Grade K - Module 2: Mathematics Curriculum

New York State Common Core
K
GRADE
Mathematics Curriculum
GRADE K • MODULE 2
Table of Contents
Two-Dimensional and Three-Dimensional Shapes
Module Overview .......................................................................................................... 2
Topic A: Two-Dimensional Flat Shapes ......................................................................... 9
Topic B: Three-Dimensional Solid Shapes .................................................................. 66
Topic C: Two-Dimensional and Three-Dimensional Shapes ....................................... 90
End-of-Module Assessment and Rubric .................................................................... 102
Answer Key ................................................................................................................ 109
Module 2: Two-Dimensional and Three-Dimensional Shapes

1
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
K•2
Grade K • Module 2
Two-Dimensional and Three-
Dimensional Shapes
OVERVIEW
In Module 1, students began the year observing their world. What is exactly the same? What is the same
but…? They matched and sorted according to criteria sequenced from simple to complex. Their perceptions
evolved into observations about numbers to 10. “4 is missing 1 to make 5.” “4 plus 1 more is 5.” “There are
the same number of dogs and flowers, 6.”
In this module, students seek out flat and solid shapes in their world (K.G.1). Empowered by this lens, they
begin to make connections between the wheel of a bicycle, the moon, and the top of an ice cream cone. Just
as the number 4 allowed them to quantify 4 mountains and 4 mice as equal numbers, learning to identify flats
and solids allows them to see the relationship of the simple to the complex, a mountain’s top to a plastic
triangle and cone sitting on their desk.
To open Topic A, students find and describe flat shapes in their environment using informal language, without
naming them at first (K.G.4). In Lesson 2, they classify the shapes, juxtaposing them with various examples
and non-examples. This process further refines their ability to talk about the shapes, for example, as closed
or having straight sides. The naming of the flat shape as a triangle is part of that process, not the focus of it
(K.G.2, K.G.1).
The same process is then repeated with rectangles in Lesson 3 and hexagons and circles in Lesson 4. In
Lesson 5, students manipulate all the flat shapes using position words as the teacher gives directives such as,
“Move the closed shape with three straight sides behind the shape with six straight sides.” These positioning
words are subsequently woven into the instructional program, at times in math fluency activities, but also
throughout the entire school day.
The lessons of Topic B replicate those of Topic A but with solid shapes. In addition, students recognize the
presence of the flats within the solids. The module closes in Topic C with discrimination between flats and
solids. A culminating task involves students in creating displays of a given flat shape with counter-examples
and showing related solid shapes (K.G.3).
The fluency components in the lessons of Module 1 included activities wherein students used a variety of
triangles and rectangles to practice the decompositions of 3 and 4. Flats and solids will continue to be
included in fluency activities in this module and throughout the year so that students have repeated
experiences with shapes, their attributes, and their names. Daily number fluency practice in this new module
is critical. There are two main goals of consistent fluency practice: (1) to solidify the numbers of Module 1
and (2) to anticipate the numbers of Modules 3, 4, and 5. Therefore, students continue to work extensively
with numbers to 10 and fluency with addition and subtraction to 5.

2

K•2
The Kindergarten year closes in Module 6 with another geometry unit. By that time, having become much
more familiar with flats and solids, the students compose new flat shapes (“Can you make a rectangle from
these two triangles?”) and build solid shapes from components (“Let’s use these straws to be the edges and
these balls of clay to be the corners of a cube!”). This module will allow them to bring together all that they
have learned throughout the year as they manipulate shapes and their components (K.G.4, K.G.5).
Notes on Pacing for Differentiation

If pacing is a challenge, consider omitting Lessons 5 and 8. Instead, embed experiences with position words in
other content areas and throughout the students’ day. It is not essential that students be introduced to
position words through the context of shapes.

3

K•2
Focus Grade Level Standards

Classify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and sort
the categories by count. (Limit category counts to be less than or equal to 10.)
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”).
Analyze, compare, create, and compose shapes. 1

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).
Foundational Standards
Identify and describe shapes (squares, circles, triangles, rectangles).
PK.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as top, bottom, up, down, in front of, behind, over,
under, and next to.
PK.G.2 Correctly name shapes regardless of size.
Analyze, compare, and sort objects.

PK.G.3 Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes,
using informal language to describe their similarities, differences, and other attributes (e.g.,
color, size, and shape).
PK.G.4 Create and build shapes from components (e.g., sticks and clay balls).
1
The balance of this cluster is addressed in Module 6.

4

K•2
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them.
Students distinguish shapes from among variants,
palpable distractors, and difficult distractors. 2 (See
examples to the right.)
MP.3 Construct viable arguments and critique the reasoning
of others. Students are increasingly able to use shape
attributes to defend identification of a plane or solid
shape.
MP.6 Attend to precision. Students use position words to
clearly indicate the location of shapes. Also, when
Kindergarten students are analyzing and defining
attributes such as “3 straight sides,” they are attending
to precision.
MP.7 Look for and make use of structure. Students use
examples, non-examples, and shared attributes of
geometric figures in order to develop a richer concept
image (Geometry Progressions, p. 6) of each geometric
shape. This concept image allows for more acute
discernment of the shape within the environment.
2
This image plus further clarification is found in Geometry Progressions, p. 6.

5

K•2
Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
K.G.1 A Two-Dimensional Flat Shapes 5
K.G.2 Lesson 1: Find and describe flat triangles, squares, rectangles, hexagons,
K.G.4 and circles using informal language without naming.
K.MD.3
Lesson 2: Explain decisions about classifications of triangles into categories
using variants and non-examples. Identify shapes as triangles.
Lesson 3: Explain decisions about classifications of rectangles into
categories using variants and non-examples. Identify shapes as
rectangles.
Lesson 4: Explain decisions about classifications of hexagons and circles,
and identify them by name. Make observations using variants
and non-examples.
Lesson 5: Describe and communicate positions of all flat shapes using the
words above, below, beside, in front of, next to, and behind.
K.G.1 B Three-Dimensional Solid Shapes 3

K.G.2 Lesson 6: Find and describe solid shapes using informal language without
K.G.4 naming.
K.MD.3
Lesson 7: Explain decisions about classification of solid shapes into
categories. Name the solid shapes.
Lesson 8: Describe and communicate positions of all solid shapes using the
K.MD.3 C Two-Dimensional and Three-Dimensional Shapes 2

