K.G.2

K.G.2. Correctly name shapes regardless of their orientations or overall size. || ===**Anchor Standard/Mathematical Practice(s)**=== K.MP.7. Look for and make use of structure. || K.TT.1 Use technology tools and skills to reinforce classroom concepts and activities. || **Revised Bloom's Level of thinking** **Remembering** **:** can the student recall or remember the information? define, list, recall **Understanding:** can the student explain ideas or concepts? sort, classify, describe, discuss, explain, identify, locate, recognize, select **Applying** : can the student use the information in a new way? demonstrate, illustrate, sketch, write. **Analyzing** : can the student distinguish between the different parts? compare, distinguish, examine, **Evaluating** : can the student justify a stand or decision? appraise, argue, defend, judge, select, support, value, evaluate **Creating** : can the student create new product or point of view? create, design, write. ||
 * ===**Common Core Standard**===
 * ===**Information Technology Standard**===

**Essential Vocabulary**

 * triangle, rectangle, square, circle, hexagon, cone, sphere, cylinder, cube

**Sample Assessments**

 * Students will identify 2-D and 3-D shapes in a variety of sizes and dimensions.
 * Students will find examples and non-examples of a given shape.

**Differentiation**

 * Use assorted sizes of attribute blocks, 3D and 2D shapes to show orientation.
 * Small group instruction on Promethean Board using shape tool.
 * Whole group/small group instruction using Geoboards.
 * EC/ESL-shape game teacher created to classify.
 * AIG- Quiz show independently or with a peer partner.
 * Venn Diagram to sort and classify shapes small/whole group.

**Intervention:**

 * **math stations**
 * **peer tutors**
 * **small instructional math groups**

**Enrichment:**

 * ===math stations===
 * computer games

**Instructional Resources**

 * Envisions Math Topic 7
 * Attribute blocks
 * Geoboards/rubber bands
 * Shape flash cards
 * Greg/Steve CD-Shapes
 * []
 * []
 * []

**Notes and Additional Information**
Through numerous experiences exploring and discussing shapes, students begin to understand that certain attributes define what a shape is called (number of sides, number of angles, etc.) and that other attributes do not (color, size, orientation). As the teacher facilitates discussions about shapes (“Is it still a triangle if I turn it like this?”), children question what they “see” and begin to focus on the geometric attributes. Kindergarten students typically do not yet recognize triangles that are turned upside down as triangles, since they don’t “look like” triangles. Students need ample experiences manipulating shapes and looking at shapes with various typical and atypical orientations. Through these experiences, students will begin to move beyond what a shape “looks like” to identifying particular geometric attributes that define a shape.