by providing
them with sentence starters, such as,
Note: Thinking about decomposing the rectangle in the
“I have more pieces because…” The
problem leads the way to the creation of square puzzles in sentence starters not only help them
today’s lesson. communicate but also hold students
accountable for staying on topic.

Concept Development (25 minutes)

Materials: (S) Ruler, shape puzzle (Template), scissors, pattern blocks, personal white board, envelope to
contain student puzzle pieces (optional)

T: What do you see on your paper?

S: I see four shapes!  Two are colored (or gray), and two are white.  There are two squares and
two rectangles.
T: Yes! Today, you are going to be puzzle makers! Your first job is to cut the paper down the dotted
line. Then, cut out your colored (or gray) shapes. Leave the white ones because you are going to use
those for puzzle frames. (Allow time for cutting.)
T: Use your ruler to draw two lines through your square, just like you did in the
cake problem. Make sure that your lines go from edge to edge. (Pause.)
Do you see some new shapes inside your square now?
S: I have three shapes!  I made rectangles.  I made four new shapes.
 I have little squares.  I have four triangles!
T: Use your pencil to put your initials inside each of your new shapes. Now, cut
the new shapes apart with your scissors. You are making a puzzle! (Allow
time for cutting.)
T: Mix up your puzzle pieces! Now, trade your puzzle pieces with your partner.
Try to put his square back together. Use the frame on your paper to help you.
(Allow time for practice and experimentation. Circulate to listen to the mathematical language being
used. Encourage students to describe unfamiliar shapes by focusing on the number of sides and
corners.) Tell me about your work.
MP.1
S1: I can’t figure this one out.  The triangle won’t fit inside the square.
T: Could you move the triangle to make it fit?
S1: I can turn it around. That doesn’t work.
T: Think about another way to move it.
S1: I can turn it over. That works!

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

87

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 K

T: You needed to flip it! I like how you kept trying until you found a way to solve the puzzle.
S: I got the square back together!  I had to flip this
piece over to make it fit.  I had to turn this one
around! NOTES ON
T: Great job! Trade with another partner, and try again! MULTIPLE MEANS
(Allow time for more experimentation.) OF ACTION AND
T: Let’s make another puzzle! This time, use your ruler to EXPRESSION:
draw two lines through your rectangle. Make sure that Challenge students working above
your lines go from side to side. Remember to put your grade level by offering them tangram
MP.1 initials in each of the new shapes before you cut them puzzles to solve. Give them tangram
apart. manipulatives and outlines to solve the
simpler puzzles, or download and give
Repeat the activity with the rectangle, again circulating to students printable tangrams. Students
observe precision in the language during the discussion of the who finish their work early can form
shapes. Allow students to try solving a few different puzzles. teams to solve the more challenging
In the spirit of MP.1, allow students to struggle and persevere, puzzles together.
to experience the joy of the accomplishment without
interference.

Problem Set (10 minutes)

Students should do their personal best to complete the Problem Set within the allotted time.

Student Debrief (8 minutes)

Lesson Objective: Compose simple shapes to form a

larger shape described by an outline.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 How many shapes did Carlos have after he cut?
How did you know which shapes to circle?
 How many shapes did India have after she cut?
How did you know which shapes to circle?

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

88

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 K

 We all started with the same square, but all of

your puzzles were different. Why is that?
Everyone drew two lines, but some people ended
up with three pieces, and some people had four
pieces. Why?
 How did you know how to put your partner’s
puzzle together?
 Did you have to do anything to the shapes to
make them fit into your puzzle? (Look for
students to describe turns, flips, and slides.)
 How is the cake drawing like the rectangle puzzle
that you made?

Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

89

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set K

Name Date

Glue your puzzles into the frames.

Glue puzzle here.

Glue puzzle here.

Draw some of the shapes that you had after you cut your rectangles.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

90

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Problem Set K

Carlos drew 2 lines on his square. You can see his square before he cut it.
Circle the shapes Carlos had after he cut.

India drew 2 lines on her rectangle. You can see her rectangle before she
cut it. Circle the shapes India had after she cut.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

91

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Exit Ticket K

Name Date

If you drew 2 straight lines inside the gray rectangle, what shapes might
you find? Circle them.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

92

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Homework K

Name Date

Using your ruler, draw 2 straight lines from side to side through each
shape. The first one has been started for you. Describe to an adult the
new shapes you made.

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

93

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Fluency Template K

I’m Getting Ready for First Grade!