K.G.3 Lesson 9: Identify and sort shapes as two-dimensional or three-
K.G.4 dimensional, and recognize two-dimensional and three-
K.G.1 dimensional shapes in different orientations and sizes.
K.G.2
Lesson 10: Culminating task—collaborative groups create displays of
different flat shapes with examples, non-examples, and a
corresponding solid shape.
End-of-Module Assessment: Topics A–C (Interview style assessment: 2 days) 2
Total Number of Instructional Days 12

6

K•2
Terminology
New or Recently Introduced Terms
 Above, below, beside, in front of, next to, behind (position words)
 Circle
 Cone (solid shape)
 Cube (solid shape)
 Cylinder (solid shape)
 Face (flat side of a solid) 3
 Flat (two-dimensional shape)
 Hexagon (flat figure enclosed by six straight sides)
 Rectangle (flat figure enclosed by four straight sides)
 Solid (three-dimensional shape)
 Sphere (solid shape)
 Square (flat figure enclosed by four straight, equal sides)
 Triangle (flat figure enclosed by three straight sides)
Familiar Terms and Symbols 4

 Match (group items that are the same or have the same given attribute)
 Sort
Suggested Tools and Representations

 Three-dimensional shapes: cone, sphere, cylinder, and cube
 Two-dimensional shapes: circle, hexagon, rectangle, square, and triangle
3
In the context of polyhedra, faces must be polygonal. However, in more general contexts, a face may be circular (such as the base of
a right circular cylinder), or even irregular. It is this more inclusive interpretation of face that is used in this Kindergarten module.
4
These are terms and symbols students have seen previously.

7

K•2
Homework
Homework at the K–1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the day's lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his or her students.
Fluency exercises can also be considered as an alternative homework assignment.
Scaffolds5
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson,
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
Assessment Summary
Type Administered Format Standards Addressed
End-of-Module After Topic C Interview with Rubric K.MD.3
Assessment Task K.G.1
K.G.2
K.G.3
K.G.4
Culminating Task Lesson 10 Collaborative Project K.MD.3
K.G.1
K.G.2
K.G.3
K.G.4
5
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.

8

K
GRADE
Topic A
Two-Dimensional Flat Shapes
K.G.1, K.G.2, K.G.4, K.MD.3
Focus 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.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).
Instructional Days: 5
Coherence -Links from: GPK–M2 Shapes
-Links to: G1–M5 Identifying, Composing, and Partitioning Shapes
Students began the year, in Module 1, developing number concepts by observing their world. Now, they
begin to develop spatial reasoning and geometric concepts by experiencing flat and solid shapes in their
world. This module examines how shapes and objects are similar to or different from one another with
respect to orientation and relative positions to objects.
In Lesson 1, students use the informal language of their everyday world to name and describe flat shapes
without yet expressing mathematical concepts or using the vocabulary of geometry. At this point, students
are not yet able to consistently distinguish between examples and non-examples of different groups of
shapes such as triangles, circles, squares, rectangles, or hexagons. At this stage, a figure is a square because it
looks like a book; another figure is a circle because it is round like the wheel of a car. Students make these
observations without explicitly thinking about the attributes or properties of squares or circles.
In Lesson 2, students build on their experiential learning by relating it to the mathematical concepts and
vocabulary of geometry, allowing them to enhance their experiences of shapes. Students begin to classify
three-sided shapes by identifying them as examples of a triangle. Using various examples and non-examples
of triangles, they sort and classify different shapes as examples of a triangle or not a triangle. Having learned
to identify shapes as triangles, they explain their decisions about classifying some shapes as triangles and
other shapes as not triangles by focusing on common attributes or properties of the shapes they have
identified as triangles.
Lessons 3 and 4 continue the work of Lesson 2 in the same vein by identifying shapes as rectangles, hexagons,
or circles. In Lesson 5, students communicate about the relative position of shapes by using terms such as
above, below, next to, beside, in front of, and behind.
Topic A: Two-Dimensional Flat Shapes

9

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NYS COMMON CORE MATHEMATICS CURRICULUM Topic A K•2
A Teaching Sequence Toward Mastery of Two-Dimensional Flat Shapes

Objective 1: Find and describe flat triangles, squares, rectangles, hexagons, and circles using informal
language without naming.
(Lesson 1)
Objective 2: Explain decisions about classifications of triangles into categories using variants and non-
examples. Identify shapes as triangles.
(Lesson 2)
Objective 3: Explain decisions about classifications of rectangles into categories using variants and non-
examples. Identify shapes as rectangles.
(Lesson 3)
Objective 4: Explain decisions about classifications of hexagons and circles, and identify them by name.
Make observations using variants and non-examples.
(Lesson 4)
Objective 5: Describe and communicate positions of all flat shapes using the words above, below,
beside, in front of, next to, and behind.
(Lesson 5)

10

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 K•2
Lesson 1
Objective: Find and describe flat triangles, squares, rectangles, hexagons,
and circles using informal language without naming.
Suggested Lesson Structure
 Fluency Practice (17 minutes)

 Concept Development (25 minutes)
 Student Debrief (8 minutes)
Total Time (50 minutes)
Fluency Practice (17 minutes)
 Making 5 with 5-Group Mats K.OA.1 (6 minutes)

 Draw More to Make 5 K.OA.3 (8 minutes)
 5-Group Hands K.CC.2 (3 minutes)
Making 5 with 5-Group Mats (6 minutes)

Materials: (S) 5-group mats (Fluency Template 1), 5 linking cubes
Note: While students are working with geometry, the fluency goal throughout Module 2 will be to maintain
and further develop number concepts to 10 (see Fluency Practice note in Kindergarten Module 1 Lesson 1).
T: Touch and count your cubes.
S: 1, 2, 3, 4, 5.
T: Touch and count the dots on your mat.
S: 1, 2, 3, 4, 5.
T: Our job is to make 5. Put 4 cubes on the dots of your mat. (Check to see that students place the
cubes from left to right without skipping any dots.) Raise your hand when you know how many
more cubes to make 5. (Wait until all hands are raised, and then signal.) Ready?
S: 1.
T: We can tell how to make 5 like this: 4 and 1 make 5. Echo me, please.
S: 4 and 1 make 5.
Continue working through the decompositions of 5 in a systematic way. As students begin to demonstrate
mastery, scale back the amount of guidance: “Show me X cubes; say the number sentence.”
Lesson 1: Find and describe flat triangles, squares, rectangles, hexagons, and
circles using informal language without naming. 11

GK-M2-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
Draw More to Make 5 (8 minutes)

