Georgia

Standards of Excellence
Curriculum Frameworks

Mathematics

GSE Kindergarten
Unit 3: Sophisticated Shapes

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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Kindergarten Unit 3: Sophisticated Shapes

TABLE OF CONTENTS

Overview ..........................................................................................................................................3
Standards for Mathematical Content and Practice ...........................................................................3
Big Ideas .........................................................................................................................................6
Essential Questions .........................................................................................................................6
Concepts and Skills to Maintain .....................................................................................................7
Strategies for Teaching and Learning ..............................................................................................7
Selected Terms and Symbols ..........................................................................................................8
Common Misconceptions ................................................................................................................9
Tasks ..............................................................................................................................................10
Intervention Table ..........................................................................................................................15
• Shapes in Our World ..........................................................................................................16
• What Shape is This?...........................................................................................................23
• Going on a Shape Hunt ......................................................................................................29
• Attributes Rule!..................................................................................................................36
• Exploration of Shapes ........................................................................................................40
• Listen and Do!....................................................................................................................44
• Copy Cat ............................................................................................................................47
• Where’s Abe?.....................................................................................................................50
• Shape Sort ..........................................................................................................................53
• Touch It, Count It, Chart It ................................................................................................57
• What’s in the Bag? (Flat or Solid) .....................................................................................61
• Identify and Sort Shapes (FAL) .........................................................................................65
• Pattern Block Pictures ........................................................................................................77
• Geoboard Museum .............................................................................................................82
• Build A Marshmallow Shape .............................................................................................86
• Tangram Challenge ............................................................................................................90
• Shapes All Around .............................................................................................................97

IF YOU HAVE NOT READ THE KINDERGARTEN CURRICULUM OVERVIEW IN ITS

ENTIRETY PRIOR TO USE OF THIS UNIT, PLEASE STOP AND CLICK HERE:
https://www.georgiastandards.org/Georgia-Standards/Frameworks/K-Math-Grade-Level-
Overview.pdf

Return to the use of this unit once you’ve completed reading the Curriculum Overview. Thank you.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 2 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

OVERVIEW

The Overview is designed to bring focus to the standards so that educators can use them to build
their curriculum and to guide instruction.

Students describe their physical world using geometric ideas (e.g., shape, orientation, spatial
relations) and vocabulary. They identify, name, and describe basic two-dimensional shapes, such
as squares, triangles, circles, rectangles, and hexagons, presented in a variety of ways (e.g., with
different sizes and orientations), as well as three-dimensional shapes such as cubes, cones,
cylinders, and spheres. They use basic shapes and spatial reasoning to model objects in their
environment and to construct more complex shapes.

For more detailed information about unpacking the content standards, unpacking a task, math
routines and rituals, maintenance activities and more, please refer to the Grade Level Overview.

STANDARDS FOR MATHEMATICAL PRACTICE

The standards for Mathematical Practice describe varieties of expertise that mathematics
educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in mathematics education. The
statements provided offer a few examples of connections between the Standards for
Mathematical Practice and the Content Standards of this unit. The list is not exhaustive and will
hopefully prompt further reflection and discussion.

Students are expected to:

1. Make sense of problems and persevere in solving them. Students will make sense of
shapes in their world by recognizing, building and creating new shapes.

2. Reason abstractly and quantitatively. Students will use numerals to refer to number of
sides while observing pictures of shapes and recognize that combining shapes can change the
number of sides.

3. Construct viable arguments and critique the reasoning of others. Students can clearly
express, explain, organize and consolidate their ideas about shapes while composing and
decomposing them.

4. Model with mathematics. Students will begin to represent shapes in their world by using
drawings or objects.

5. Use appropriate tools strategically. Students will explore the use of tools (solid shapes,
virtual shapes) to explore geometrical solids in the world around them, whenever appropriate.

6. Attend to precision. Students will express their ideas and reasoning while using appropriate
math vocabulary in regards to the shapes and their attributes.
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 3 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

7. Look for and make use of structure. Students will recognize patterns while exploring for
shapes such as triangles can be different sizes or colors and still be called a triangle.

8. Look for and express regularity in repeated reasoning. Students will begin to notice that
as the number of sides increase on a shape, a new shape is created (triangle has 3 sides, a
rectangle has 4 sides, a pentagon has 5 sides and hexagon has 6 sides.)
(For descriptors of standard cluster please see the Grade Level Overview)
***Mathematical Practices 1 and 6 should be evident in EVERY lesson***

STANDARDS FOR MATHEMATICAL CONTENT

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).

MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in front of, behind,
and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-

dimensional (“solid”).

Analyze, compare, create, and compose shapes.

MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences, parts (e.g.,
number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).

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

MGSEK.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?”
Classify objects and count the number of objects in each category.

MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.

(Refer to grade level overview for unpacked standards)

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 4 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Geometry Trajectory –Putting It All Together

Each concept builds on the previous idea and students should explore and construct concepts in such a sequence

Level 0 *Kindergarten Level 1 Analysis Level 2 Information Level 3 Level 4 Rigor

Level Deduction Deduction
The object of thought is The objects of
Visualization classes of shapes. The objects of thought The objects of thought are the
are the properties. thought are the deductive
The object of thought – Students consider all relationships axiomatic
(focus) is individual shapes. shapes in a class instead of – Students understand among the systems.
an individual example. that properties are properties.
VAN DE WALLE

VAN DE WALLE

– Students are operating on related. The products of

– What makes a shape “a thought are
specific examples of the The products of
shape”? – One set of properties comparisons and
shapes they see. thought are the
may relate to another deductive contrasts among
– Orientation may even The outcome is discovering property. different
axiomatic
change what a student properties of shapes. axiomatic systems
systems.
observes. – Focus on properties. – Students can of geometry.
understand logical
– The goal is to see – Apply ideas to entire reasoning about the
likenesses and differences. classes of figures. properties.

The outcomes are

relationships among
properties.
Adapted from the van Hiele Levels of Geometric Thought and taken from van de Walle & Lovin Teaching Student-entered Mathematics (k-3)

The Big Picture in Kindergarten

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 5 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

The Big Picture in Kindergarten

BIG IDEAS

In this unit, students will:

• Recognize, name, build, draw, compare, and sort simple two- and three-dimensional
shapes, describe attributes and parts of two- and three-dimensional shapes, group objects
according to common properties, investigate and predict the results of putting together
and taking apart simple two- and three-dimensional shapes, describe, name, and interpret
relative positions in space and apply ideas about relative position, create mental images
of geometric shapes using spatial memory and spatial visualization;
• Recognize and represent shapes from different perspectives, recognize geometric shapes
in the environment, create and extend patterns, investigate and predict the results of
putting together and taking apart two and three-dimensional shapes, pose information
questions, collect data and organize and display results using objects, pictures and picture
graphs.

Big Ideas include the following:

• Properties determine when shapes are alike or different.

• Geometry helps us describe, represent, and make sense of our environment.
• Shapes are everywhere.
• All objects have a shape with a specific name.
• Shapes have sides and angles which can be counted.
• Objects can be similar to others in one way and different in other ways.
• Patterns can be created and extended using geometric shapes.
• Words can be used to describe the location of an object.
• Some shapes are flat (2 dimensional) while other shapes are solid (3 dimensional).
• Smaller shapes can be used to compose larger shapes and larger shapes can be
decomposed to from smaller shapes

ESSENTIAL QUESTIONS

• How can we describe the location or position of an object or shape?

• How can we describe shapes in our everyday lives?
• What makes shapes different from each other?
• How can shapes be sorted?
• What makes shapes different from each other?
• How can we use words that describe location in our everyday lives?
• How are shapes alike and different?
• How are quadrilaterals and triangles different?
• How can we describe the position of a shape?
• Where can we find shapes in the real world?
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 6 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• How can a shape be described?

• What is an attribute?
• What are some attributes of a flat shape? Solid shape?
• How do shapes fit together and come apart?

CONCEPTS/SKILLS TO MAINTAIN

Although many students may have attended pre-school prior to entering kindergarten, this is the
first year of school for some students. For that reason, no concepts/skills to maintain will be
listed at this time. It is expected that teachers will differentiate to accommodate those students
that may enter kindergarten with prior knowledge.

STRATEGIES FOR TEACHING AND LEARNING

Develop spatial sense by connecting geometric shapes to students’ everyday lives. Initiate
natural conversations about shapes in the environment. Have students identify and name two-
and three-dimensional shapes in and outside of the classroom and describe their relative position.
Ask students to find rectangles in the classroom and describe the relative positions of the
rectangles they see, e.g. This rectangle (a poster) is over the sphere (globe). Teachers can use a
digital camera to record these relationships. Hide shapes around the room. Have students say
where they found the shape using positional words, e.g. I found a triangle UNDER the chair.
Have students create drawings involving shapes and positional words: Draw a window ON the
door or Draw an apple UNDER a tree. Some students may be able to follow two- or three-step
instructions to create their drawings.

Use a shape in different orientations and sizes along with non-examples of the shape so students
can learn to focus on defining attributes of the shape. Manipulatives used for shape
identification actually have three dimensions. However, Kindergartners need to think of these
shapes as two-dimensional or “flat” and typical three-dimensional shapes as “solid.” Students
will identify two-dimensional shapes that form surfaces on three-dimensional objects. Students
need to focus on noticing two and three dimensions, not on the words two-dimensional and
three-dimensional.

Use shapes collected from students to begin the investigation into basic properties and
characteristics of two- and three-dimensional shapes. Have students analyze and compare each
shape with other objects in the classroom and describe the similarities and differences between
the shapes. Ask students to describe the shapes while the teacher records key descriptive words
in common student language. Students need to use the word flat to describe two-dimensional
shapes and the word solid to describe three-dimensional shapes. Use the sides, faces and vertices
of shapes to practice counting and reinforce the concept of one-to-one correspondence.

The teacher and students orally describe and name the shapes found on a Shape Hunt. Students
draw a shape and build it using materials regularly kept in the classroom such as construction
paper, clay, wooden sticks or straws.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 7 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Students can use a variety of manipulatives and real-world objects to build larger shapes with
these and other smaller shapes: squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres. Kindergarteners can manipulate cardboard shapes, paper plates, pattern
blocks, tiles, canned food, wooden or foam blocks, and other common items. Have students
compose (build) a larger shape using only smaller shapes that have the same size and shape. The
sides of the smaller shapes should touch and there should be no gaps or overlaps within the
larger shape. For example, use one-inch squares to build a larger square with no gaps or
overlaps. Have students also use different shapes to form a larger shape where the sides of the
smaller shapes are touching and there are no gaps or overlaps. Ask students to describe the larger
shape and the shapes that formed it.

SELECTED TERMS AND SYMBOLS

The following terms and symbols are often misunderstood. These concepts are not an inclusive
list and should not be taught in isolation. However, due to evidence of frequent difficulty and
misunderstanding associated with these concepts, teachers should pay particular attention to
them and how their students are able to explain and apply them.

Teachers should present these concepts to students with models and real life examples in
discussions with students. Students should understand the concepts involved and be able to
recognize and/or demonstrate them with words, models, pictures, or numbers.

• above
• attribute
• behind
• below
• beside
• circle
• classify
• compose
• cone
• cube
• cylinder
• describe
• in front of
• inside
• left
• property
• next to
• number
• numeral
• outside
• rectangle

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 8 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• right
• set
• sphere
• square
• triangle
Mathematics Glossary

COMMON MISCONCEPTIONS

Students often use incorrect terminology when describing shapes. For example, students may say
a cube is a square or that a sphere is a circle. The use of two-dimensional shape names that
appear to be part of a three-dimensional shape in order to name the three-dimensional shape is a
common mistake. For example, students might call a cube a square because the student sees the
face of the cube. Work with student to help them understand that the two-dimensional shape is a
part of the object, but it has a different name.

Another common misconception is separating a square from the identified category of

rectangles. A square exhibits the same characteristics of rectangles, however it is special
rectangle because it sides are equal in length.

Students often mistake a change in size or orientation of a shape as a change in the name of the
shape. One of the most common misconceptions in geometry is the belief that orientations are
tied to shape. A student may see the second of the figures below as a triangle, but claim to not
know the name of the first.
Students need to have many experiences with shapes in different orientations. For example, ask
students to form other triangles with the two triangles in different orientations.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 9 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TASK DESCRIPTIONS
The following tasks represent the level of depth, rigor, and complexity expected of all
Kindergarteners. These tasks or a task of similar depth and rigor should be used to demonstrate
evidence of learning. It is important that all elements of a task be addressed throughout the
learning process so that students understand what is expected of them.