My Math Fluency Kit

Name __________________

fluency kit

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

94

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Fluency Template K

Name Date

My Plan to Get Ready for First Grade Math

This is a picture of someone This is a picture of where I will

who can help me practice. practice.

This is ME getting ready for first grade!

fluency kit

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

95

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Fluency Template K

Name

My Sprint Progress Log

Practice your number sentences and Sprints on your personal white board.
Ask an adult to time you. Keep track of how you improve over the summer.
Date Time

Are you getting better at your number sentences?

fluency kit

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

96

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Template K

shape puzzle

Lesson 7: Compose simple shapes to form a larger shape described by an outline.

97

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 K

Lesson 8
Objective: Culminating task—review selected topics to create a cumulative
year-end project.

Suggested Lesson Structure

 Fluency Practice (5 minutes)

 Concept Development (40 minutes)
 Student Debrief (5 minutes)
Total Time (50 minutes)

Fluency Practice (5 minutes)

 My Favorite Fluency (5 minutes)

My Favorite Fluency (5 minutes)

Materials: (S) Summer packets (built in Lesson 7 with Fluency Template)

Note: Today’s activity is a fluency celebration.

Using their Getting Ready for First Grade packets, students practice their favorite fluency activity or teach it to
a guest attending the Math Olympics. If available, invite Pre-K students to learn a fluency activity from their
older kindergarten buddies.

Application Problem

There is no Application Problem today in order to allow more time for the cumulative project.

Concept Development (40 minutes)

Materials and Note: Today’s lesson is a celebratory Math Olympics. There are activities set up in five
different events or stations around the classroom, through which small groups of students rotate for seven
minutes each. At each station, students have paper, pencils, and markers in addition to many copies of the
half-page recording sheets. (Some students may be able to complete more than one at each station in the
time allotted.) Teachers might wish to supply popcorn, ribbons, or small prizes for the participants during the
end of the lesson Student Debrief celebration. Students use the materials they create at the stations to make
a book reviewing some of the main concepts that they learned this year.

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 98

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 K

In addition to the recording sheets and writing tools, individual station materials are as follows:
A. Make-10 Mania: Linking cube 10-sticks
B. Five-Group Frenzy: Digit cards 1–20
C. Shape Shifters: Pattern blocks and markers
D. The Weigh Station: 2 pan balances, bags of
pennies, mystery bag of small objects to weigh
E. Awesome Authors: Large foam die, linking cubes
to serve as addition support, if necessary
Fun signs for the individual stations may be made up in
advance, if desired. It is suggested that, if possible, older
students, parents, administrators, or community
volunteers be enlisted to help oversee the individual
events in the Math Olympics. That way, the following
lengthy explanation can be omitted, and students can
instead receive the directions for a particular station upon
arrival.
T: We are going to have a special Math Olympics
celebration today! You are going to use many of
the things that you learned to make your own
math book to take home for the summer. We
have several special stations set up today.
(Demonstrate.)
T: (Station A, Make-10 Mania.) Here, you break
apart 10-sticks and create number bonds and
number sentences showing different ways to
make 10. Find as many different pairs as you can,
and write them on the recording sheets.
T: (Station B, Five-Group Frenzy.) Here, you choose
digit cards, write the numbers in your best
penmanship, and show them on recording sheets
the 5-group way. In the last box, show your
number in another way, too!
T: (Station C, Shape Shifters.) Here, you choose up
to 5 pattern blocks, make a shape with them on
your paper, and trace the outline. If you have
time, you trade with a friend and see if you can
fill in his outline with the blocks!
T: (Station D, The Weigh Station.) Here, you choose
an object from the mystery bag. After you’ve
held it and tested its weight with your hands,
guess how many pennies are the same weight as
your object. Then, check your guess, and record
your work! If you have time, you can weigh more
objects.

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 99

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 K

T: (Station E, Awesome Authors.) At the last

station, you are a math author! You roll the die
to get a number. You use this number as part of
an addition or a subtraction sentence. Think of a
story that includes your number. Draw your
picture and your number bond, and then write
the number sentence. Make sure that you will be
able to share your story with a friend or someone
at home!
T: You have seven minutes at each of the stations,
and then, when you hear this sound (flute, bell,
whistle, clap, or other signal), you will switch.
When you have finished all of the stations, make
sure your name is on all of your recording sheets,
and give them to me. I will make them into a math
book of your very own! We will gather together at
the end for a special celebration.