Materials: (S) Draw more (Fluency Template 2)
Note: Go over the answers, and direct students to energetically shout “Yes!” for each correct answer.
After giving clear instructions and completing the first few problems together, allow students time to work
independently. Encourage them to do as many problems as they can within a given time frame.
5-Group Hands (3 minutes)

Materials: (T) Large 5-group cards (5–7) (Fluency Template 3)
T: (Show the 6-dot card.) Raise your hand when you know how many dots are on top. (Wait until all
hands are raised, and then signal.) Ready?
S: 5.
T: Bottom?
S: 1.
T: We can show this 5-group on our hands. Five on top, 1 on the bottom,
like this. (Demonstrate on hands, one above the other, as shown to the
right.)
S: (Show 5 and 1 on hands, one above the other.)
T: Push your hands out as you count on from 5, like this. 5 (extend the
top hand forward), 6 (extend the bottom hand forward). Try it with
me.
S: 5 (extend the top hand forward), 6 (extend the bottom hand forward).
Continue with 5, 6, and 7, steadily decreasing guidance from the teacher, until A student demonstrates
students can show the 5-groups on their hands with ease. 7 as 5 on top and 2
on the bottom.
Concept Development (25 minutes)
Materials: (T) Large cutouts of each shape (to be affixed to the board with tape) (Template)
(S) Clear bag containing smaller cutouts of various shapes (all of one hue to limit distractions from
variation in color), blank side of Problem Set affixed to clipboard, pencil, real or toy magnifying
glass (if available)
Suggestions for shape cutouts are pictured as follows but need not be limited to these. Be sure to include, at
minimum, a triangle, circle, square, rectangle, and hexagon for discussion purposes.
Note: Today’s lesson focuses on the attributes of the shapes but not their specific names. Assure students
that tomorrow’s work will include naming the shapes since many may be very eager to share their
knowledge.

T: You have a mystery bag! Open your bag, and carefully shake out the surprises inside. What do you
see? (Give students a moment to explore the contents of the bag and discuss with their friends.)
S: Different shapes!
T: (Select a shape from the bag.) Look at my shape. Can
you find the one that looks like mine? (Affix the shape
to the board.) Tell me about the shape. (In order to
encourage a discussion purely about geometric NOTES ON
attributes, select one of the more unusual cutouts to MULTIPLE MEANS
begin.)
OF REPRESENTATION:
S: It is round.  But, it is pointy!  It has a piece English language learners benefit from
missing.  It has three sides. having the words curved, straight,
T: I like your observations! (Write student responses on pointy, round, sides, and other
chart paper, and continue the exercise with the rest of attributes introduced before the lesson
MP.6
the shapes, encouraging students to verbalize so that they can participate in the
attributes such as corners, curves, straight lines, discussion with the class. After
number and length of sides, “missing pieces,” etc.) introducing them, post the vocabulary
on the word wall with visuals so that
T: Arrange your shapes on your desktop. Do they have students can refer to them.
anything in common? (Responses will vary.) Now,
bend down so that you are looking across the edge of
your desktop. Can you see your shapes now? Are any
of them sticking up?
S: We can’t see them.  They are all flat!
T: Yes, they do have that in common! These are all flat shapes. Put your shapes back in the bag.

T: It’s time to play shape detectives! Detectives need to

have special equipment, so I am going to give you and
a partner a magnifying glass to use if you need it. You
are going to go on a shape hunt around the room. NOTES ON
Whenever you see an interesting shape, tell your MULTIPLE MEANS
partner about it, and draw it on your paper. Take your OF ENGAGEMENT:
bag of shapes with you to use as clues. Maybe you will Push students working above grade
see some shapes in the room that match shapes in level by asking them questions and
your bag! assigning activities that engage thinking
S: (With partners, search for shapes, and re-create them at higher levels. “What would that
on their clipboards.) shape look like if it was not flat?” “Can
you make a picture of that shape but
T: (After five minutes, call students back to their seats.) make it so that it is sticking up?”
Does anyone want to share one of the shapes they
found? Tell us about it! (Allow time for sharing and
discussion.)
T: Maybe you will find more shapes to add tonight. Turn your Problem Sets over so that we can do
some shape coloring and matching.
Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted time.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students should
work on first. With this option, let the purposeful
sequencing of the Problem Set guide your selections so
that problems continue to be scaffolded. Balance word
problems with other problem types to ensure a range of
practice. Assign incomplete problems for homework or at
another time during the day.
In this Problem Set, all students should begin with sorting
the shapes that clearly have or do not have curves and
possibly leave any questionable shapes to the end if time
permits.
Suggestions for other ways you may ask students to sort
are listed below:
 Shapes that have curves and sharp points.
 Shapes that have only curves.
 Shapes that have four or fewer corners.
 Shapes that have four or more sides.

Student Debrief (8 minutes)
Lesson Objective: Find and describe flat triangles, squares, rectangles, hexagons, and circles using informal
language without naming.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to lead the discussion.
 Which objects did you sort that were curved? Which objects did you sort that were not curved?
 Which flat shapes were the hardest to sort? Why?
 Explain to your partner which shapes you drew on the back of your paper. Can you think of other
objects around you that have these same shapes?
 What new (or significant) math vocabulary did we use today to communicate precisely?
 How can you tell about each shape without using the shape’s name?
Homework
Homework at the K–1 level is not a convention in all schools. In this curriculum, homework is an opportunity
for additional practice of the content from the day's lesson. The teacher is encouraged, with the support of
parents, administrators, and colleagues, to discern the appropriate use of homework for his or her
students. Fluency exercises can also be considered as an alternative homework assignment.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set K•2
Name Date
Sort the shapes.
Shapes with a Curve Shapes without a Curve

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set K•2

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework K•2
Name Date
Draw a line from the shape to its matching object.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Fluency Template 1 K•2
5-group mat

Draw more to make 5.
draw more

large 5-group cards (Copy on card stock, and cut. Save full set.)





NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Template K•2
shapes

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 K 2
Lesson 2
Objective: Explain decisions about classifications of triangles into
categories using variants and non-examples. Identify shapes as triangles.