Scaffolding Task Tasks that build up to the learning task.

Constructing Task Constructing understanding through deep/rich contextualized

problem-solving tasks.

Practice Task Tasks that provide students opportunities to practice skills and
concepts.

Culminating Task Designed to require students to use several concepts learned during
the unit to answer a new or unique situation. Allows students to give
evidence of their own understanding toward the mastery of the
standard and requires them to extend their chain of mathematical
reasoning.

Formative Lessons that support teachers in formative assessment which both

Assessment Lesson reveal and develop students’ understanding of key mathematical
(FAL) ideas and applications. These lessons enable teachers and students to
monitor in more detail their progress towards the targets of the
standards.

3-Act Task A Three-Act Task is a whole-group mathematics task consisting of 3

distinct parts: an engaging and perplexing Act One, an information
and solution seeking Act Two, and a solution discussion and solution
revealing Act Three. More information along with guidelines for 3-
Act Tasks may be found in the Guide to Three-Act Tasks on
georgiastandards.org.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 10 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Task Name Standards Task Type/ Content Addressed Description

Grouping Strategy
MGSEK.G.1-6 Recognize, name, analyze, Students identify shapes found in
Shapes in Our 3-Act Task
MGSEKMD.3 compare, compose, and their environment revealed
World Whole Group
classify shapes through a photograph.
MGSEK.G.1 Students identify and sort
Constructing Task Recognize and name different shapes while learning
What Shape is This?
Large group/Small group shapes how to identify the different
attributes of shapes.
MGSEK.G.1-3 Students identify 2-D and 3-D
Going on a Shape Constructing Task Recognize and name
shapes in their environment
Hunt Large group/Small group shapes
MGSEK.G.4 Constructing Task Students identify different
Recognize, name, and
Attributes Rule! MGSEKMD.3 Whole Group/Small attributes of shapes
compare shapes
Group/Individual
MGSEK.G.1-3 Students identify and sort shapes
into different categories based on
Exploration of Practice Task Observe shapes in the
their attributes. Students also
Shapes Large group/Small group environment (flat/solid)
use positional words to complete
the task.
MGSEK.G.1-2 Students listen to different
Spatial relationships
Scaffolding Task positional words to create a
Listen and Do! Recognize and name
Partner picture using different 2-D
shapes
shapes.
MGSEK.G.1 Students create a picture with
shapes and then using positional
Spatial relationships words, the student must describe
Practice Task
Copy Cat Recognize and name the position of the shapes to their
Individual/Small Group
shapes partner so they create the same
picture without seeing the
original picture.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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July 2019  Page 11 of 102
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Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

MGSEK.G.1-2 Students use their knowledge of

Spatial relationships
Practice Task positional words and identifying
Where’s Abe? Recognize and name
Partner/Small Group shapes to find a penny on a game
shapes
mat.
MGSEK.G.1-3 Students use their knowledge of
Practice Task
MGSEK.MD.3 Recognize, name, and shapes, identifying attributes and
Shape Sort Whole Group/ Small
compare shapes sorting to complete a series of
Group/Partner
activities.
MGSEK.G.1-4 Recognize, name, and Students identify the different
Touch It, Count It, Constructing Task
compare shapes faces of a 3-D shape and find the
Chart It Small Group
shapes in their environment.
MGSEK.G.2-5 Recognize, name, and Students use their sense of touch
Practice Task
What’s in the Bag? MGSEK.MD.3 compare shapes to identify different shapes by
Whole Group/ Small
(Flat or Solid) Observe shapes in the only their attributes.
Group/ Partner
environment
MGSEK.G.1-4 Recognize, name and This task is used to help assess
Identify and Sort compare shapes the student’s ability to identify
FAL
Shapes Observe shapes in the and sort shapes.
environment
MGSEK.G.2,3,4,6 Students begin to connect shapes
Name, compare and
Pattern Block Constructing Task to real life as they create replicas
compose larger shapes
Pictures Small Group/ Partner of what they have seen from real
from smaller shapes
world experiences.
MGSEK.G.4-6 Students will use geoboards to
Practice Task Compose and compare show different 2-D shapes and
Geoboard Museum
Individual/ Small Group shapes how they can be combined to
make a new shape.
MGSEK.G.3-6 Constructing Task Students will build and name flat
Build A Recognize, name, compare
Large Group/ Small and solid geometric shapes using
Marshmallow Shape and compose shapes
Group toothpicks and marshmallows.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 12 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

MGSEK.G.5-6 Recognize, name, and Students use tangram shapes to

Performance Task compare shapes Compose build pictures by combining two
Tangram Challenge
Whole Group/ Individual larger shapes from simple or more shapes
shapes
MGSEK.G.1-6 Students use all concepts to
Culminating Task Recognize, compose and
Shapes All Around MGSEK.MD.3 identify 2-D and 3-D shapes in
Small Group/ Individual compare shapes
their environment.

Each task is suggested but not required; teachers should choose the most appropriate tasks based on the needs of their students.
For more information on these tasks in this unit please refer to the unit webinar found at
https://www.georgiastandards.org/Archives/Pages/default.aspx

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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July 2019  Page 13 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

K Unit 3
Sophisticated Shapes

Classify and count the

Identify and describe shapes Analyze, compare, create and number of objects in each
compose shapes category

Tasks:
Shapes in Our World Tasks:
Tasks:
What Shape is This? Shapes in Our World
Shapes in Our World
Going on a Shape Hunt Attributes Rule
Attributes Rule
Exploration of Shapes Touch It, Count It, Chart It
Shape Sort
Listen and Do! What's in the Bag?
What's in the Bag?
Copy Cat Identify and Sort Shapes
Shapes All Around
Where's Abe? Pattern Block Pictures
Shape Sort Geoboard Museum
Touch It, Count It, Chart It Build a Marshmallow Shape
What's in the Bag? Tangram Challenge
Identify and Sort Shapes Shapes All Around
Pattern Block Pictures
Build a Marshmallow Shape
Shapes All Around

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 14 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

INTERVENTION TABLE
The Intervention Table below provides links to interventions specific to this unit. The interventions support students and teachers in
filling foundational gaps revealed as students work through the unit. All listed interventions are from New Zealand’s Numeracy
Project.

Name of Snapshot of summary or

Cluster of Standards Materials Master
Intervention Student I can statement. . .

Identify and describe shapes

(squares, circles, triangles, Name 2-D shapes and describe shape attributes in
rectangles, hexagons, cubes, Arty Shapes
their own language
cones, cylinders, and spheres).
MGSEK.G.1
MGSEK.G.2 Classify 2D shapes according to how many sides
Shape Explorers
MGSEK.G.3 they have

Shape Makers Sort, compare and classify 2D and 3D objects

Analyze, compare, create, and
compose shapes. New Kids on the
Discuss difference and likenesses of the shapes
MGSEK.G.4 Block
MGSEK.G.5
MGSEK.G.6 Foil Fun Make, name and describe 2D and 3D objects

Classify objects and count the

number of objects in each
category. I Like Trucks Sort objects and made a display of the data collected
MGSEK.MD.3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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July 2019  Page 15 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

3-ACT TASK: Shapes In Our World Back To Task Table

Approximately 1 day

In this lesson, students will identify shapes found in their environment revealed
through a photograph.

STANDARDS FOR MATHEMATICAL CONTENT

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).

MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.
MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

Analyze, compare, create, and compose shapes.

MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

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

MGSEK.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?”

Classify objects and count the number of objects in each category.

MGSEK.MD.3. Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them. Students will make sense of shapes
in their world by recognizing, building and creating new shapes.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 16 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

2. Reason abstractly and quantitatively. Students will use numerals to refer to number of sides
while observing pictures of shapes and recognize that combining shapes can change the number
of sides.

3. Construct viable arguments and critique the reasoning of others. Students can clearly
express, explain, organize and consolidate their ideas about shapes while composing and
decomposing them.

4. Model with mathematics. Students will begin to represent shapes in their world by using
drawings or objects.

5. Use appropriate tools strategically. Students will explore the use of tools (solid shapes,
virtual shapes) to explore geometrical solids in the world around them, whenever appropriate.

6. Attend to precision. Students will express their ideas and reasoning while using appropriate
math vocabulary in regards to the shapes and their attributes.

7. Look for and make use of structure. Students will recognize patterns while exploring for
shapes such as triangles can be different sizes or colors and still be called a triangle.

8. Look for and express regularity in repeated reasoning. Students will begin to notice that as
the number of sides increase on a shape, a new shape is created (triangle has 3 sides, a rectangle
has 4 sides, a pentagon has 5 sides and hexagon has 6 sides.)

BACKGROUND KNOWLEDGE

This task follows the 3-Act Math Task format originally developed by Dan Meyer. More
information on this type of task may be found at http://blog.mrmeyer.com/category/3acts/.

A Three-Act Task is a whole-group mathematics task consisting of 3 distinct parts: an engaging

and perplexing Act One, an information and solution seeking Act Two, and a solution discussion
and solution revealing Act Three.

More information along with guidelines for 3-Act Tasks may be found in the Guide to Three-Act
Tasks on georgiastandards.org.

Because this is a first experience with 3-Act tasks in Kindergarten, it is imperative that teachers
help students in facilitating the conversations that students have when completing these types of
tasks. Teachers also must have a conversation with students prior to completing this task on how
to ask questions.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 17 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

COMMON MISCONCEPTIONS

As mentioned in the unit overview, the orientation of a shape can confuse students into thinking
that a shape has changed. For example, a rectangle with a vertical orientation may not be
identified as a rectangle by some students if it is placed horizontally.

ESSENTIAL QUESTIONS

In order to maintain a student-inquiry-based approach to this task, it may be beneficial to wait

until Act 2 to share the EQ’s with your students. By doing this, students will be allowed the
opportunity to be very creative with their thinking in Act 1. By sharing the EQ’s in Act 2, you
will be able to narrow the focus of inquiry so that the outcome results in student learning directly
related to the content standards aligned with this task.

• How can we describe the location or position of an object or shape?

• How can we describe shapes in our everyday lives?

MATERIALS

• Copy of Act 1 picture for each student or group.

• Math journal for recording information.

GROUPING

Individual/Partner and/or Small Group Task

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION (All SMP’s apply!)

In this task, students will view the picture and tell what they noticed. Next, they will be asked to
discuss what they wonder about or are curious about. These questions will be recorded on a
class chart and/or on the board. Students will then use mathematics to answer their own
questions. Students will be given information to solve the problem based on need. When they
realize they don’t have the information they need, and ask for it, it will be given to them.

Comments

Most Kindergarten students don’t yet have the understanding of how to form a question. During
Act 2 the students may need the teacher to facilitate the discussion until understanding of a
question is achieved.

Anticipated questions students may ask and wish to answer:

• What does the word say?

• What shapes are there?
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 18 of 102
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 Georgia Department of Education
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GSE Sophisticated Shapes  Kindergarten Unit 3

• How many shapes are there?

• What are the different kinds of shapes?

Task Directions

Act 1 – Whole Group - Pose the conflict and introduce students to the scenario by showing Act
1 picture. (Dan Meyer http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/)

“Introduce the central conflict of your story/task clearly, visually, viscerally, using as few
words as possible.”

• Show Act 1 picture to students.

• Ask students what they notice in the picture, what they wonder about, and what questions
they have about what they see in the picture. Consider doing a think-pair-share so that
students have an opportunity to talk with each other before sharing questions with the
whole group. Students may need to see the picture several times.
• Share and record students’ questions. The teacher may need to guide students so that the
questions generated are math-related.
• Ask students to estimate answers to their questions (think-pair-share). Students will
dictate their best estimate, then dictate two more estimates – one that is too low and one
that is too high so that they establish a range within which the solution should occur. The
teacher will then plot their three estimates on a number line.

Act 2 – Student Exploration: Individual/Partner/Small Group - Provide additional

information as students work toward solutions to their questions. (Dan Meyer
http://blog.mrmeyer.com/2011/the-three-acts-of-a-mathematical-story/)

“The protagonist/student overcomes obstacles, looks for resources, and develops new
tools.”

