G-Identify+and+describe+shapes+(squares,+circles,+triangles,+rectangles,+hexagons,+cubes,+cones,+cylinders,+and+spheres

K.G.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as //above//, //below//, //beside//, //in front of//, //behind//, and //next to//. K.G.2. Correctly name shapes regardless of their orientations or overall size. K.G.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). || ===**Anchor Standard/Mathematical Practice(s)**=== K.MP.7. Look for and make use of structure. || K.TT.1Use 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**===
 * Learning Target/Task Analysis **

I can...

 * tell about shapes around me
 * tell where objects are using positional words

Essential Vocabulary

 * shape, circle, square, rectangle, triangle, cube, sphere
 * above, below, in front of, next to, beside, under

Sample Assessments

 * Students will work with a partner and look for shapes as they are called out by the teacher.
 * When shown a drawing, identify a shape based on a stated location.

Differentiation

 * Small group instruction- have students make shapes on geoboards and tell their location.
 * Use a tic-tac-toe grid game using manipulatives or picture cards and place them by command in the correct location.
 * Check for mastery and repeat as needed in whole or small group.
 * Use partners to and stuffed toy, object to visually show the place ment of an object, above, below, in, under, next to etc.
 * <span style="font-family: 'Times New Roman',Times,serif;">Play “I Spy” to find where objects are located in the classroom.

<span style="font-family: 'Times New Roman',Times,serif;">Intervention:

 * ===<span style="font-family: 'Times New Roman',Times,serif;">Small group instruction during Math Stations ===

<span style="font-family: 'Times New Roman',Times,serif;">Enrichment:

 * <span style="font-family: 'Times New Roman',Times,serif;">extension Activities in Math Station Tubs
 * <span style="font-family: 'Times New Roman',Times,serif;">for homework, draw an illustration of your bedroom and tell about the shapes you see and where they are

**<span style="font-family: 'Times New Roman',Times,serif;">Instructional Resources **

 * <span style="font-family: 'Times New Roman',Times,serif;">Envisions Math Topic 7
 * <span style="font-family: 'Times New Roman',Times,serif;">Attribute blocks
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 * [[file:mcskindergarten/geometry-sentence-frames-set.pdf|geometry-sentence-frames-set.pdf]]

Students locate and identify shapes in their environment. For example, a student may look at the tile pattern arrangement on the hall floor and say, “Look! I see squares! They are next to the triangle.” Students use positional words (such as those italicized in the standard) to describe objects in the environment. Kindergarten students need numerous experiences identifying the location and position of actual two-and-threedimensional objects in their classroom/school prior to describing location and position of two-and-threedimension representations on paper.
 * Notes and Additional Information**