Student Popcorn Celebration Debrief (5 minutes)

Lesson Objective: Culminating task—review selected topics to create a cumulative year-end project.
 Which station did you find to be the most challenging? Why?
 Which station did you like best today? Why?
 What was the best thing about math this year?
 What are you looking forward to learning about next year?
 Let’s have some popcorn!

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 100

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Recording Sheet K

Name Date

A. Make-10 Mania: Show how you made 10.

Name Date

B. Five-Group Frenzy: Write the number, draw the number in the

5-group way, and draw the number in any other configuration.

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 101

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Recording Sheet K

Name Date

C. Shape Shifters: Choose 5 pattern blocks, and create a shape. Trace

your shape, and then trade with a partner.

Name Date

D. The Weigh Station: Choose an object. Guess how many pennies are
the same weight as the object. Then, see if you guessed correctly!
Draw a picture of the object, and write how many pennies it weighs.

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 102

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Recording Sheet K

Name Date

E. Awesome Authors: Roll the die. Use the number to create an addition
or take-away sentence. Draw a picture, number bond, and number
sentence. Share your story with a friend.

Lesson 8: Culminating task—review selected topics to create a cumulative year-

end project. 103

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K

Student Name _________________________ Date 1 Date 2 Date 3

Topic A
Topic A: Building and Drawing Flat and Solid Shapes Topic B

Rubric Score: ___________ Time Elapsed: ___________

Materials: (S) 1 set of four 3" straws, 1 set of four 5" straws (separated by length for the student), small clay
balls for connectors, 5 real-world items with familiar shapes (e.g., book, clock, including a square
and rectangle), pattern block shapes (Template 1)

1. (Place all straws and formed clay connecting balls in front of the student.) Build a square.
2. (Place solid shapes in front of the student.) Choose one object that has the shape you just built.
3. (Place pattern blocks template in front of the student horizontally.) The star is the beginning. Point to
the third shape. Point to the seventh shape.
4. (Turn the template vertically.) The star is the beginning. Point to the first shape. Point to the ninth
shape.

What did the student do? What did the student say?

1.

2.

3.

4.

Module 6: Analyzing, Comparing, and Composing Shapes

104

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K

Topic B: Composing and Decomposing Shapes

Rubric Score: ___________ Time Elapsed: ____________

Materials: (S) Pattern blocks, 2 right triangles (Template 2), 3-piece square puzzle (Template 3, cut into 3
pieces), puzzle template (Template 4)

1. (Give the student two right triangles.) Use these triangles to make a rectangle.
2. (Give the student the 3-piece paper square puzzle disassembled.) This was a square. Then, I cut it into
three pieces. Can you put it together so it makes a square again?
3. (Place the pattern blocks and puzzle template in front of the student.) Use your pattern blocks to
complete the puzzle.

What did the student do? What did the student say?

1.

2.

3.

Module 6: Analyzing, Comparing, and Composing Shapes

105

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K

End-of-Module Assessment Task Topics A–B

Standards Addressed
Count to tell the number of objects.
K.CC.4 Understand the relationship between numbers and quantities; connect counting to
cardinality.
d. Develop understanding of ordinal numbers (first through tenth) to describe the
relative position and magnitude of whole numbers.
Analyze, compare, create, and compose shapes.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
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?”

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.

Module 6: Analyzing, Comparing, and Composing Shapes

106

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
and reasoning without reasoning without reasoning with a reasoning with a
Standards a correct answer. a correct answer. correct answer or correct answer.
Assessed evidence of solid
reasoning with an
incorrect answer.
(1 point) (2 points) (3 points) (4 points)
Topic A The student: The student: The student: The student correctly:
 Does not build a  Builds a rectangle or  Builds a square but  Builds a square using
closed figure. some other shape. considers the two four equal straws.
K.CC.4d
 Struggles to select a  Struggles to select a different length  Selects a real-world
K.G.5 straws before
real-world object that real-world object that object that matches
matches the shape matches the shape he building with four the square built.
he built or does not built or chooses an equal length straws.
 Identifies the third
choose any object. object with no  Selects a real-world and seventh shape
 Is unable to identify matching shape. object that matches from the beginning
the position of the  Correctly identifies the square with some of the horizontal line.
third, seventh, first, the position of some hesitation.
 Identifies the first
and ninth shape in of the shapes but is  Correctly identifies and ninth shape from
any orientation of the clearly confused the position of at the beginning of the
pattern block when the template is least two shapes: vertical line.
template. turned or requires third, seventh, first,
teacher support on and ninth shapes.
where to start.