• During Act 2, students determine the main question(s) from Act 1 and decide on the
facts, tools, and other information needed to answer the question(s). When students
decide what they need to solve the problem, they should ask for those facts, tools, and
information. It is pivotal to the problem-solving process that students decide what is
needed without being given the information up front.

• The teacher provides guidance as needed during this phase. Some groups might need
scaffolds to guide them. The teacher should question groups who seem to be moving in

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 19 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

the wrong direction or might not know where to begin. Questioning is an effective
scaffolding strategy, using questions such as:
• What is the problem you are trying to solve?
• What do you think affects the situation?
• Can you explain what you’ve done so far?
• What strategies are you using?
• What assumptions are you making?
• What tools or models might help you?
• Why is that true?
• Does that make sense?
• How do you know?
• Are you sure?

Additional Information for Act 2

Important note: Although students will only investigate the main question(s) for this task, it is
important for the teacher not to ignore student-generated questions. Additional questions may be
answered after they’ve found a solution to the main question, or as homework or extra projects.

Act 3 – Whole Group – Share solutions and strategies.

• Students present their solutions and strategies and compare them.

• Reveal the solution in Act 3 video, picture or solution.
• Lead discussion to compare these solutions, asking questions such as:
• What shapes did you find?
• How many shapes did you find?
• Did you find several of the same shape? If so, how many did you find?

FORMATIVE ASSESSMENT QUESTIONS

• Can you show me the difference between a side and a corner?

• Can you tell me the difference between a side and a corner?
• Are all triangles the same?
• Are all four-sided shapes the same?

DIFFERENTIATION

Extension

• Have students identify if any of the shapes could be combined to make bigger or new
shapes and record their findings.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 20 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Intervention

• Have students only identify one shape in the picture and record how many examples
of that shape they have found within the picture.
Back To Intervention Table

Act 1: Image credited to http://daleyjalboot.com/projects/ika.html

Act 2: Explained above.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 21 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Act 3:

=3 = 12 =7
1010
=7 = 3
1010
Teacher note on observed shapes:

The purple rhombi are also squares. The blue squares are also rhombi. Thus, there are 7 of each.

The two rightmost squares (doorway and right yellow square) together form a single rectangle, as do the
two leftmost shapes (doorway and left yellow rectangle). These three shapes taken together also form a
long rectangle. These three shapes plus the rectangle above them (the library sign) form another larger
rectangle. Thus, there are 12 rectangles.

Students may find only the uncombined shapes, which would change the numbers given in the reveal
above.

Students may see other shapes which are not outlined nor mentioned in this explanation. That’s
wonderful! Encourage them to justify and explain what they see.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 22 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CONSTRUCTING TASK: What Shape is This? Back To Task Table

Approximately 2 days

STANDARDS FOR MATHEMATICAL CONTENT

Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).

MGSEK.G.1. Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Teachers will need to allow for various ways to sort the shapes because this will be a way to
build the student’s understanding of the properties of shapes. Some students may have sorted
only by sizes of big and little, others may have sorted by shapes. Pay special attention to any
examples that show groups of shapes and more specifically, the sorting within a specific
category of shape. Also notice if any examples have separated the squares/rectangles…remember
squares are special rectangles… from the other four-sided shapes. REMEMBER, we refer to all
four-sided shapes as quadrilaterals in Kindergarten AND we need to be mindful when talking
about squares/rectangles, making sure to emphasis that squares are special kinds of rectangles
that have all four sides the same length.

ESSENTIAL QUESTIONS

• How can we describe shapes in our everyday life?

• What makes shapes different from each other?
• How can shapes be sorted?

MATERIALS

• Circles, triangles (equilateral and right triangles), quadrilaterals (squares and rectangles
of different sizes and colors), rhombus,
• One set of above mentioned shapes for each child – 4 of each shape
• Word cards labeled square, circle, rectangle, rhombus, and triangle.
• When a Line Bends…A Shape Begins by Rhonda Gowler Greene or similar book
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 23 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

GROUPING

Individual and/or Small Group

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Gather students together on carpet area. Pose this question, “What do you know about shapes?
Let’s brainstorm what we know about shapes.” As students share their responses, record these on
chart paper. (This group time is a chance to record all responses; we are simply gathering
information at this point. A small discussion can begin, but you want to focus on gathering
information for yourself as well. This is a great way to do an informal pre-assessment of the
student’s knowledge of shapes. We want to quickly chart this information; we will come back to
these responses after parts II and III of this task.) Once you charted their shape ideas, say “Let’s
read a book to see what we can find out about shapes. This will give us information we can
compare to our chart. Listen to see if you hear any of the same ideas we had in our chart or if you
hear something new.” After reading a book similar to, When a Line Bends…A Shape Begins, by
Rhonda Gowler Greene, ask students to share the new or different information they heard about
shapes compared to what was listed on the chart. Use a different colored marker to add new
information or mark out information that we no longer agree with based upon the story. You will
need to keep this chart for future conversations with students about shapes. (SMP 1,6)

Part II:
Read a new book about shapes to springboard the second part of the learning task. Other
examples of shape books include Shapes, Shapes, Shapes by Tana Hoban and My First Book of
Shapes by Eric Carle. Give students a bag of precut shapes. You will find a student sheet below
for this part of the task. Say to the students, “Group your shapes the way you think they should
go together. You should be prepared to share your thinking with a partner.” Once students have
sorted their shapes for a few minutes, have them glue down their sorting. Then have students
partner with their elbow buddy and compare their sorting. Encourage students to discuss their
sorting methods. Next, pull students together for a class discussion. The class discussion should
ensue from this part of the task about the various ways to sort the shapes. (SMP 1,3,6,8)

Part III
Begin this portion of task by reviewing the work completed yesterday. This should be a quick
discussion including the charts that were made in Part I of the task. Display the same set of
shapes of different sizes from Part II of the task. It is important to use these same shapes, so that
students can focus on the various characteristics.

The teacher will model sorting the shapes by size, asking for students to assist in this process of
determining where the shape was to be placed on the chart. After sorting the shapes by size, then
say “We have sorted by size and now I am wondering what other information we can use to sort
the shapes in a different way. I am going to give you a moment for think time to come up with an
idea. When you have an idea, give me a thumbs-up sign.” Once you have a number of students

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 24 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

giving you the thumbs up sign, have them partner with an elbow buddy and share their idea.
Have a partner pair come to the front and share their ideas.

This part of the task will be fueled by their thinking. You may have discussions such as this:
“Sam has sorted his shapes by the number of sides. Did anyone else sort their shapes by the
number of sides? I see that you sorted them into a group that has shapes with four sides. Those
shapes fall into a special group called quadrilaterals. This is a new word for us. Let’s practice
saying that word together. It is special name for shapes. Who could help me group the
quadrilaterals together? Wow, I see that there are different kinds of quadrilaterals. What are the
names of these two types of quadrilaterals?” The answer to that is NOT rectangles and squares;
it is rectangles and non rectangles! This is extremely important because squares ARE
rectangles and need to be classified correctly as such early on in a child’s thinking about shapes.
There should be some discussion with students about the group of rectangles and how rectangles
themselves can be separated into two groups…ones that are squares and ones that are not
squares.

As student discussions continue with the number of sides, prepare three charts for the students.
The charts should be labeled triangles, circles, and quadrilaterals. Have students give you
information about each of the shapes. Refer students back to the chart that was created at the
beginning of the task entitled “What We Know about Shapes.” Have students use some of the
information from that chart to add more information to our more specific charts. (SMP 1,3,6,8)

Part IV
Students will now practice using these clues to play a game with a partner. Have students spread
their set of shapes out on their tables. Ask questions like, “Who can find a shape that is a
quadrilateral? What about a shape that has three sides?” After modeling this for students a few
times, allow students to play this game with a partner. Encourage students to identify the shapes
based on the attributes of the shape by asking questions such as: “Which shape has three sides?”
or “Show me the shape that has two long sides and two short sides. Show me an example of
rectangles that has all sides the same length? Do we have a special name for this kind of
rectangle?” To close this task, discuss the similarities and differences of the shapes. Are all
quadrilaterals the same? Are all triangles the same? Why or Why not? (SMP 1,3,6,8)

TEACHER REFLECTION QUESTIONS

• Are students able to describe the differences in shapes?

• Can the students sort the shapes by more than one attribute?

FORMATIVE ASSESSMENT QUESTIONS

• Where do you see shapes in everyday life?

• Can you show me the difference between a side and a corner?
• Can you tell me the difference between a side and a corner?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 25 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Are all triangles the same?

• Are all four-sided shapes the same?

DIFFERENTIATION

Extension
• Provide a set of blocks or pattern blocks during math centers for students to explore.
Using the blocks/pattern blocks to build designs of their own is a good opportunity for
them to become familiar with how the geometric shapes fit together.

Intervention
• As the students are exploring, check for understanding by having them name a shape you
point to or ask them to hand you a particular shape. Students could also show how they
identify a shape by counting the sides and corners.
Back To Intervention Table

TECHNOLOGY

Shapes concentration http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

Students match 2-D figures in a game of concentration

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 26 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 27 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 28 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CONSTRUCTING TASK: Going on a Shape Hunt Back To Task Table

Approximately 2-3 days (Adapted from Read, Write and Think)

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE:

“Children need experiences with a rich variety of both two- and three-dimensional shapes. It is
useful for students to be able to identify common shapes, notice likenesses and differences
among shapes, become aware of the properties that different shapes have, and eventually use
these properties to further define and understand their geometric world. As students find out
more about shapes over time, they can begin to appreciate how definitions of special shapes
come to be” (Van de Walle, p193).

ESSENTIAL QUESTIONS:

• How can we describe the location or position of an object or shape?

• How can we describe shapes in our everyday lives?
• What makes shapes different from each other?

MATERIALS:

• The Greedy Triangle by Marilyn Burns (Scholastic, 1995)

• Round Trip by Ann Jonas (Greenwillow, 1983)
• Eight Hands Round by Ann Whitford Paul (HarperCollins, 1991)

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 29 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Chart paper or overhead projector

• Cardstock cut to 1" x 6"
• Clipboards or other portable writing surface
• Two- and three-dimensional geometric models

GROUPING

Large group, small group and/or pairs

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Gather students in a large group on the carpet. Introduce or review the names of the geometric
shapes that they are learning in order to activate any prior knowledge they may have on shapes.
You need to focus solely on two-dimensional shapes and eventually do this activity again solely
using three-dimensional shapes.

Read aloud the book that you have selected. The story should be read aloud in its entirety,
pausing only to allow students to predict upcoming events. Predicting allows students to focus
attention on reasoning, patterns, and problem solving while incorporating what they already
know about geometric shapes with the ideas presented in the book. (SMP 1,3,6,7,8,)

Part II
Discuss the idea that shapes are not just in books but are all around us. Introduce the Shape Hunt
Chant. As you say the chant, hold up the model of a circle you have prepared for student
reference. When you reach the line that says, “Do you see a circle?” ask students to point to a
circle in the classroom. Finish the song.

You may wish to have students get up and move to the object they have selected instead of
sitting on the carpet pointing. For example, when you say, “Do you see a circle?” pause and
allow them to move to a location in the classroom where a circle is located. Once almost
everyone is sitting by something, go on with “yes, we see a circle.” This is especially beneficial
for students who are kinesthetic learners.

Start a list of objects that are circles in the classroom on chart paper. Model various strategies for
spelling words. For example, “Maria is pointing at the clock. Can you all point to the word clock
in our classroom? Right, it’s on a red card beside the clock. You read the letters while I print
them on the chart. Jose is pointing at a plate in our house center. I don’t see that word anywhere
in our classroom. Let’s try to write it together. P-p-plate. What letter do I need to print at the
beginning of the word plate?” Another strategy is to point out words that are on the classroom
word wall or located on posters or in other environmental print.

Repeat the shape hunt chant. You can use the same shape and ask them to choose different
objects. Or you can change the shape. If you do this, start a new list on another piece of chart
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 30 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

paper. You may want to limit the number of shapes to four or five, depending on how long each
"hunt" takes the students. You might also choose to focus only on two-dimensional or only on
three-dimensional shapes.