 Application Problem (5 minutes)

 Making 3 with Triangles K.OA.3 (3 minutes)
 Make a Shape K.G.4 (5 minutes)
 Groups of 6 K.CC.4b (4 minutes)
Making 3 with Triangles (3 minutes)

Materials: (S) 3 beans, 1 paper or foam triangle, personal white board
Note: This activity was chosen to set the stage for the analysis of triangles coming in today’s lesson.
T: Touch and count the corners of the shape.
S: 1, 2, 3.
T: Touch and count your beans.
S: 1, 2, 3.
T: Our job is to make 3. Put 2 beans on the corners of your shape. Keep the other bean in your hand.
How many beans are on your shape?
S: 2.
T: How many beans are in your hand?
S: 1.
S: 2 and 1 make 3.
T: Show me 1 bean on your shape. Keep the rest in your hand. How many beans on your shape?
S: 1.
T: How many beans in your hand?
S: 2.
Lesson 2: Explain decisions about classifications of triangles into categories using

variants and non-examples. Identify shapes as triangles. 27

T: Raise your hand when you can say the sentence, and start with 1. (Wait until all hands are raised,
and then give the signal.)
S: 1 and 2 make 3.
Guide students as they write the equations on their personal white boards. Challenge students to list and
verify that they have found all possible combinations.
Make a Shape (5 minutes)

Materials: (S) Craft sticks or straws of two different lengths, foam or construction paper work mat
Note: Refrain from naming the shapes at this point. Ask students, if they know them, to keep the names of
the shapes secret for now. If students name the shapes, have them explain their thinking by describing the
shape’s attributes using informal language: “I knew I made a triangle because it has three corners.”
T: Let’s play Make a Shape. Put three craft sticks this size (hold up the longer of the two lengths) on
your mat.
T: Move the sticks so they make a shape with three points.
S: (Move the sticks to form a triangle shape.)
T: Touch and count the points.
S: 1, 2, 3.
T: Touch and count the sides.
S: 1, 2, 3.
T: Are there any curved sides?
S: No.
T: Trade in your three long sticks for three short ones, like this (show students an example of the
shorter length), and put them on your mat.
T: Move the sticks so they make a new shape with three points.
S: (Move the sticks to form a different triangle shape.)
T: Does your shape still have three points? Three sides? No curved sides? (Pause after each question
to allow students time to verify.)
S: (Respond to questions.)
T: Now, put one of your sticks back. Get a stick this size (hold up the longer of the two lengths), and
put it on your mat.
S: (Place the longer stick on the mat so there are now two short and one long.)
T: Move the sticks so they make a new shape with three points.
S: (Move the sticks to form a different triangle shape.)
Have students count the points and sides again and verify that there are no curved sides so that they realize
that the attributes of the shape are the same, even as the shape takes on a different appearance. Have them
carefully rotate their work mats to view the shape from different angles.


Here is a suggested sequence with names of shapes listed for the teacher’s reference:
1. A triangle composed of two long sticks and one short
2. A square composed of four long sticks
3. A smaller square composed of four short sticks
4. A rectangle composed of two short sticks and two long sticks
Groups of 6 (4 minutes)
Note: This maintenance fluency activity helps students gain efficiency in counting objects in varied
configurations.
T: When the music starts, calmly walk around the room, visiting corners of the room until you and your
classmates can make a group of 6. Don’t forget to count yourself! How many can be in a group?
S: 6.
T: So, if you go to a corner that already has 5 people there, can you stay?
S: Yes!
T: What if there are already 6?
S: No.
T: Remember to check all the corners of the room. See if we can all get into groups of 6 before the
music stops!
If there are not enough students to make equal groups of the designated number, supplement with puppets
or stuffed animals. Allow students to share strategies for making groups quickly.
Application Problem (5 minutes)

NOTES ON
It’s pizza time! On a piece of paper, draw a large, round pizza MULTIPLE MEANS
pie. Don’t forget your favorite toppings! With your crayons, OF ACTION AND
show how you would cut the pizza into enough slices for your
EXPRESSION:
family. Compare your slices to those of a partner. Are they
Scaffold the Application Problem for
alike? Carefully describe the shape of a slice to your partner.
students who struggle by giving
Note: The purpose of this problem is two-fold; first, to have the directions one at a time and waiting
students create three-sided figures, and second, to set up a until students complete the task they
potential non-example for use later in the lesson. The curved were given before giving them the next
edge of the crust in their drawing means that the slices are not direction. For example, say, “Draw a
actually triangles. large pizza pie.” After students comply,
continue with, “Use your crayon to cut
the pizza into slices for two friends.”


Preparation: Create outlines of geometric figures on paper to be affixed to the board during the lesson
(Template). Shapes should include, but not be limited to, those illustrated below:
Materials: (S) Geoboard, rubber band
Note: If this is the first time the students have used a geoboard, allow a few extra
minutes during the lesson to instruct them in proper use of the materials. Using a
rubber band, the students stretch the rubber band around pegs to create various
shapes. Emphasize that the rubber band must remain on the geoboard at all times.
T: Yesterday, when you were telling me about your shapes, you used a lot of math words to describe
them. What were some of the things you noticed?
S: Corners.  Curved lines.  Straight.  Number of sides.  Pieces missing.
T: We are going to look at some more shapes today to see what else you notice. (Put a triangle on the
classroom board.)
T: Tell me about this shape.
S: It has three sides.  It has three corners.  It doesn’t have any curves.
T: We call a shape like this a triangle. (Write the word Triangle on the board, and affix the shape
beneath it. Choose another triangle outline.)
T: Tell me about this shape.
S: It has three corners and three sides.  It has straight
sides.  It is a triangle!
NOTES ON
T: (Affix the shape to the board under the first triangle.)
MULTIPLE MEANS
I am beginning to see a pattern! How many corners
OF ENGAGEMENT:
does each shape have? (Three.) How many sides?
(Three.) What do the sides look like? Support English language learners’
capacity to discuss how the shapes
S: They are all straight! they made on their geoboards are
T: So, a triangle has three straight sides and three examples of triangles by providing
corners? them with sentence frames such as,
“My shape is a triangle because it
S: Yes.
has…” to use as discussion starters with
T: (Choose .) Here is another shape. It has three their partners.
corners, and all of the sides are straight. It must be a
triangle.
S: No! It’s open!


T: If you were a pet inside this fence, you could escape! So, triangles have to be closed?
S: Yes!
T: (Write Not a Triangle on the board, and place the shape beneath it. Continue the discussion and
sorting with the rest of the shapes, guiding students to point out specific attributes of the variants,
non-examples, and distractors.)
T: We have several triangles on the board. I’m going to ask you to copy these triangles onto your
geoboard. Remember, you can only use one rubber band. Stretch it around three corners!
(Demonstrate, and then pass out geoboards and rubber bands. Assist students as they try to copy
the shapes. Make sure that they have shapes with exactly three sides.)
MP.3 T: Now, create your own triangle on your geoboard, and then show your partner. Be sure to tell how
you know it is a triangle! (Allow time for sharing and discussion.)
T: Put your geoboards away, and get ready for some triangle hunting on your Problem Set.