Topic B The student: The student: The student: The student correctly:
 Does not join the  Puts the triangles  Makes a rectangle  Makes a rectangle
K.G.6 triangles and does together so that two after several trial- without much
not make a rectangle. sides are touching and-error attempts. hesitation.
 Does not attempt to but does not make a  Makes the square  Makes the square
put the pieces rectangle. with more time with very little trial
together, may not  Keeps moving the elapsed and more and error.
know what a square pieces around but is trial and error.  Completes the puzzle
is, and may just line unable to make the  Completes the puzzle using the correct
up the pieces. square. after trying several pattern blocks so
 Places random  Places some correct different pieces with that nothing extends
pattern blocks on the pattern block pieces more time elapsed past the puzzle
puzzle with no on the puzzle, but due to the trial and border.
understanding of several pieces are error of choosing
spatial relationships incorrect and sticking different shapes to fit
between the pattern out of the puzzle in the puzzle.
blocks and the border.
puzzle.

Module 6: Analyzing, Comparing, and Composing Shapes

107

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K

Class Record Sheet of Rubric Scores: Module 6

Student Names: Topic A: Topic B: Next Steps:
Building and Composing and
Drawing Flat and Decomposing
Solid Shapes Shapes

Module 6: Analyzing, Comparing, and Composing Shapes

108

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Template 1 K

pattern block shapes

Module 6: Analyzing, Comparing, and Composing Shapes

109

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Template 2 K

2 right triangles

Module 6: Analyzing, Comparing, and Composing Shapes

110

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Template 3 K

3-piece square puzzle

Module 6: Analyzing, Comparing, and Composing Shapes

111

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Template 4 K

puzzle template

Module 6: Analyzing, Comparing, and Composing Shapes

112

© 2015 Great Minds. eureka-math.org This work is licensed under a

GK-M6-TE-1.3.0-06.2015
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 New York State Common Core

K
GRADE
Mathematics Curriculum
GRADE K • MODULE 6

Answer Key
GRADE K • MODULE 6
Analyzing, Comparing, and Composing Shapes

Module 6: Analyzing, Comparing, and Composing Shapes

113

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Answer Key K 6

Lesson 1
Problem Set
Line drawn to finish triangle; corners colored red; another triangle drawn
2 lines drawn to finish square; corners colored red; another square drawn
Triangle drawn; different triangle drawn
5; 3; 5; 4; 5
4; 3; 1; 3; 1
1; 0; 1; 3; 0
4; 2; 2; 4; 5

Exit Ticket
Answers will vary.

Homework
Line drawn to finish triangle; triangle colored green; bigger triangle drawn
2 lines drawn to finish rectangle; corners circled in red; X’s placed on longer sides
Line drawn to finish hexagon; hexagon colored blue; 6
3 shapes drawn on back of paper: 1 with 3 straight sides; 1 with 4 straight sides; 1 with 6 straight sides

Module 6: Analyzing, Comparing, and Composing Shapes

114

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Answer Key K 6

Lesson 2
Core Fluency Sprint A Core Fluency Sprint B
1. 3 11. 5 1. 1 11. 2
2. 2 12. 4 2. 3 12. 2
3. 5 13. 4 3. 4 13. 2
4. 4 14. 3 4. 2 14. 3
5. 4 15. 5 5. 1 15. 3
6. 5 16. 5 6. 2 16. 1
7. 3 17. 4 7. 2 17. 4
8. 5 18. 3 8. 3 18. 4
9. 5 19. 1 9. 1 19. 1
10. 4 20. 5 10. 1 20. 0

Core Fluency Sprint C Core Fluency Sprint D

1. 3 11. 5 1. 3 11. 3
2. 1 12. 1 2. 5 12. 5
3. 4 13. 4 3. 4 13. 2
4. 2 14. 4 4. 4 14. 4
5. 5 15. 5 5. 5 15. 3
6. 3 16. 5 6. 2 16. 1
7. 2 17. 0 7. 2 17. 4
8. 0 18. 5 8. 3 18. 3
9. 4 19. 1 9. 5 19. 1
10. 0 20. 4 10. 1 20. 0

Module 6: Analyzing, Comparing, and Composing Shapes

115

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Answer Key K 6

Problem Set
Triangle, rectangle, triangle, and hexagon traced
3 different triangles drawn in the box
2 different rectangles drawn in the box
1 hexagon drawn in the box
1; 2; 3; 4; 5
1; 2; 3; 4; 5
2; 1; 1; 2; 5
1; 3; 5; 3; 1