When you have gone through four or five shapes, you may choose to have students complete
either the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet task sheet
depending on what is most appropriate. Remind them to use classroom labels, the word wall,
personal dictionaries, the charts just created, and their ability to sound out words to help them
complete their work. (SMP 1,3,6,7,8)

PART III
Review the charts that you created with your students in Session 2.
Inform students that they will be going on a shape hunt outside the classroom. Have them
brainstorm some other areas in the school where they could look for shapes such as the office,
the library, the gymnasium, the cafeteria, or the hallways.

You may choose to give each student a clipboard or portable writing surface, a pencil, and either
the Two-Dimensional Task Sheet or the Three-Dimensional Task Sheet or both, depending on
what they used in Session 2. Review with them how to complete the sheets. Ask students to
choose different objects on this shape hunt than they chose during Session 2. Bring along the
models of the shapes you used in Session 2.

At each location, choose one shape for students to look for. Show them the model of the shape. If
they are completing the task sheets, they should complete the appropriate section. Review with
them various strategies they can use to write the words on their sheet-they can sound it out, think
about words they know that are similar, or look for environmental print.

When you return to the classroom, allow students a few minutes at their seats to complete their
task sheets. Remind them that they may want to check the word wall for words that they were
uncertain how to spell correctly. (SMP 1,3,6,7,8)

TEACHER REFLECTION QUESTIONS

• Are students able to find multiple shapes during you hunt?

• Are students able to describe the position of the shapes they find?
• Do students understand the difference between a two-dimensional shape and three-
dimensional shape?

FORMATIVE ASSESSMENT

• How many shapes did you find?

• What types of shapes did you find?
• Did you find different kinds of the same shape?
• How can you describe the shapes that you found?
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 31 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• What shapes were the easiest to find? Hardest?

DIFFERENTIATION

Extensions
• Send home copies of the Two-Dimensional Task Sheet or the Three-Dimensional Task
Sheet and have students go on a shape hunt at home.

• Allow students (with supervision) to use a digital camera to take pictures of all the shapes
found in your classroom or your school and create a book of shapes. The book could have
a section for each shape and each student could be responsible for writing the text for one
page of the book.

• Have students pair up and visit the Sammy’s Shapes website where they can identify
specific shapes appropriate for their grade level and locate and describe the shapes. This
website can be used during math work stations or center time.
http://primarygames.com/storybooks/sammy/start.htm

Interventions
• Give the child a picture of a space with shapes highlighted, for example: a picture of a
grocery store aisle with the outline of the cereal box bolded. Have them place cut outs or
manipulatives on top of the outline.
Back To Intervention Table

TECHNOLOGY

Sammy’s Shapes http://primarygames.com/storybooks/sammy/start.htm

This game focuses on identifying specific shapes and locating and describing shapes they find.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 32 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Shape Hunt Chant

Adapted from the traditional children’s song Going On a Picnic)

Going on a shape hunt,

Leaving right away.
If it doesn’t rain,
We’ll stay all day.
Adult: Do you see a circle?
Children: Yes, we see a circle.
Going on a shape hunt,
Here we go.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 33 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Going on a Flat Shape Hunt

Circle what you found: Circle what you found:

square rectangle circle square rectangle circle

triangle hexagon triangle hexagon

Draw the shape: Draw the shape:

My shape My shape
was a :____________________ was a :____________________

Circle what you found: Circle what you found:

square rectangle circle square rectangle circle

triangle hexagon triangle hexagon

Draw the shape: Draw the shape:

My shape was a: My shape was a:

____________________ ____________________

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 34 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Going on a Solid Shape Hunt

Circle what you found: Circle what you found:

sphere cube cylinder cone sphere cube cylinder cone

Circle the shape you found: Circle the shape you found:

My shape My shape
was a:____________________ was a:____________________

Circle what you found: Circle what you found:

sphere cube cylinder cone sphere cube cylinder cone

Circle the shape you found: Circle the shape you found:

My shape My shape
was a: ____________________ was a: ____________________

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 35 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

SCAFFOLDING TASK: ATTRIBUTES RULE!

Approximately 1 day Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G. 4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

As Van de Walle states, “In any sorting activity, the students should decide how to sort, not the
teacher. This allows the students to do the activity using ideas they own and understand. By
listening to the kinds of attributes that they use in their sorting, you will be able to tell what
properties they know and use and how they think about shapes”. (Van de Walle pg. 194)

ESSENTIAL QUESTIONS

• How can we describe the position or location of an object or shape?

• How can we use words that describe location in our everyday lives?
• How are shapes alike and different?

MATERIALS

• Attribute blocks

GROUPING

Whole group, small group and/or partners

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 36 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment: ordinal numbers and patterns are not mentioned explicitly in the standards however
they should be integrated into lessons whenever possible.

PART I
Gather students at a central meeting place. Discuss/review what an attribute is and allow
students to provide examples. Give each student a handful of attribute blocks and have them sort
the blocks and share with classmates how they sorted. Allow for ample time to explore and
share (SMP 1,6).

PART II (Attribute Train)

Gather students together to form a circle to play the attribute train game. Begin the attribute train
by placing one block in the center of the circle. Next, choose a student to add to your train by
putting a block next to the first block. The next block added must have one common attribute
with the block previously laid. Have a class discussion about what is the same about the two
shapes and what is different. The next student in the circle repeats the steps and ads a third block
to the train. (Example: Student 1 lays an attribute block down and says “A thick, large red circle”
Student 2 lays an attribute block down and says “A skinny, small red square.” Student 2 explains
that the circle and the square are both red but different shapes) Next time the train goes around
have the student match 2 attributes with the previous block.
(SMP 1,3,4,5,6,7,8).

Comment: During the lesson continue to ask the students questions about their shape and if there
are any other attributes that may link their block to the previous one.

PART III (Guess My Sort)

Place students in pairs. One partner picks three blocks with similar attributes and shows their
partner. The partner has 2-3 guesses to identify how the blocks were sorted. If the partner
correctly identifies the sorting attribute, the roles switch. If not, the players’ roles remain the
same. The students will be shown four attribute blocks, three of which have some similar
properties or characteristics (based upon, shape, size, color, thickness.) Discuss which three
belong together and why. Have students justify their reasoning. The teacher can decide how the
students share their choices and their reasoning. Provide several examples, and then allow
students to work on their own to create their own examples. After partners have worked together
and explored the various ways to sort attribute blocks, have them expand to a group of 4 or 5 and
play the game Guess My Sort with a group of students. Students take turns trying to identify the
sorting rule.

After students have shared within small groups, have all the groups meet back at a meeting place
and share the different ways they sorted their shapes. Ask students what their favorite way to
sort the shapes was and create a bar graph to display the result. The data collected for this graph
will usually result with the that students are most familiar with. (SMP 1,3,4,5,6,7,8)

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 37 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TEACHER REFLECTION QUESTIONS

• Can students sort shapes in multiple ways?

• Are students able to describe the attributes of their shape?
• Can students able to identify common attributes of shapes?

FORMATIVE ASSESSMENT QUESTIONS

• Is there another attribute you could have sorted by?

• How many attributes does the ________have?
• How did the attributes help you sort the shapes?
• What information can we learn from the graph?

DIFFERENTIATION

Extension
• Students can be asked to sort shapes that have more than one matching attribute using the
Guess My Attribute game.

Guess My Attribute
Students play this game in pairs. Student A places an attribute block on the first circle.
Student B will place an attribute block on the next circle by following the number of
lines: if there is 1 line, the student places an attribute block with only 1 different attribute,
if there are 2 lines, the student will place an attribute bock with 2 different attributes, and
3 lines mean there will be 3 different attributes.
As students make their placements, they are to share why the attribute block they have
chosen the correct block. This should result in much conversation about attributes.

Intervention
• Have the students identify a list of attributes and have them pick an attribute from the list
to help guide their sort.
Back To Intervention Table

TECHNOLOGY

Shapes Concentration http://illuminations.nctm.org/ActivityDetail.aspx?ID=73

Students match 2-D figures in a game of concentration

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 38 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Guess My Attribute
START

END

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 39 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

SCAFFOLDING TASK: Explorations of Shapes Back To Task Table

Approximately 2-3 days (Adapted from Ohio DOE)

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

“Children need experiences with a rich variety of both two- and three-dimensional shapes. It is
useful for students to be able to identify common shapes, notice likenesses and differences
among shapes, become aware of the properties that different shapes have, and eventually use
these properties to further define and understand their geometric world. As students find out
more about shapes over time, they can begin to appreciate how definitions of special shapes
come to be” (Van de Walle, p193).

ESSENTIAL QUESTIONS

• How can we describe the location or position of an object or shape?

• How can we describe shapes in our everyday lives?
• How are quadrilaterals and triangles different?
• How can shapes be sorted?

MATERIALS

• small collection of two-dimensional shapes or attribute blocks

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 40 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• paper shapes made of different color construction paper (pre-cut)

• chart paper
• Student Needs: manila drawing paper
• Markers
• glue
• different color paper shapes
• collection of stickers

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Show students a small collection of two-dimensional shapes. It might be best to start with three
rectangles, three triangles and three squares. The figures will need to be of varying sizes and
color. Attribute blocks may be used if supplemented with different types of triangles (scalene,
right, isosceles, obtuse, and acute).

Begin by asking students to identify each figure. Discuss characteristics of each shape. Record
the characteristics on chart paper. Sometimes students may think that all shapes have sides,
including circles. In the results from the field test of this task, one student tried to convince
his/her teacher that the "sides of a circle could be counted the same way that you count the sides
of a triangle or square." Further questioning of the student found that he/she was talking about
the inside and outside of the circle. Students at this age often make associations with what they
think a word means.

Next, ask students to look at a collection of shapes and sort figures into groups, explaining how
the shapes in each group are alike. Possibilities include all the same shape, all the same size
(different triangles, different rectangles, as well as different orientations), and all the same color.
Ask students to discuss and explain differences among shapes and create collections of shapes
that are all different in one way (size, color, or shape).

Ask students to look around the classroom to identify objects that have the same shape as a
rectangle, square, circle, oval, triangle, etc. Stress that the surface of the desk is a rectangle, the
surface of the door is a rectangle; the surface of the clock is a circle, etc. Misconceptions
continue into adulthood that a ball is a circle and a block is a rectangle.

Show students several examples of the same shapes, such as different types of triangles (scalene,
right, equilateral, isosceles, obtuse, and acute) in different orientations. Often, shapes are
repeatedly presented to students in the same way. Students need to have experience looking and
manipulating the same shape in different orientations. (SMP 1,3,5,6,7,8)

PART II
Provide the students with the work mats from the Identify and Sort Shapes FALs, an assortment
of stickers and the shapes discussed in class made of different colors of construction paper. Pre-
cut the shapes before distributing them to the students.
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 41 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Instruct the students to sort the shapes. Do not tell them how to sort the shapes.

Facilitate a discussion about the way the students sorted their shapes (color, size, shape).

Instruct the students to put squares above the line on the work mat and the triangles below the
line on the same work mat. Give them time to glue the shapes on the paper. Observe where the
students are placing the shapes.

Instruct the students to place a star above one of the triangles. Students sometimes confuse
"above" and "below" with "up" and "down." If some students are challenged by these words,
select other students to demonstrate the placement of the stickers and give an explanation. For
example, some students may hold the sticker over the paper for above or under the table for
below. Modeling the placement may help the students.

Ask the students where they placed the star. Give other directions for placing stickers on this
mat, based on the type of stickers you have available. Ask the students about the placement.
Repeat the activity with another work mat. One teacher used the following directions for the
placement of the stickers.

• Put the frog above the circle.

• Put the apple below the circle.
• Put the fish on top of the circle.
• Put the smiley face beside the circle.
• Put the dinosaur inside the circle.
• Put the star outside the circle.
• Put the shark under the circle.

Observing the placement of the stickers should be done as the students are working. Questions
should be asked pertaining to the placement of the stickers such as "Does 'under' the circle mean
the same as 'below' the circle?" For example, some students may pick up the paper and place the
sticker on the desk or place the sticker at the bottom of the paper. (SMP 1,3,4,5,6,7,8)

TEACHER REFLECTION QUESTIONS

• Are students able to use mathematical language to describe the position of a shape?
• Are student able to tell how shapes are alike or different from another shape?
• Do students understand the importance of using positional words correctly?

FORMATIVE ASSESSMENT QUESTIONS

• Where do you see shapes in everyday life?