Lesson Objective: Explain decisions about classifications

of triangles into categories using variants and non-
examples. Identify shapes as triangles.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Invite students to review their solutions for the Problem
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.
Any combination of the questions below may be used to
lead the discussion.
 Count how many triangles you colored. Did your partner color that same number?
 Did you color the same triangles as your partner?
 Explain to your partner how you knew the objects you colored were triangles.
 What do you look for in a triangle?
 Were the slices of the pizza in the Application Problem triangles? Why or why not?


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Problem Set K 2
Name Date
Find the triangles, and color them blue. Put an X on shapes that are not
triangles.
Draw some triangles.


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Homework K 2
Name Date
Color the triangles red and the other shapes blue.
Draw 2 different triangles of your own.


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 2 Template K 2
shapes


Lesson 3
Objective: Explain decisions about classifications of rectangles into
categories using variants and non-examples. Identify shapes as rectangles.


 Making 4 with Squares and Beans K.CC.4a (4 minutes)
 Triangle or Not K.G.2 (3 minutes)

Materials: (T) Large 5-group cards (Lesson 1 Fluency Template 3)
Note: We repeat work with the hands often because students need frequent practice to achieve fluency. The
same exercises must be repeated again and again. As they gain depth of understanding, they visualize. As
they visualize, they no longer need their fingers.
Conduct the activity as outlined in Lesson 1, but now continue to 10.
Making 4 with Squares and Beans (4 minutes)

Materials: (S) 4 beans, paper or foam squares, personal white board
Note: Students work early in the year toward fluency with sums and differences within 5. This takes time and
a great deal of practice.
T: Touch and count the corners of the square.
S: 1, 2, 3, 4.
T: Touch and count your beans.
S: 1, 2, 3, 4.
Lesson 3: Explain decisions about classifications of rectangles into categories

using variants and non-examples. Identify shapes as rectangles. 35

T: Our job is to make 4. Put 3 beans on the corners of your square. Keep the other bean in your hand.
How many beans on your square?
S: 3.
S: 1.
S: 3 and 1 make 4.
T: Show me 2 beans on your square. Keep the rest in your hand. How many beans on your square?
S: 2.
S: 2.
T: Raise your hand when you can say the sentence. (Wait until all hands are raised, and then give the
signal.)
S: 2 and 2 make 4.
Continue with placing 1 bean on the square, then 4, and finally 0 to work through all of the number
combinations. Have students write the equations on their personal white boards. Challenge students to list
and verify that they have found all possible combinations.
Triangle or Not (3 minutes)

Materials: (T) Paper shapes of the same color in varying sizes, a wide range of exemplars, non-examples, and
variants (Fluency Template)
Note: This is a preparatory fluency activity intended to review the previous lesson’s work with triangles and
prepare students to name and identify rectangles in a similar manner.
T: I’ll show you a shape. We’ll try to decide if it’s a triangle or not. If you think it’s a triangle, give me a
thumbs-up. If it’s not a triangle, thumbs-down. Either way, be ready to explain your choice! Here
we go. (Show an exemplar triangle.)
S: (Show thumbs up sign.)
T: You’re right! It is a triangle. Who can tell us why?
S: (Give varied responses. Justify with informal language and attributes of the shape.)
Continue identifying shapes as triangles or not triangles. Proceed from simple to complex by starting with the
exemplar of each shape, then the non-examples, and then the variants.
Design your own dollar bill! Draw your dollar bill on a piece of paper. Whose picture will you put in the center?
Compare your dollar with your partner’s. Tell him about the shape of your bill. How are your dollars alike?
Note: In this problem, the students should, from their own general knowledge, draw some sort of a
rectangle. Describing their dollars to their friends leads them to articulate what they already know about the
shape in anticipation of today’s lesson.


Preparation: Create outlines of geometric figures on paper to be affixed to the board during the lesson
(Template 1). Shapes should include, but not be limited to, those illustrated below:
Materials: (S) Copy of dot paper (Template 2) on cardstock, Wikki Stix (crayons or markers
may also be used)
T: We are going to talk about another type of shape today. Look at the shape on the
board. Use your math words to tell about it. (Place an exemplar rectangle on the
board.)
S: It has four corners.  It has four sides.  The sides are all straight.
T: This shape is called a rectangle. (Write Rectangle on
board, and affix the shape beneath it.)
NOTES ON
T: (Place another rectangle on the board.) Tell about this
MULTIPLE MEANS
shape.
OF REPRESENTATION:
S: It has four straight sides and four corners. It is a
For English language learners, connect
rectangle, too.
the key vocabulary of the lesson
T: Hmmm. I wonder if we will have another pattern (straight, sides, corners) with pictures
MP.7 today. Let’s put this over by the other rectangle. How that represent the meaning of these
about this shape? (Place a square on the board.) terms.
S: It has four corners and four sides. All the sides look the
same.
T: So, this is a rectangle, too? (Yes.) This special rectangle, in which all the sides are the same length,
is called a…
S: Square!
T: How about this one? (Affix to board.) Is this a rectangle? It has straight sides and four
corners.
S: No! It’s not a rectangle!  The corners don’t look right.
T: What do the corners look like in a rectangle?


S: They need to be L-shaped.

T: Let’s put this over here, then. It is not a rectangle. (Write Not a Rectangle on the board, and affix
the shape beneath it.)
As you did with the triangles yesterday, continue to sort the rest
of the shapes with the students. Be sure to place the shapes in
NOTES ON
a variety of orientations. Guide them to point out pertinent
MULTIPLE MEANS
attributes of variants, distractors, and non-examples.
Encourage them to insist that any rectangles have four straight OF ENGAGEMENT:
sides and four right angles and are closed shapes. Challenge your students working above
grade level by asking them to squeeze
T: You have learned many rules about rectangles today! their Wikki Stix rectangles (making a
Now, make some rectangles of your own. Use these parallelogram), and have them decide
Wikki Stix for the sides, and use the special dots on this whether the new shape is a rectangle or
paper to keep your sides straight. Use the rectangles not.
you sorted on the board for your models.
Pass out materials, and allow time for construction and discussion. Circulate to ensure accuracy. If Wikki Stix
are not available, students can use crayons or markers to connect the dots in their shape construction.
T: Great work! When you take these home after school, see if you notice any rectangles like these on
the way!