Exit Ticket
Triangle drawn with all sides of different length
Triangle drawn with 2 sides about the same length

Homework
Triangle, rectangle, square, triangle, and hexagon traced; related shapes drawn in the box

Module 6: Analyzing, Comparing, and Composing Shapes

116

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Answer Key K 6

Lesson 3
Fluency Activity Sheet
Add

RED ORANGE YELLOW GREEN BLUE

ORANGE YELLOW GREEN BLUE

YELLOW GREEN BLUE

GREEN BLUE

BLUE

Subtract

RED ORANGE YELLOW GREEN BLUE

PURPLE RED ORANGE YELLOW GREEN

PURPLE RED ORANGE YELLOW

PURPLE RED ORANGE

PURPLE RED

PURPLE

Problem Set
Cylinder constructed correctly
Cube constructed correctly

Exit Ticket
Line drawn from circle to soup can
Line drawn from square to die
Line drawn from triangle to sandwich

Module 6: Analyzing, Comparing, and Composing Shapes

117

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Answer Key K 6

Homework
Object shaped like cylinder drawn; circle
Object shaped like cube drawn; square
Object shaped like cone drawn; circle
Answers will vary.

Module 6: Analyzing, Comparing, and Composing Shapes

118

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Answer Key K 6

Lesson 4
Problem Set
Circle drawn around 2nd truck; square drawn around 5th truck; X placed on 9th truck
Triangle drawn around 4th vehicle; circle drawn around 1st vehicle; square drawn around 6th vehicle
X placed on the 10th horse; triangle drawn around 7th horse; circle drawn around 3rd horse; square
drawn around 8th horse;

Lines drawn from shapes to correct ordinal numbers

Exit Ticket
1st shape colored pink; 2nd shape colored green; 5th shape colored red; 7th shape colored blue; 8th shape
colored orange; 10th shape colored yellow

Homework
1st star colored red; 3rd star colored blue; 5th star colored green; 8th star colored purple
X placed on 2nd shape; triangle drawn in 4th shape; circle drawn around 6th shape; square drawn in
9th shape
Circle drawn in 7th shape; X placed on 1st shape; square drawn in 5th shape; triangle drawn in
3rd shape
Line drawn from the lion to “first”; line drawn from the grey-striped cat to “second”; line drawn from
the zebra to “third”; line drawn from the yellow-striped cat to “fourth”; line drawn from the snake to
“fifth”; line drawn from the snail to “sixth”

Module 6: Analyzing, Comparing, and Composing Shapes

119

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Answer Key K 6

Lesson 5
Sprint
Answer keys for all Core Fluency Sprints can be found in Grade Kindergarten Module 6 Lesson 2.

Problem Set
Answers will vary.
Answers will vary.
Answers will vary.
Answers will vary.
4; 3; 2; 1

Exit Ticket
Answers will vary.

Homework
First bullet in the left column matched to the third bullet in the right column
Second bullet in the left column matched to the first bullet in the right column
Third bullet in the left column matched to the fourth bullet in the right column
Fourth bullet in the left column matched to the second bullet in the right column

Module 6: Analyzing, Comparing, and Composing Shapes

120

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 6 Answer Key K 6

Lesson 6
Sprint
1. 1 9. 9
2. 2 10. 1
3. 3 11. 2
4. 4 12. 8
5. 5 13. 3
6. 6 14. 7
7. 7 15. 4
8. 8 16. 6

Problem Set
Answers will vary.

Exit Ticket
Answers will vary.
Answers will vary.

Homework
Drawing shows how 4 small triangles can be used to compose a large triangle; 4
Drawing shows how 6 triangles can be used to compose a hexagon; 6

Module 6: Analyzing, Comparing, and Composing Shapes

121

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 Answer Key K 6

Lesson 7
Problem Set
Answers will vary.
All shapes except the circle and the narrow rectangle circled
All shapes except the 2 rectangles circled

Exit Ticket
Answers will vary.

Homework
Answers will vary.

Module 6: Analyzing, Comparing, and Composing Shapes

122

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
 NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 8 Answer Key K 6

Lesson 8
Culminating Activities
Answers will vary.

Module 6: Analyzing, Comparing, and Composing Shapes

123

This work is licensed under a

© 2015 Great Minds. eureka-math.org
GK-M6-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.