• Can you show me the difference between a side and a corner?
• Can you tell me the difference between a side and a corner?
• Are all triangles the same?
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 42 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Are all four-sided shapes the same?

• What position is your shape in?

DIFFERENTIATION

Extension
• Have a scavenger hunt for shapes that can be found in the classroom, school and
community environment.
• Ask students to bring in objects or pictures for a featured "shape of the day or week."
• Ask parents to help their children identify shapes in their environment and label them.
You could modify this activity for use with 3D Shapes.

Intervention
• Some children may have difficulty distinguishing shapes. Model how to trace the
perimeter of shapes and encourage the children before they try to identify or describe the
shape. Have the students trace the objects in shaving cream, salt, sugar, on sandpaper, or
in pudding.
• Introduce two shapes at a time as follows: This is a __________ and this is a
__________; show me a __________ and show me a __________; tell me what this is
__________ and what this is __________

Back To Intervention Table

TECHNOLOGY

Patch Tool http://illuminations.nctm.org/ActivityDetail.aspx?ID=27

Students use pattern blocks to create pictures or combine shapes to make new shapes.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 43 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: Listen and Do! Back To Task Table

Approximately 1 day

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes, and

describe the relative positions of these objects using terms such as above, below,
beside, in front of, behind, and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
6. Attend to precision.

BACKGROUND KNOWLEDGE

In Kindergarten children learn about everyday positional descriptions-above, below, beside, in

front of, behind, and next to. These are the beginnings of the standards’ goal of specifying location.

ESSENTIAL QUESTION

• How can we describe the location or position of a shape or an object?

MATERIALS

• Drawing paper
• Crayons or markers

GROUPING

Individual and/or small group

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Students will listen to the directions and draw objects or shapes according to where something is
to be placed. They will listen to entire directions the first time without drawing. While listening
to the directions a second time, the students will draw.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 44 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Draw a house on your paper. (square and triangle)

• Draw a door on your house
• Draw a dog in front of your house.
• Draw a tree next to the house.
• Draw a window above the door.
• Draw another window next to the first window. (Might need help with
ordinal)
• Draw a girl behind the tree.
• Draw a sun next to the house.
• Draw a boy below the sun.
• Now color your picture.

Give time for students to draw, closely monitoring to see when you need to move to the next
direction. Have students pair/share after the activity. As students share their work with a
partner, they should be using positional words to describe the picture they drew. (SMP 1,3,4,6)

TEACHER REFLECTION QUESTIONS

• Which directional words are students having the most difficulty with?
• Can students follow a list of directions accurately?
• Are students able to explain how direction words help us find an object or place?

FORMATIVE ASSESSMENT QUESTIONS

• How is your picture the same or different from your neighbor’s?

• Which directions would look similar? How do you know?
• Which direction was the hardest for you to follow? What made it so hard?
• Which direction was the easiest to follow? Why?

DIFFERENTIATION

Extension
• While on the playground, students could set up their own “Listen and Do” activity. One
person would be the leader and give others directions such as; going over three objects,
around one object, and under two objects, etc.

• Provide partners with pattern blocks and a folder. One student will call out directions as
he or she creates a pattern block train on one side of the folder. The other student will
listen and create a pattern block train on the other side of the folder. Once directions are
finished, the folder is removed, and students check to see if pattern block trains match.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 45 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Intervention
• Provide students with left/right reminder cards if needed. Some students may need fewer
directions to begin the task and then can progress to more as they master four or five
directions. Below is an example of how to structure such an activity:

• Divide a sheet of paper into fourths and then give directions specific to one box at a time.
For example: “In the top left box, write your name. In the top right box draw a circle
with a triangle inside of it. In the bottom left box, write the numeral three and draw
three flowers. In the bottom right box, draw a puppy close to a boy.” Have students
describe what they did using positional words.

Back To Intervention Table

TECHNOLOGY

Turtle Diary Compose Shapes Geometry Game https://www.turtlediary.com/game/compose-shapes-

using-one-square-three-triangles.html
Students are using an outline of a shape and use basic shapes like squares and triangles to build
this shape.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 46 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

SCAFFOLDING TASK: Copycat Back To Task Table

Approximately 1 day

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes, and

describe the relative positions of these objects using terms such
as above, below, beside, in front of, behind, and next to.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.

BACKGROUND KNOWLEDGE

Children come to kindergarten with diverse backgrounds, experiences, and abilities. A one-size-
fits-all approach to instruction will most likely slow the progress of some children and be
overwhelming to others. Differentiated instruction is an effective way to offer individually,
linguistically, and culturally appropriate curriculum that helps all children meet the GSE.

In kindergarten children learn about everyday positional descriptions-above, below, beside, in

front of, behind, and next to. These are the beginnings of the standards’ goal of specifying location.

ESSENTIAL QUESTIONS

• How can we describe the location or position of a shape or an object?

MATERIALS

• Different 2-D (Plane) Shapes

• Folders or something to obstruct view of partner’s creation
• Pattern by Henry Arthur Pluckrose and Shape by Henry Arthur Pluckrose

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 47 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

GROUPING

Partners

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Gather students on the carpet for a game of copycat. Read a story such as Pattern by Henry
Arthur Pluckrose and Shape by Henry Arthur Pluckrose. Discuss the patterns and shapes shared
in the story. Next, model for students how to create a pattern using the shape manipulatives and
manila folder to hide the pattern on the other side of the folder. It is important to model for the
students how to complete this task. You may want to model for the students sitting in a way that
the students can see the pattern that has been created, as well as the work of the student who is
creating the “copycat” version. The modeling of this process is very important to the overall
understanding of giving explicit, concise directions for the spatial relationships. Have a child
build a design using different colors (shapes) and allow the child to describe to the teacher using
directions to recreate the design using spatial or positional words. Say to students “Tell how
your partner could make a design exactly like yours without your partner seeing your design.
Only use words to help. Be sure not to point, signal, or touch anything to give additional clues.”
The partner may only put a block in their structure when verbal directions are given.

For example, the child might say, “Put a yellow circle beside the red circle. Then put a blue
square above the yellow square.” Reverse roles and play again. Once a few children have
learned how to do this, allow them to teach the game to others. “Beside” can be either left or
right, or, if students can differentiate between the two, they may specify to the left or right. When
your partner has finished, let him/her see your design and check that the two designs are exactly
the same.

TEACHER REFLECTION QUESTIONS

• Are students able to use mathematical language to describe the position of a shape?
• Are students able to tell how shapes are alike or different from another shape?
• Do students understand the importance of using positional words correctly?
• Are students able to explain how direction words help us find an object or place?

FORMATIVE ASSESSMENT QUESTIONS

• What is a positional word?

• What does location mean?
• Can you describe (on top of, underneath, beside, next to, in front of, etc…)

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 48 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

DIFFERENTIATION

Extension
• Once several children have become adept at this, teach them to play back to back. One
builds, and then describes the design to the other child who attempts to build it without
looking. When they agree that the design is complete, they may turn and look to see if the
designs match.

Intervention
• The student gives directions to the teacher while the teacher builds and the student
observes. Then the role is changed and the student builds while the teacher gives
directions.
• If students have a difficult time with this task, practice by playing “Simon Says”
emphasizing the words above, beside, below, behind, inside, and outside. The familiarity
of this game may provide a link for some students.

Back To Intervention Table

TECHNOLOGY

Turtle Diary Compose Shapes Geometry Game https://www.turtlediary.com/game/compose-shapes-

using-one-square-three-triangles.html
Students are using an outline of a shape and use basic shapes like squares and triangles to build
this shape.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 49 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: Where’s Abe? Back To Task Table

Approximately 1 day

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
6. Attend to precision.

BACKGROUND KNOWLEDGE

In kindergarten children learn about everyday positional descriptions- above, below, beside, in
front of, behind, and next to. These are the beginnings of the standards’ goal of specifying
location. These informal indicators of location are used for everyday interaction. (Van de Walle,
pg. 213)

ESSENTIAL QUESTIONS

• How can we describe the location or position of a shape or an object?

• How can we describe the position of a shape?

MATERIALS

• 1 penny and 25 counters

• 2 Where’s Abe? playing boards

GROUPING

Small group and/or partners

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Each player is given a board. Player 1 has the penny and places it in any square on the board and
does not identify the square to player 2. Player 1 must ensure that his board remains covered

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 50 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

and/or out of sight from player 2. An open folder works well as a screen between the two
boards. (This is similar to the game Battleship)

Player 2 begins to ask questions to player 1 trying to find out where player 1 has hidden Abe on
the mat. (example: is Abe located above the square, is Abe located on top of the square, etc…).
With each question, player 1 can only respond with “Yes” or “No”. This forces player 2 to be
more specific in their questioning.

The only question that player 2 CANNOT ask is if Abe is in the same row/column as a shape.
For example, the student may not ask, “Is Abe in the triangle row?” As players get comfortable
with the game, have them eliminate all the squares where Abe could NOT BE hiding by covering
them with counters. This will give a greater insight as to which students are beginning to
understand locational and positional words. Once player 2 finds Abe the roles in the game are
switched.

Before students begin to play you should model the game as both the hider and finder of Abe.
(SP 1,3,4,6)

TEACHER REFLECTION QUESTIONS

• Are students able to use mathematical language to describe the position of a shape?
• Do students understand the importance of using positional words correctly?
• Are students able to explain how direction words help us find an object or place?

FORMATIVE ASSESSMENT QUESTIONS

• Where is Abe NOT hiding?

• What positional words will help you find Abe?
• What is your strategy to finding Abe?

DIFFERENTIATION

Extension
• Limit the number of questions player 2 can ask to make their questioning more strategic.
(Example: if player 2 can’t locate the penny in 5 questions, player 1 hides the penny on
the board again.
Intervention
• Downsize the board to a 4x4 grid as opposed to a 5x5. This would limit the possibilities
of where player 1 could place the penny on the board. Spell and draw a picture of
positional and locational words on index cards for students to refer to as they question.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 51 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Where’s Abe?
Helper Words

above below beside

in front of behind next to

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 52 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: Shape Sort Back To Task Table

Approximately 2-3 days (adapted from Van de Walle 7.1 & 7.2)

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
6. Attend to precision.
7. Look for and make use of structure.

BACKGROUND KNOWLEDGE

Many students in kindergarten struggle to think of a triangle other than an equilateral triangle.
This task provides students with an opportunity to explore and sort different shape triangle.
Identifying the triangles by their geometric name (scalene, isosceles, and right) is not the focus
but the attributes that make them different.

ESSENTIAL QUESTIONS

• How can shapes be sorted?

• What is an attribute?
• What makes shapes different from each other?

MATERIALS

• Shape Sort game board

• 5 counters per student

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 53 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

GROUPING

Whole group, small group and/or partners

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment: the following series of tasks could be taught in sequence and over several days.

Like and Unlike Attributes (2 players)

Before giving students the directions, the teacher should place 2 counters on two different shapes
on the game board.

Each player is given 5 counters. On the first turn, have each partner place a counter on a
different shape. Players take turns identifying the common attributes between the two shapes.
Players alternate identifying attributes until one player is unable to identify a common attribute.
(Example: If player 1 is unable to identify a common attribute, player 2 gets both counters). The
counters are removed from the board and the steps are repeated until all ten counters have been
played. The player that collects the most counters at the end of the game wins. (SMP 1,3,4,6,7)

Making a Shape Family (3-4 players)

Have one student in the group pick a target shape and cover it with a counter. The first shape
covered is the family shape. One single attribute must be identified, and that attribute becomes
the Grandfather Shape and has the “Family Name” (or target attribute). Each student in the
group takes a turn covering a shape that belongs in the target shape family according to the
common attribute. Every shape that becomes part of the family must have the same attribute
(Example: each shape in the target family has only 3 corners). After no more shapes can be
added to the family, have students identify another attribute from the grandfather shape. Players
take turns removing counters from the shapes that do not have the second attribute that matches
the grandfather shape. (SMP 1,3,4,6,7)

Draw My Rule: (small group/whole group)

Students could draw a shape that would fit the rule made for “Shape Family” or teacher could
give students a rule and have them draw a shape that matches the rule. (Example: the rule for my
shape is that is has 3 straight lines and none of them are the same size. (SMP 1,3,4,6,7)

What’s My Rule? (3-4 players)

One player covers 3 shapes on the board that fit a secret attribute/rule. Once the shapes are
covered, the other members of the group take turns trying to identify the secret rule. The player
that identifies the secret shape becomes the player that covers the shapes and determines the
secret rule for the other players to identify. (SMP 1,3,4,6,7)

TEACHER REFLECTION QUESTIONS

• Are students able to tell how shapes are alike or different from another shape?
• Do students understand the importance of using positional words correctly?
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 54 of 102
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Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Can students describe how shapes are sorted?