In this Problem Set, we suggest all students begin by
putting an X on all the shapes that are not rectangles and
possibly leave the coloring to the end if they still have
time.

of rectangles into categories using variants and non-
examples. Identify shapes as rectangles.
lesson.


 How did the Application Problem connect to today’s lesson?
 Count how many rectangles you colored. Did your partner color that same number?
 Did you color the same rectangles as your partner?
 Explain to your partner how you knew the objects you colored were rectangles.
 What do you look for in a rectangle?
 What shape did you draw with four sides? Can you draw more than one shape with four sides?
 How are rectangles and triangles the same and different?
 Why is a square a special kind of rectangle?


Name Date
Find the rectangles, and color them red. Put an X on shapes that are not
rectangles.
Draw some rectangles.


Name Date
Color all the rectangles red. Color all the triangles green.
On the back of your paper, draw 2 rectangles and 3 triangles.
How many shapes did you draw? Put your answer in the circle.


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Fluency Template K 2
shapes


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Template 1 K 2
shapes


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 3 Template 2 K 2
dot paper


Lesson 4
Objective: Explain decisions about classifications of hexagons and circles,
and identify them by name. Make observations using variants and
non-examples.

 Rectangle or Not K.G.2 (3 minutes)

 Make a Shape K.G.4 (4 minutes)
Rectangle or Not (3 minutes)

Materials: (T) Paper shapes of the same color in varying sizes, a wide range of exemplars, non-examples, and
variants (Fluency Template)
Note: This is a preparatory fluency activity intended to review the previous lesson’s work with rectangles and
prepare students to name and identify hexagons and circles in a similar manner.
This is similar to Lesson 3, but with rectangles.
Identify shapes as rectangles or not rectangles, from simple to complex, by starting with the exemplar of each
shape, then the non-examples, and then the variants.
Make a Shape (4 minutes)

Note: This activity is repeated with a new shape, allowing students to focus on the new component, the
hexagon, rather than the logistics of the activity itself.
Conduct the activity as outlined in Lesson 2, but this time include hexagons without naming.
Lesson 4: Explain decisions about classifications of hexagons and circles, and

identify them by name. Make observations using variants and non-
examples.
45

Note: This maintenance activity supports efficiency in counting objects in varied configurations.
Conduct the activity as outlined in Lesson 2, but with 7. Allow students to share their strategies for making
groups quickly.
Using only triangles and rectangles, design a rocket ship on your paper. Trade rocket ships with your partner.
Count how many triangles and rectangles you see in his picture. Did you use the same number of each
shape?
Note: This problem is designed as a review exercise prior to the introduction and definition of two new
shapes in today’s lesson.
Preparation: While many objects in classrooms have a circular shape, hexagons in the classroom environment
usually must be engineered. Strategically place several cutout or outlined shapes of regular and irregular
hexagons around the room prior to the lesson. You may wish to include a few different hexagons constructed
on geoboards or on dot paper.
Create outlines of geometric figures on paper to be affixed to the board during the lesson. Shapes should
include, but not be limited to, those illustrated below:
Materials: (T) Paper shapes (Template) (S) Clipboard with paper and pencil, real or toy magnifying glass (if
available)
T: We have talked about triangles, rectangles, and squares, and you have made many of these
yourselves. Here are some new shapes for you to look at today.
Sort shape outlines to make a group of hexagons and then circles in the same manner as in Lessons 2 and 3.
As in previous lessons, begin the discussion with exemplar shapes to guide the students as they discover each
shape’s defining characteristics. As sorting continues, guide them to realize that a hexagon is a closed flat
shape with six straight sides and that a circle is a flat, closed, curved shape with no straight sides.

examples.
46

Note: Students can become frustrated as they attempt to articulate the difference between a circle and an
oval. Though they may not be able to describe the concept of equidistance from a center, they can tell you
that if they had a race car, they would rather have wheels in the shape of a circle than in the shape of an oval.
“Circles can roll better!” “They are not squished!”
T: We are going to have another detective hunt today.
You and your partner will search for these shapes in
A NOTE ON
the classroom. Use your clipboards and detective
MP.1 MULTIPLE MEANS
equipment, and draw any circles and hexagons that are
hiding! (Allow students to investigate for five minutes OF REPRESENTATION:
before they return to their seats.) Once the vocabulary words hexagon
and circle have been introduced, post
T: Would anyone like to show and share one of the circles
these on the word wall with a visual of
or hexagons they found in the classroom today? How
a circle and many different examples of
is your circle or hexagon different from the other hexagons.
shapes we’ve learned? (Allow time for sharing and
discussion.)

Since hexagons and circles are the focus of this lesson,
have students first identify one of the two shapes and
then the other.

of hexagons and circles, and identify them by name. Make
observations using variants and non-examples.
addressed in the Debrief. Guide students in a conversation
to debrief the Problem Set and process the lesson.
Any combination of the questions below may be used to lead the discussion
 Did you color the same hexagons and circles as your partner?
 Explain to your partner how you knew the objects you colored were hexagons or circles.

examples.
47

 Count how many circles and hexagons you colored. Did your partner color that same number?
 Which shape is more like a circle, a square or a hexagon with equal sides? If there were more and
more equal sides to our shape, could it look more and more like a circle?

examples.
48

Name Date
Find the circles, and color them green. Find the hexagons, and color them
yellow. Put an X on shapes that are not hexagons or circles.
Draw hexagons and circles.

examples.
49

Name________________________ Date____________________
Color the triangles blue.
Color the rectangles red.
Color the circles green.
Color the hexagons yellow.
On the back of your paper, draw 2 triangles and 1 hexagon.
How many shapes did you draw? ______

examples.
50

paper shapes

examples.
51

paper shapes

examples.
52

Lesson 5
Objective: Describe and communicate positions of all flat shapes using the


 Groups of Shapes K.G.2 (5 minutes)
 Peek-a-Boo Shapes K.G.2 (3 minutes)
Groups of Shapes (5 minutes)

