Grade K - Geometry
|
|
||||||
|
|
||||||
Unit Summary:
Shapes and Space can be described.
Geometric vocabulary will be used to describe geometric ideas, such as shape, orientation and spatial relations.
A variety of 2-D shapes (square, triangle, circle, hexagon, rectangle), presented in a variety of ways (e.g. different sizes and orientations) will be identified, named and described.
A variety of 3-D shapes (spheres, cubes, cones, cylinders ) presented in a variety of ways (e.g. different sizes and orientations) will be manipulated, identified, named and described.
Basic shapes and spatial reasoning will be used to model objects in the environment and construct more complex shapes.
The understanding of geometry and number will be integrated (e.g. create simple navigational directions; walk ten steps forward, turn right, and walk forward five steps; play Simon Says, etc.)
 Collaboration & Communication |
Creativity & Innovation |
Critical Thinking & Problem Solving |
|
Research & Information Fluency |
Social & Emotional Intelligence |
1. What will students know and be able to do?
Standards:
| 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"). |
| K.G.4 - | Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/"corners") and other attributes (e.g., having sides of equal length). |
| K.G.5 - | Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. |
| K.G.6 - | Compose simple shapes to form larger shapes. For example, "Can you join these two triangles with full sides touching to make a rectangle?" |
|
|
|
|
2. How will we – and they – know?
Authentic Performance Task:
Common Benchmark Assessment:
3. What learning activities will students participate in?
Learning Activities:
Discipline Specific Considerations:
Vocabulary – Specialized and High Frequency
Above, below, behind, beside, in-front-of, next-to, under, circle, square, triangle, rectangle, hexagon, cube, cone, cylinder, sphere, 2-dimensional, 3-dimensional, describe, position, shape, corner, side, attribute, compare, create, compose, size, geometry, forward, backward, similarities, differences. parts
Misconception Alerts:
Students confuse octagon and hexagon.
Students confuse square, rectangle and triangle.
Students confuse the identity of shapes in different orientations.