FORMATIVE ASSESSMENT QUESTIONS

• What was the rule you used to sort?

• Could you have sorted the shapes another way?
• What is an attribute?

DIFFERENTIATION

Extension
• Students can be asked to sort shapes that have more than one matching attribute.
• Have them sort just the quadrilaterals or triangle.

Intervention
• Find shapes that have similar sorting attributes.
• Have the students identify a list of attributes and have them pick an attribute from the list
to help guide.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 55 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 56 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CONSTRUCTING TASK: Touch It, Count It, Chart It

Approximately 1 day

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1. Describe objects in the environment using names of shapes and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2. Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“Solid”).

MGSEK.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.

BACKGROUND KNOWLEDGE

There are both 3-D (solid) and 2-D shapes (flat) shapes. Students should have a beginning
understanding of the difference in sides and faces.

One way to explain how 3-D shapes are different from 2-D shapes is through discussion. “3-D
shapes have a solid body. This is why it is easy hold them in our hand. 2-D shapes are flat, which
is why it is easy to draw them on paper.” If you use the term “solid” when talking about 3-D
shapes, then discussing “face” on the 3-D shape is a little easier.

It is natural for students to initially talk about the faces as “sides” but as you talk about them use
the word face, not side. Gradually the students will pick up on this and will start calling the
“sides” faces.

ESSENTIAL QUESTIONS

• Where can we find shapes in the real world?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 57 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• How can a shape be described?

• How can shapes be sorted?

MATERIALS

• Geometric solid models for: cylinder, cone, cube, and sphere

• Graphic organizer chart
• Student copy of graphic organizer
• Names of geometric solids on index cards
• Index cards (for student labeling)
• Modeling clay or play dough
• Captain Invincible and the Space Shapes by Stuart J. Murphy, or similar text

GROUPING

Small Group

TASK DECRIPTION, DEVELOPMENT AND DISCUSSION

Prepare a chart/graphic organizer to record the characteristics of the three-dimensional figures as

you read the story Captain Invincible and the Space Shapes.

Part I
Read Captain Invincible and the Space Shapes by Stuart J. Murphy, or another book about 3D
shapes. Pass solids (cylinder, cone, sphere, and cube) around and ask students to describe how
each one looks and feels. Record these characteristics in the graphic organizer. Students will
complete the Touch It, Count It, Chart It Task Sheet. Allow students to use solids to trace around
with a pencil to determine the shape of its face. (SMP 1,5,6)

Part II
Give each student 2-3 index cards. Have students go on a geometric solid shape hunt in the
classroom to fill in the last column of the Touch It, Count it, Chart It, chart. Students tell the
name of the solid it represents, write its name on an index card, and attach it to the item. Shapes
can then be displayed in a “Solid Shapes Museum.”
As you circulate, observe the student’s choices and listen to their conversations. Help students to
understand they can learn to recognize the shapes even though they are not exactly the same as
the model. During their shape hunt, and as students share their 3-D findings, ask the students
questions such as:
o Is this object exactly like our model? How is it the same? How is it different?
o Which solid is the hardest to find in the classroom? Why?
o What do you notice about the faces of the objects? (SMP 1,3,5,6,7)

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 58 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TEACHER REFLECTION QUESTIONS

• Are students able to talk about where we find shapes in the real world?
• How are the students describing the shapes they are finding?
• Are they able to identify something easily from the classroom without referring back to
the solid example?
• Do most students choose the solid they are most familiar with, such as a rectangular
prism? Which ones are they not choosing?

FORMATIVE ASSESSMENT QUESTIONS

• How would you describe a solid shape?

• What solid shapes do you see in the classroom? Playground? Home?

DIFFERENTIATION

Extension
• Students could determine attributes and then use that information to graph objects from
the “Shape Museum”. Students could extend their search to the rest of the school and /or
use cameras to take pictures of other items that represent 3-D solids. A home connection
could be made by sending a parent letter asking students to search for solids they could
bring back to school to add to the “Shape Museum.”
• Have students use modeling clay or play dough to create some of the solids they
identified as they search the classroom. Students can use a model shape to replicate, or
compose the shape from memory.

Intervention
• Give struggling students cards with examples of 3-D solids that can be used when they
are looking for objects for the “Shape Museum.”

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 59 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Numbers of Numbers of Draw one face Everyday object

Corners Faces of the solid
shape

Cylinder

Cone

Cube

Sphere

Touch It, Count It, Chart It

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 60 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: What’s in the Bag? (Flat or Solid)

Approximately 2 days Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

MGSEK.G. 4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

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

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Students need to see many examples of shapes that correspond to the same geometrical concept
as well as a variety of shapes that are non-examples of the concept. For example, teachers must
ensure that students see collections of triangles in different positions and with different sizes of
angles and shapes that have a resemblance to triangles but are not triangles. Through class
discussions of such examples and non-examples, geometric concepts are developed and refined
(NCTM Principles & Standards 2012).

ESSENTIAL QUESTIONS

• What are some attributes of a flat shape? Solid shape?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 61 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

MATERIALS

• Assorted shapes (2-dimensional and/or 3-Dimensional)

• Paper bags (same amount as shapes)

GROUPING

Whole group, small group and/or partner

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment:
The first time this task is introduced use only 2-D shapes. The second time the activity is used
introduce 3-D shapes as well as 2-D. Be sure to include multiples of the same shapes but with
different sizes and texture. Label 7 paper bags (A-G). Place (1) shape in each of the 7 bags and
prepare 1 extra bag to model how to complete the task.

Gather students to a meeting area and review what an attribute is and the attributes of specific
shapes. After reviewing, pass the model bag around and give each student an opportunity to feel
inside the bag and identify the shape without looking. STUDENTS MUST WAIT TO SHARE
THEIR PREDICTION UNTIL ALL STUDENTS HAVE HAD A TURN WITH THE MODEL
BAG. After the bag used for the demonstration has been shared with all the students, have them
predict what type of shape is inside the bag and justify why they think it is a specific shape.
(Example: I think the shape in the bag is a square because I felt four corners). After all the
students have made a prediction, remove the shape from inside the bag and review the attributes
of the shape.

Divide the students equally into 7 groups. Each group of students starts at a different bag.
Without looking, students feel the shape in the bag while trying to identify the shape’s attributes.
Once the students think they know what shape is inside the bag they record the attributes they
felt and make a prediction by writing the name of the shape or drawing a picture of the shape.
STUDENTS SHOULD NOT LOOK IN THE BAG. Once all the students have circulated
through the 7 stations have them meet back at the carpet to share what they found and their
predictions.

Although this is early in the year students can also be introduced to data and measurement.
Example: If the square was in the bag, some students may say there are 3, 4, or 5 sides. Have
students count and graph how many students predicted the same number. (SMP 1,3,5,6,8)

TEACHER REFLECTION QUESTIONS

• Are students able to describe the differences between a 2-D and a 3-D shape?
• Are students able to sort and organize the different shapes?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 62 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

FORMATIVE ASSESSMENT QUESTIONS

• What is the difference between a side and a face? Explain?

• How can you keep track of the attributes of a shape when you can’t see it?
• How many sides does the shape in the bag have?

DIFFERENTIATION

Extension
• Place multiple shapes in the bag and have the student match attributes by touch.

Intervention
• Place multiple shapes next to the bag at each station so that as the students feel attributes
inside the bag they can try to visually match the shape to what they are seeing.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 63 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

What’s in the Bag?

Draw a picture or Write the

Bag Sides or Faces Vertices/Corners
name

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 64 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Formative Assessment Lesson Back To Task Table

(adapted from the Kentucky Department of Ed.)
Identify and Sort Shapes Kindergarten

This Formative Assessment Lesson is designed to be part of an instructional unit. This task
should be implemented approximately two-thirds of the way through the instructional unit.
The results of this task should then be used to inform the instruction that will take place for
the remainder of the unit.

Mathematical goals
This lesson unit is intended to help you assess how well students are able to sort and identify
shapes, both solid and flat, and defend their reasons. It will help you to identify students who
have the following difficulties: Not being able to recognize different shapes
• Not being able to count sides of shapes
• Not being able to recognize the difference between solid and flat shapes
• Grouping shapes for matching attributes

Related Standards
This lesson involves mathematical content in the standards from across the grade, with emphasis
on:

Sophisticated Shapes K.CC

• Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes,
cones, cylinders, and spheres)
• Analyze, compare, create, and compose shapes.

This lesson involves a range of Standards for Mathematical Practice, with emphasis on:
1. Make sense of problems and persevere in solving them.
3. Construct viable arguments and critique the reasoning of others.
5. Use appropriate tools strategically.
6. Attend to precision.

Materials required
Each individual student will need:
• Various pattern blocks, solid shapes, real life shapes

Each small group of students will need the following resources:

• One copy of each sorting mat (#1-5) of teacher’s choice (ex: you will choose between
flat/solid/3 sides/4 sides/ no sides)
• Various pattern blocks, solid shapes, real life shapes

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 65 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Time needed
Approximately 15 minutes for the lesson (for the individual assessment tasks), one 30-minute
lesson, and 15 minutes for a follow-up lesson (for students to revisit individual assessment task).
Timings given are only approximate. Exact timings will depend on the needs of the class.

Before the lesson

Assessment task: Grouping Shapes (15-20 minutes)
Have students do this task individually in class a day or more before the formative assessment
lesson. This will give you an opportunity to assess the work, and to identify any student
misconceptions. You will be able to target your help more effectively in the follow-up lesson.
Depending on your class you can have them complete the assessment task in whole group or
small groups (they should still work individually).

Frame the Pre-Assessment

Give each student a copy of the assessment task Grouping Shapes.
Today we are going to learn about grouping like shapes. This will help me learn about
the ways I can help you if you are having any problems counting. If you don’t know all of
the answers, it is okay. We are going to do an activity that will help us get better at
recognizing shapes.

It is important that the students are allowed to answer the questions without your assistance, as
far as possible.

Students should not worry too much if they cannot understand or do everything, because in the
next lesson they will engage in a similar task, which should help them. Explain to the students
that by the end of the next lesson, they should expect to answer questions such as these
confidently. This is their goal. It may be helpful to make anecdotal notes as students are working
the task.

Assessing students’ responses

Collect students’ responses to the task. Make some notes about what their work reveals about
their current levels of understanding, and their different problem-solving approaches.
Partner/Group students with others who displayed similar errors/misconceptions on the pre-
assessment task.

We suggest that you do not score student’s work. The research shows that this will be
counterproductive, as it will encourage students to compare their scores, and will distract their
attention from what they can do to improve their mathematics. You may want to provide
feedback on their work.

Instead, help students to make further progress by summarizing their difficulties as a series of
questions. Some questions on the following page may serve as examples. These questions have
been drawn from commonly identified student misconceptions.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 66 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

We suggest that you write a list of your own questions, based on your students’ work, and
misconceptions, using, but not limited to, the ideas that follow. You may choose to write
questions on each student’s work. If you do not have time to do this, select a few questions that
will be of help to the majority of the students. These can be written on the board at the end of
the lesson before the students are given the post assessment task.

Below is a list of common issues and questions/prompts that may be written on individual initial
tasks or during the collaborative activity to help students clarify and extend their thinking.

Common Issues Suggested questions and prompts

Student mistakes a square for a cube or a cube How do you know the difference between a
for a square solid shape and a flat shape?
Why do you think it’s a cube?
How can you tell it’s a square?
Student mistakes a square for a rectangle What makes a square different than a
rectangle?
Are the sides the different or the same?
Students often mistake a change in size or How many sides does a triangle have?
orientation of a shape as a change in the name Does it still have 3 sides?
of the shape. Do the shapes have the same number of
sides?
Can shapes be large or small?

Suggested Lesson Outline

Collaborative Activity: Sorting and Grouping Shapes (use with work mats) (30 min.)
Strategically group students based on pre-assessment data in to groups of two or three. With
larger groups, some students may not fully engage in the task. Group students with others who
displayed similar errors/misconceptions on the pre-assessment task.