Materials: (T) Signs with pictures of shapes to indicate where to form each group (Fluency Template 1)
(S) Paper cutouts of triangles, rectangles, squares, hexagons, and circles (variety of sizes, include
exemplars, non-examples, and variants) (Fluency Template 2)
Note: In this fluency activity, students bring together their insights from Lessons 1–4 to form groups, each
defined by a shape. This allows teachers to also use shapes as part of their classroom management
techniques, which will further embed geometry into the classroom culture.
T: Choose a shape, and then meet me at the rug.
T: Look at your shape. Raise your hand if you know the name of your shape. When I give the signal,
whisper the name of your shape to yourself. Ready?
T: Look around the room. Do you see signs with pictures of shapes?
S: Yes.
T: Do you see your shape?
S: Yes.
T: When I start the music, I want you to calmly walk to the sign that has the same shape as yours.
T: When I point to your group, say the name of your shape. (Point to the group of triangles.)
S: Triangles.
Continue identifying the remaining groups, and then call students back to the rug to trade for a new shape.
Circulate to see which students struggle with this task. Support them by having them identify the attributes
of their shape and compare it to the shapes pictured on the signs.
Lesson 5: Describe and communicate positions of all flat shapes using the words
above, below, beside, in front of, next to, and behind. 53

Peek-a-Boo Shapes (3 minutes)

Materials: (T) Paper cutouts of triangles, rectangles, squares, hexagons, and circles (variety of sizes, include
exemplars, non-examples, and variants), pictures of real-world objects that are flat shapes
(Fluency Template 3)
Note: With the teacher hiding the shapes, students get accustomed to visualizing, a skill they will be applying
to numbers, for example, with dot cards. This is an imperative step in developing number sense. It is a
significant moment when students realize they can make a mental picture of something.
One shape at a time, show students each shape briefly. Then, take the shape out of view. Remind students
beforehand that they are to use the listen, think, raise your hand, wait for the snap procedure to name the
shape in choral response. Start with easy shapes to build confidence, and then steadily increase the level of
difficulty.
Note: This fluency activity helps students gain efficiency in counting objects in varied configurations.
groups quickly.
Work with your partner. Stand somewhere in the classroom so that you are facing a wall, but your partner is
facing the other way. Tell your partner several things that you think are behind you in the room. Have him
look to see if you are right. When you are done, switch places with your partner.
Note: Behind is a preposition with which most children are very familiar. Introducing newer directional
concepts with this familiar word sets the stage for learning in the lesson today.
Materials: (S) Scissors, glue, paper bag containing cutouts of various shapes (two non-identical shapes of
each type, including triangles, rectangles, circles, hexagons, and squares) (Template)
The following are suggestions:

T: You have new mystery bags! Carefully shake your

shapes onto your desk. Work with your partner, and
NOTES ON
say the name of each shape.
MULTIPLE MEANS
S: (Sort out and arrange shapes.)
OF ACTION AND
T: (Allow time for sharing and discussion.) Let’s play EXPRESSION:
Simon Says! I will describe a shape to you. If I say English language learners are more
“Simon says!” find the shape, hold it up, and freeze. successful in following Simon Says
Then, listen carefully while I describe a new shape. directions if shown concrete visual
Find the new shape only if I say “Simon says!” If I examples with the directions. For
don’t, stay frozen. example, say, “Hold up a shape that
has four corners,” while pointing to a
T: Simon says hold up a shape that has four corners. picture of a corner.
Simon says hold up a shape that has no straight sides.
MP.6 Simon says hold up a shape that has one more than
five sides. Hold up a shape that has four sides that are
exactly the same.
S: You didn’t say “Simon says!” NOTES ON
T: (Continue several times until students show fluency in MULTIPLE MEANS
identifying the correct shapes.) OF REPRESENTATION:
T: Now, put all of your shapes in a row on the top of your Support students who struggle by
desk. We are going to play our game a different way. partnering key words such as next to,
below, above, and below with modeling
I am going to ask you to arrange your shapes in certain
the actions for them.
ways. Listen carefully, and don’t forget to listen for
“Simon says!”
T: Simon says put a shape with one less than four
sides in the middle of your desk. Simon says put
a shape made with a curved line beside that
shape. Simon says put a shape with only one
L-corner next to the shape with a curved line.
Put a shape with six corners next to that shape.
I didn’t say “Simon says!” (Play several more
times.)
T: Simon says put a curved shape below your chair.
Simon says hold your square above your head.
Simon says hold it behind your friend. Put a
square in front of you!
S: You didn’t say “Simon says!”
T: Put your shapes in the bag. We are going to
practice more words like below, above, and
beside in our Problem Set.


Students should do their personal best to complete the Problem Set within the allotted time.
In this Problem Set, students should begin by cutting out the shapes and lining them next to the duck sheet.
Note: Students will not use all cutout shapes in the Problem Set.
Read the directions for the Problem Set, and then circulate as students work to see if they have mastered the
names of the shapes.
 Find the shape with four straight sides that are exactly the same. Color it blue. Glue the shape
above the duck.
 Find the shape with no corners. Color it yellow. Glue the shape behind the duck.
 Find the shape with three straight sides. Color it green. Glue the shape below the duck.
 Find the shape with four sides. Two sides are long and the same length, and two sides are short and
the same length. Color it red. Glue the shape
beside the circle.
 Find the shape with six corners. Color it orange. Glue the shape in front of the duck.
 Find the shape with curves and corners. Color it purple. Glue the shape next to the square.
Lesson Objective: Describe and communicate positions of all flat shapes using the words above, below,
Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a conversation to debrief the Problem Set and process the
lesson.
 How did you place each object on your paper? Go through each direction (above, below, in front of,
next to, and behind), and compare where students put their objects on their paper.
 Compare with your partner. Did you put your shapes in the same place as your partner?
 What shapes do you see on your paper? How did you know they were those shapes?

Name Date
Cut out all of the shapes, and put them next to your paper with the duck.
Listen to the directions, and glue the objects onto your paper.

Name Date

Name Date
 Behind the elephant, draw a shape with 4 straight sides that are
exactly the same length. Color it blue.
 Above the elephant, draw a shape with no corners. Color it yellow.
 In front of the elephant, draw a shape with 3 straight sides. Color
it green.
 Below the elephant, draw a shape with 4 sides, 2 long and 2 short.
Color it red.
 Below the elephant, draw a shape with 6 corners. Color it orange.
On the back of your paper, draw 1 hexagon and 4 triangles.