Give each group the attribute mats and various shape blocks, both flat and solid. Real life shapes
would be helpful.

Introduce the lesson carefully:

I want you to work as a team. Take turns placing a shape onto the work mat where it
belongs. Each time you do this, explain your thinking clearly to your partner(s). If your
partner disagrees with your match, then challenge him or her to explain why. It is
important that you both understand why the shape belongs on the work mat. You might
have shapes that do not belong on any mat. Take your time to complete the task.

Your tasks during the small group work are to make a note of student approaches to the task, and
to support student problem solving. As you monitor the work, listen to the discussion and help
students to look for patterns and generalizations.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 67 of 102
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Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Make a note of student approaches to the task

You can then use this information to focus a whole-class discussion towards the end of the
lesson. In particular, notice any common mistakes. For example, students may confuse shapes
such as cube and squares.

Support student problem solving

Try not to make suggestions that move students toward a particular approach to the task.
Instead, ask questions to help students clarify their thinking. Encourage students to use each
other as a resource for learning.

If one student has placed a shape on a particular mat, challenge their partner to provide an
explanation.

If you find students have difficulty articulating their decisions, then you may want to use the
questions from the Common Issues table to support your questions.

If the whole class is struggling on the same issue, then you may want to write a couple of
questions on the board and organize a whole class discussion.

Alternating Work Mats

As students continue working together to complete the work mats (#1-5), make changes to the
work mats by substituting a new one. You might also add different shape cards for students to
try sorting.

Do not allow students to take shapes off of the mats they were working on previously. Allow
students to decide if there is a better placement for their shapes. It is important for students to
realize that some shapes can be flat as well as a square, etc.

Placing Work mat #6

As students have completed working with mat #1-5 and can explain their work, hand out the
Venn Diagram work mat. Continue to monitor and listen to discussion.

Taking two class periods to complete all activities

If you have to divide the lesson into two class periods, you may want to have a way for students
to save the work they have done with sorting their shapes. You may give each group a chart
paper or poster board and have them tape the shape cards down. You may choose to have them
do this even if you are not dividing up the class period just to use as a visual during the class
discussion.

Sharing Work (10 min)

When students get as far as they can with sorting the shape cards, allow groups to compare their
matches to other groups. Students are permitted to ask questions and make changes to their
original decisions.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 68 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Extension activities
Students who finish quickly and show understanding can use attribute shape blocks to sort (big,
small, by colors, by shape, by thickness)

Plenary whole-class discussion (10 min)

Conclude the lesson by discussing and generalizing what has been learned. The generalization
involves first extending what has been learned to new examples, and then examining some of the
conclusions the students came up with.

Allow groups to bring up some of their work samples and share why they placed their shapes in
certain mats.

Ask students:
Which shapes were easy to sort? Why?
Which shapes were hard to sort? Why?

Improving individual solutions to the assessment task (10 min)

Give the students a new copy of the shape cards.

Think about what you have learned during this lesson.

Using what you have learned, try to improve your work.

To focus your students, refer to the common issues chart. Use the questions which reflect the
greatest needs of your students. You may choose to share these aloud with the whole group, ask
them of individuals as you move around the room, or work with small groups.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 69 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Name___________________________________________

Grouping Shapes Cards

Cut out the shape cards.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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July 2019  Page 70 of 102
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GSE Sophisticated Shapes  Kindergarten Unit 3

Work mat #1

Flat Shapes

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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GSE Sophisticated Shapes  Kindergarten Unit 3

Work mat #2

Solid Shapes

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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GSE Sophisticated Shapes  Kindergarten Unit 3

Work mat #3

Shapes with 3
sides

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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GSE Sophisticated Shapes  Kindergarten Unit 3

Work mat #4

Shapes with 4
sides

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

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GSE Sophisticated Shapes  Kindergarten Unit 3

Work mat #5

Shapes with no
sides

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 75 of 102
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Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 76 of 102
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Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CONSTRUCTING TASK: PATTERN BLOCK PICTURES

Approximately 2-3 days Back To Task Table

STANDARDS FOR MATHEMATICAL PRACTICE

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

MGSEK.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?”

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

Although this task may seem like play, it provides for a great deal of exploration and assessment
opportunities. Students begin to connect shapes to real life as they create replicas of what they
have seen from real world experiences. Teachers may also begin to assess their students’ ability
as it relates to counting and cardinality.

ESSENTIAL QUESTIONS

• How can a shape be described?

• How do shapes fit together and come apart?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 77 of 102
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 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

MATERIALS

• Pattern blocks (in bags for each student)

• Construction paper or die cuts of pattern blocks (1 bag per student with enough to create
picture)
• Construction paper
• Pattern Block Picture recording sheet
• Writing Paper
• Glue sticks (1 for each student)
(The bags should contain enough shapes so that students can easily make a picture with 12
shapes.)

GROUPING

Small Group and/or Partner

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Comment:
Formal discussions about a trapezoid have not necessarily occurred in kindergarten; therefore,
the red piece (trapezoid) may not be familiar to your students. It is okay to introduce the more
specific name for these shapes, but Kindergarteners do not have to master identification of these
shapes. Keep in mind a Kindergartener does not have to be able to identify a shape as a
trapezoid, but should be able to classify it as a quadrilateral through exposure in previous tasks.

Part I
Distribute zippered plastics bags that contain the pattern blocks. Have students explore and
identify what smaller pattern blocks can be combined to compose a larger shape. (Example: 2
small triangles make a rhombus.) Ask the students if any of them can compose a square from
smaller shapes. Students may share shapes with one another if they choose to. This should not
be teacher directed and the decision to combine/share shapes should be solely that of the
students. As students discover new relationships between shapes the teacher records them on
chart paper (SMP 1,4,5,6).

Part II
Have students create a picture using at least a dozen of the pattern block shapes. Encourage
students to combine multiple pieces so that the picture is made up of pattern block shapes
touching. After students have created a picture using the pattern blocks, have them share their
picture. Using the Pattern Block Recording Sheet, have students place a tally mark to record the
number of each shape used to create their picture. Repeat these steps until each student has
created and recorded the shapes for at least 5 pictures (SMP 1,2,4,5,6,7,8).

Part III
After students have created five pictures and recorded their shapes using the Pattern Block
Picture recording sheet, have them trace and cut out shapes used in their 5th picture on
Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 78 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

construction paper. (example: if a student made a flower with 4 squares and a hexagon they
would cut those shapes out of construction paper.) Once students have cut out the shapes that
match the ones used in their picture they recreate the picture and glue it down to construction
paper. (SMP 1,5,6)

Part IV
After the Pattern Block Picture recording sheet and picture are complete, have the student create
questions about their own shape chart and create a graph about their picture. “Which shape did
you have more/fewer of? How many more/fewer?”
Students can use the data collected from their 5 pictures or they can come together in small
groups and combine the recording sheets to create a graph. (SMP 1,2,4,5,6,7,8)

Part V
As a class, have students/groups share their pictures and graphs. As part of the sharing time,
have each group identify what shape they used the most of/least of. (SMP 1,2,4,5,6,7,8)

TEACHER REFLECTION QUESTIONS

• Are students able to create pictures using various pattern blocks

• Are students able to identify the shapes in their pictures?
• Are students able to collect, organize and report their data?

FORMATIVE ASSESSMENT QUESTIONS

• Which shape did you use the most of? Least of?
• What are you noticing about these shapes? What do they have in common? How are they
different?
• Did any of your shapes combine to form other shapes?
• Which shapes are easy to combine? Why do you think this? Are any shapes hard to
combine? Why? What else did you discover?

DIFFERENTIATION

Extension
• Give students an exact amount of specific shapes that need to be used to create their picture.

Intervention
• If tracing is too time consuming for some students, skip this part and give them the precut
shapes. Ask the student to verbally identify the name of the shape and the number of its
sides.
Students can use numerals for the number of shapes used to create their picture as opposed to
tally marks.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 79 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TECHNOLOGY

Patch Tool http://illuminations.nctm.org/ActivityDetail.aspx?ID=27

Description: Students use pattern blocks to create pictures or combine shapes to make new
shapes.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 80 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Picture 1

Picture 2

Picture 3

Picture 4

Picture 5

Pattern Block Picture

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes
Richard Woods, State School Superintendent
July 2019  Page 81 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: Geoboard Museum

Approximately 1 day Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in

different sizes and orientations, using informal language to
describe their similarities, differences, parts (e.g., number of sides and
vertices/“corners”) and other attributes (e.g., having sides of equal length).

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

MGSEK.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?”

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

To help students in the very early grades copy geoboard designs, suggest that they mark the dots
in the corners of their shape. Encourage students to say the name for each peg, such as “second
row, end peg” as they point to their geoboard. This will allow them to match the corresponding
dot on the task sheet. Because a standard for ordinal words is not explicitly stated in the MGSE,
they should be integrated whenever possible.

ESSENTIAL QUESTIONS

• What makes shapes different from each other?

• How do shapes fit together and come apart?

MATERIALS

• Geoboards
• Rubber bands

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 82 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

GROUPING

Individual, small group and/or math work station

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Gather the students together to discuss the characteristics of shapes. How are they alike? How
are they different? Have students focus on the number of sides as a way to describe a shape.
Give students geoboards and rubber bands. Allow students time to explore the different shapes
that can be made with the rubber bands. As students explore with the rubber bands and
geoboards, ask “What happens if we combine more than one shape on the geoboard? For
example, if I put two triangles together what does it look like?” (SMP1-8)

Part II
Read the Greedy Triangle by Marilyn Burns to students and have them model the shape as it
transforms throughout the book. After reading the story, have students model the multiple ways
that shapes can be represented (be sure to include conversation about the difference appearance
of shapes such as an “upside down” triangle). Students share the different shapes they have
created. Discussions should include conversations about how the students have created their
shapes. (SMP 1,3,4,5,6,7,8)

Part III
Completed geoboard designs are displayed in the classroom as Geoboard Gallery. The teacher
should label each geoboard with a number. Model for students how to record the shape using dot
paper. Provide each student with a student task sheet and have them record what shapes they see
in each picture at the museum. This part of the task will require very clear directions and
modeling. You may want to take pictures for future activities. (SMP1-8)

TEACHER REFLECTION QUESTIONS

• We want students to be able to create both abstract designs and multiple shapes.
• Observe students as they create designs to see which students have figured out how to
make designs using multiple shapes and/or use shapes to make abstract designs.
• Can most students make quadrilaterals and triangles?
• Are they sharing their findings?
• Can they create multiple shapes within their design?

FORMATIVE ASSESSMENT QUESTIONS

• What shapes did you create on your Geoboard?

• Were you able to make a picture on your Geoboard?
• What shape could you not create on your Geoboard?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 83 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

DIFFERENTIATION

Extension
• Have students create a design that combines three or more shapes.
• Have students create their own geoboard card for other students to copy.

Intervention
• Some students may struggle with creating shapes on the geoboard. These students can be
given cards that have examples of geoboard designs to copy, or provide them with
toothpicks and marshmallows to demonstrate/build what would be happening on the
geoboard.

Back To Intervention Table

TECHNOLOGY

Investigating Geometry Concepts on GeoBoards https://www.nctm.org/Classroom-

Resources/Illuminations/Interactives/Investigating-Geometry-Concepts-on-GeoBoards/
Students use virtual geoboards and rubber bands to investigate and create different shapes.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 84 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Geoboard Museum

⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Gallery ______ Gallery ______

⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Gallery ______ Gallery ______

⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫
⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫ ⚫

Gallery ______ Gallery ______

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 85 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CONSTRUCTING TASK: Build a Marshmallow Shape

Approximately 3 days

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

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

MGSEK.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?”

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

The students should have prior knowledge of solid geometric shapes and the vocabulary used to
describe these shapes. Students will draw and name solid geometric shapes of a cube, cylinder,
sphere, and cone and list the number of faces, edges, and vertices/corners of each figure.

ESSENTIAL QUESTIONS

• How do shapes fit together and come apart?

• How can a shape be described?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 86 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

MATERIALS

• Toothpicks
• 1 piece of construction paper for each student(black)
• Index cards
• Mini marshmallows (see task for choice)
• Bowls
• Small zippered plastic bags (1 per student to be used for investigation)
• The Shape of Things by Dayle Ann Dobbs

GROUPING

Large Group and/or small groups

TASK DESCRIPTION, DISCUSSION AND DEVELOPMENT

Comment: As students make a square, accept both rectangle and square as an answer. Discuss
that squares are special rectangles that have all sides the same length. Then ask, “How could we
use marshmallows and toothpicks to change this shape so that it is still a rectangle but it is no
longer a square?” (Note to teacher: Remember, not all rectangles are squares, but all squares
are rectangles!)

Part I
At a central meeting place, hand each student three toothpicks and marshmallows. Allow
students to explore using toothpicks and marshmallows to create a line segment. This should be a
quick discussion and exploration because students are going to have an extended time to create
shapes in the next part of the task. Ask students what shape they could build using the 3
marshmallows and toothpicks. Allow every student the opportunity to explore and build the
triangle. (SMP1,3,4,5,6)

Part II
Divide the class into groups. Place marshmallows and toothpicks in bowls on each table.
Emphasize that their sculptures are going to be displayed. They will be responsible for
explaining the process for making the sculptures to others. Allow groups to build as many
different sizes and types of shapes as possible. Each time a new shape is constructed, it is placed
in the middle of the group for other members to practice constructing. However, there should be
no duplication of a shape in the center of the group. Once a new shape has been composed
everyone in the group must complete that shape before moving on to discover a new one. This is
an excellent opportunity for students to collaboratively work, helping one another to work
through a task.

At this point students might only be making flat shapes. Be sure to tell the students that they can
make any shape they want as long as they can describe what it is and how they made it. If
students do not begin to build 3-D shapes, probe through questioning and guidance.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 87 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Comment: As students begin to build “solid”/3-D shapes, it is suggested to let them build as big
as they possibly can. Bigger shapes will require more problem-solving and structural support.
Students will be unable to make a circle using the marshmallows and toothpicks but should be
challenged to attempt making one. Encourage students to justify their opinion either way. This
could be an excellent intro to a class discussion.

To draw to a close, have students label the names of their shapes on the index cards provided.
Once all shapes have been labeled, have the students perform a gallery walk around the
classroom to observe and mentally capture the shapes that other groups constructed.

As the gallery walk is taking place, students should discuss which shape models are common
groups and which models can be added to their collection when they return. Students can also
compare which group has created the most shapes.

After completing the gallery walk, allow groups the time to construct/add some of the new found
shapes to their collection. After time has been given to the groups to add shapes, ask the students
what information they would like to graph about the shapes constructed (most shapes, least
shapes, etc…). Have each group of students share the list of shapes they made, create a bar
graph, and discuss the results with students.
• How many groups made a cube?
• Which shape was made the most?
• Which shape was made by the fewest groups? (SMP 1-8)

TEACHER REFLECTION QUESTIONS

• Are students to create shapes using marshmallows?

• What shape was the most difficult for students to create?
• Are students able to identify the similarities and differences between the shapes they
created?

FORMATIVE ASSESSMENT QUESTIONS

• How many toothpicks would you need to build a ______?

• What makes shapes different from each other?
• How do shapes fit together and come apart?
• How are these shapes different from one another? How are they alike?
• What is the difference between flat and solid?

DIFFERENTIATION

Extension
• Have students create the largest possible 3-dimensional shape they can make.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 88 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Have students make different types of triangles (scalene, isosceles, right, equilateral),
and quadrilaterals (rectangle, square, rhombus, trapezoid, etc….). The key here is that
shapes must be different not by size but by attributes.

Intervention
• Allow students to use straws or pipe cleaners to create shapes.
• Give students models of the shapes and have them reconstruct the shape they see.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 89 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

PRACTICE TASK: Tangram Challenge

Approximately 1 day Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

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

MGSEK.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?”

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

“Children need to freely explore how shapes fit together to form larger shapes and how larger
shapes can be made from smaller shapes” (Van de Walle p. 196). Van de Walle, NCTM and
numerous other resources provide supplementary material for tangrams that allow students to
explore the composition and decomposition of shapes.

ESSENTIAL QUESTIONS

• How do shapes fit together and come apart?

• How can shapes be sorted?

MATERIALS

• Tangram puzzle set – one for each child

• Tangram Challenge Recording Sheet
• Example of completed tangram picture
• Grandfather Tang’s Story by Ann Tompert and Robert Andrew Parker or similar
literature connection
• Three Pigs, One Wolf and Seven Magic Shapes by Maccarone and Neuhaus and The
Tangram Magician by Lisa Campbell Ernst.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 90 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

GROUPING

Individual, small group and/or math work station

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
To introduce this task, Three Pigs, One Wolf and Seven Magic Shapes by Maccarone and Neuhaus,
The Tangram Magician by Lisa Campbell Ernst, or a similar book.

Give each student a set of tangram puzzle pieces. Have them name and describe each piece in the
set. Have them tell you something about each shape. Allow time for free exploration with the
shapes so students can explore how simple shapes can form larger shapes. After time has been
allowed for exploration, ask students to create a square using any number of pieces, and then
compare the squares with their neighbors. Record the squares by tracing them on a piece of paper,
challenging students to make as many different squares as they can. Ask students to define their
squares using the attribute of four equal sides.

Display the Tangram Shape Chart and demonstrate to students how to use the chart by placing
some of their squares in the appropriate row on the chart. Then have students work in groups to
find other shapes that can be made from tangram pieces and sketch those in the appropriate square
on the chart. All students are not expected to complete the entire chart (in fact not all shapes are
possible). Encourage students to continue to work on this task on their own time and have the
students share one of their solutions. (SMP 1-8)

Part II
Next, read Grandfather Tang’s Story, and point out where/how the tangram shapes are used to
build the cat and the man. Distribute the student page with the cat and man designs. Be sure
everyone understands the challenges of placing the shapes in the right places to make the correct
puzzle. Allow time for students to complete the cat and the man puzzles. Circulate around the
room as students complete their tangram puzzles. Ask students to describe their puzzle pieces
using the questions below. (SMP 1,3,5,6)
• What shapes are your puzzle pieces?
• What do you notice about all of the triangle pieces?
• What else do you notice about the puzzle piece shapes?
• How did you decide which puzzle pieces to use for each puzzle?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 91 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

TEACHER REFLECTION QUESTIONS

• Are students able to sort shapes into reasonable groups?

• Are students able to talk about what makes shapes different from each other?
• Are students able to use the tangram pieces to create given shapes in more than one way?
• Are students aware of how shapes fit together and come apart?
• Can students define a given shape by using its attributes?
• Do students recognize how we use shapes in school?
• Have students correctly placed their shapes on the Tangram Shape Chart

FORMATIVE ASSESSMENT QUESTIONS

• How did you count the number of sides?

• How do you know this is a square (rectangle, or triangle)?
• How many pieces did you use to create this shape? Where does this shape belong on the
chart? How do you know?

DIFFERENTIATION

Extension
• Have students create their own tangram puzzle picture.
• Ask students to create a new character for the book, Grandfather Tang’s Story and make
a tangram mat for the character that can be added to the tangram center for classmates to
try.
• Have students create the chart as an independent study with sketches of how the figures
were created.
• Challenge students to create a trapezoid with 1 to 7 pieces.

Intervention
• Have the students work with the tangram pieces to create either more simple pictures or
use pictures with details (line segments) filled in.
• For each shape, provide the students the pieces necessary to create that shape.
• Allow student to trace the constructed shape on a separate piece of paper. For more
tangram templates visit: www.makinglearningfun.com/themepages/mathtangrams.htm

Back To Intervention Table

TECHNOLOGY

Tangrams http://www.abcya.com/tangrams.htm
Students rotate tangram shapes to build 12 different pictures.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 92 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Student Tangram Puzzle

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 93 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Name ________________________________________ Date ___________

Tangram Challenge
Find as many ways as possible to create the shapes below using tangram pieces. You may
work with a partner or a small group. Sketch how you made the shapes in the appropriate
boxes below. See the examples below.

# of pieces Square Rectangle Triangle

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 94 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 95 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 96 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

CULMINATING TASK: Shapes All Around

Approximately 2 days Back To Task Table

STANDARDS FOR MATHEMATICAL CONTENT

MGSEK.G.1 Describe objects in the environment using names of shapes, and describe the
relative positions of these objects using terms such as above, below, beside, in
front of, behind, and next to.

MGSEK.G.2 Correctly name shapes regardless of their orientations or overall size.

MGSEK.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional

(“solid”).

MGSEK.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences,
parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g.,
having sides of equal length).

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

MGSEK.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?”

MGSEK.MD.3 Classify objects into given categories; count the numbers of objects in each
category and sort the categories by count.

STANDARDS FOR MATHEMATICAL PRACTICE

1. Make sense of problems and persevere in solving them.

2. Reason abstractly and quantitatively.
3. Construct viable arguments and critique the reasoning of others.
4. Model with mathematics.
5. Use appropriate tools strategically.
6. Attend to precision.
7. Look for and make use of structure.
8. Look for and express regularity in repeated reasoning.

BACKGROUND KNOWLEDGE

This culminating task represents the level of depth, rigor, and complexity expected of all
kindergarten students to demonstrate evidence of learning. The ways in which children describe

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 97 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

shapes in “Shape Sorts” and other similar activities with three-dimensional shapes provides
insight into their level of geometric thinking.

ESSENTIAL QUESTIONS

• What makes shapes different from each other?

• Where can we find shapes in the real world?

MATERIALS

• Student task sheet

• Digital cameras

GROUPING

Initially in small groups, then individually each student will fill in the task sheet

TASK DESCRIPTION, DEVELOPMENT AND DISCUSSION

Part I
Tell students they will be going on a “field trip” throughout the school and outside to search for
examples of the shapes learned in this unit of study. The teacher may start with a “field trip”
within the classroom and move to the inside of the building before moving outdoors. Students
will record their findings on the student task sheet.

This activity can be done individually but works best if you can break the class up into small
groups of 3-4 students and have a monitor with each group that can take digital pictures of the
things they see around the school. Then they can sort the pictures on a poster board to be
displayed. It is important that students sort the pictures to determine how they should be
displayed (if pictures are not available have students draw pictures and label what they saw on
the field trip). Students must try and find at least one example of each flat and solid shape.
(SMP1,3,4,5,6,7)

Part II
After the poster is complete students can work individually to fill out the student task sheet.
Then using modeling clay and toothpicks students should construct one flat AND one solid
representation of an object they observed while on their trip and verbally explain how they are
different and how they match what they are modeled after. (SMP 1-8)

TEACHER REFLECTION QUESTIONS

• Are students able to identify and describe what makes shapes different from each other?
• Can students recognize the different shapes (circles, triangles, quadrilaterals, spheres, and
cubes) in the world around them?

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 98 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

• Are students able to organize the information they gather on the hunt in a clear manner?

FORMATIVE ASSESSMENT QUESTIONS

• Which shape did you use the most of? Least of?
• What are you noticing about these shapes? What do they have in common? How are they
different?
• Did any of your shapes combine to form other shapes?
• Which shapes are easy to combine? Why do you think this? Are any shapes hard to
combine? Why? What else did you discover?

DIFFERENTIATION

Extension
• Have students create the model from modeling clay without looking at the picture.
• Tell students that the shapes on the poster board must be sorted by attributes other than
flat/solid or shape.

Intervention
• Limit the number of shapes the students must find on the field trip or give a set list and an
area in the school where you know these shapes can be found.

Back To Intervention Table

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 99 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Shapes All Around

Shape Picture of Shape Where did you find it?
(check off) Circle and write
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.

_______________________________
Above below beside behind
in front of next to.
solid
_______________________________

solid Above below beside behind

in front of next to.

_______________________________

a shape made Above below beside behind

in front of next to.
from shapes
_______________________________

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 100 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Name________________________________
Build (1) 3-dimensional shape you discovered on your journey. Display it here,
and label it with the correct name.

My shape is a ____________________________.

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 101 of 102
All Rights Reserved
 Georgia Department of Education
Georgia Standards of Excellence Framework
GSE Sophisticated Shapes  Kindergarten Unit 3

Name________________________________
Build (1) 2-dimensional shape you discovered on your journey. Display it here,
and label it with the correct name.

My shape is a ____________________________

Mathematics  GSE Kindergarten  Unit 3: Sophisticated Shapes

Richard Woods, State School Superintendent
July 2019  Page 102 of 102
All Rights Reserved