How many shapes did you draw? Put your answer in the circle.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 5 Fluency Template 1 K 2
triangle
rectangle
signs

square
hexagon
signs

circle
signs

shapes

shapes

shapes

K
GRADE
Topic B
Three-Dimensional Solid Shapes
K.G.1, K.G.2, K.G.4, K.MD.3
Focus Standards: K.G.1 Describe objects in the environment using names of shapes, and describe the relative
and next to.
equal length).
The lessons of Topic B replicate concepts taught in Topic A but with solid shapes. Lesson 6 begins with
students finding solid shapes in their environment. They might find bottles of paint, tissue boxes, balls, or
crayons and describe these objects to their neighbor using informal language. “My ball is round, and it
bounces!” “This tissue box has a lot of pointy corners.” Some students might even use the flat shape
vocabulary they learned in Topic A to describe their solid shape. “There are a lot of rectangles on my tissue
box, too.”
In Lesson 7, students learn the names of the solid shapes and focus on their attributes. They are asked to
explain their thinking as they classify the solid shapes into categories. “I’m putting the cube and rectangular
prism together because they have six sides.” “The sphere and cylinder roll. They should go together.” Lesson
8 guides the students to use their new solid shape lexicon to communicate the position of solid shapes to
each other. Students identify, name, and position shapes relative to each other.
Topic B: Three-Dimensional Solid Shapes

66

NYS COMMON CORE MATHEMATICS CURRICULUM Topic B K•2
A Teaching Sequence Toward Mastery of Three-Dimensional Solid Shapes

Objective 1: Find and describe solid shapes using informal language without naming.
(Lesson 6)
Objective 2: Explain decisions about classification of solid shapes into categories. Name the solid
shapes.
(Lesson 7)
Objective 3: Describe and communicate positions of all solid shapes using the words above, below,
(Lesson 8)

67

Lesson 6
Objective: Find and describe solid shapes using informal language without
naming.

 Beep Number K.CC.4a (4 minutes)

 Hide and See 5 K.OA.2 (4 minutes)
 Take Apart Groups of Circles K.OA.1 (4 minutes)
Beep Number (4 minutes)

Note: This fluency activity ensures that students gain flexibility with number order in both directions on the
number line.
Materials: (T) Personal white board (optional) (S) Number path (Fluency Template) (optional)
T: Let’s play Beep Number! Listen carefully while I count. Instead of saying a number, I’ll say beep.
You can touch each number on your number path as I say it. When you know what the beep number
is, raise your hand. 5, beep, 7. (Wait until all hands are raised, and then give the signal.)
S: 6.
T: (Turn over the personal board to reveal the number 6 so that students can verify that their answer
was correct.)
T: 7, beep, 5. (Wait until all hands are raised, and then give the signal.)
S: 6.
T: (Turn over the personal board to reveal the number 6.)
Continue in a thoughtful sequence, intermingling counting up and counting down. Return to a simpler
sequence if students have difficulty.
The teacher’s use of the personal white board is optional, but it can increase engagement as students
perceive the number as secret. Initially, students may rely heavily on the number path in order to determine
the missing number. Challenge students to solve mentally when they are ready.
Lesson 6: Find and describe solid shapes using informal language without
naming. 68

Hide and See 5 (4 minutes)

Materials: (S) 5 linking cubes, personal white board
Note: In this activity, students’ understanding of the conservation of a number develops into part to whole
thinking at the concrete level, anticipating the work of Module 4 (number bonds, addition, and subtraction).
T: Touch and count your cubes.
S: 1, 2, 3, 4, 5.
T: Hide 2 behind your back. How many can you see?
S: 3.
T: Put them back together. How many cubes do you have?
S: 5.
T: Hide 1 behind your back. How many can you see?
S: 4.
T: Put them back together. How many cubes do you have?
S: 5.
Variation: As students put the cubes together, they can write the expressions on their personal white boards.
Challenge students to list all possible combinations.
Take Apart Groups of Circles (4 minutes)

Materials: (S) Personal white board
Note: In order to meet the goal of adding and subtracting fluently within 5, students need to begin practicing
early and regularly.
T: Draw three circles on your board. (Wait for students to do this.) Put an X on two of them. How
many circles have an X?
S: 2.
T: How many circles do not have an X?
S: 1.
T: How many circles are on your board?
S: 3.
T: Raise your hand when you can say the number sentence starting with 2. (Wait for all students to
raise their hands, and then signal.) Ready?
S: 2 and 1 make 3.
T: Very good. Let’s go a little faster now. Erase. Draw four circles on your board. (Wait for students to
do this.) Put an X on three of them. (Wait.) How many do not have an X?
S: 1.
T: Raise your hand when you can say the number sentence starting with 3. (Wait for all students to
raise their hands, and then signal.) Ready?
S: 3 and 1 make 4.
Continue working through problems within 5. Alternatively, students can write the equation when 3 is the
total and the expressions when 4 or 5 is the total.
naming. 69

Have students work with a partner. Give each set of students a small ball and a cube.
We are going to do a test. Take turns with your partner. Roll the ball back and forth between you a few
times. Watch the ball carefully as it rolls. Now, try to roll the block between you. Talk to your partner about
what happens. Why do you think the objects behave so differently? What would be the best way to get the
block to your partner? Why don’t cups that have a circle on the bottom roll off the table?
Note: This Application Problem requires students to start thinking about the differences between balls and
cubes in preparation for today’s lesson.
Preparation: As with the hexagons, prior to the lesson, strategically place some extra examples of the
geometric solids around the classroom if they are not already present. Suggestions include party hats, cans,
snow cone cups, drums, and boxes.
Materials: (S) 1 bag containing a set of geometric solids per student pair (solids should include a cone, a
cylinder, a cube, and a sphere), clipboard, paper, pencil, real or toy magnifying glass (if available)
T: I have something new for you to explore today! You

will be working with your partner. Please take
NOTES ON
everything out of your bag. I will give you a few
minutes to look and talk with your partner about what MULTIPLE MEANS
you notice. OF REPRESENTATION:
S: (Allow three minutes for free exploration and To help English language learners,
introduce key vocabulary like flat, solid,
discussion time.)
edges, corners, sides, points, curves,
T: Place your things on your desk. Stand up and look and solids days before you teach the
down at them as though you were a bird. What do you lesson. Post these terms on the word
notice? wall with visuals or a concrete example
S: From up here, this one looks like a square!  This one of each.
looks like a circle.  From here, these two look alike.
T: Now, pretend that you are an ant. Bend down and look from eye level across the top of your desk.
When we did this with your flat shapes, you said you couldn’t see them anymore. What happens
this time?
S: They stick up!  Now, I see a triangle.  They are not flat.
T: You’re right. They are not flat. We call these solids. Find the solid that looks like this. (Hold up the
sphere.) Tell me about this solid.
S: It looks like a ball.  It is round.
naming. 70

T: (Hold up the cube.) Look at this solid. Find the one

that looks like it on your desk. How is it different?
(Continue examining the solids until students have had NOTES ON
MP.6 a chance to describe them all. Encourage the students MULTIPLE MEANS
to use language such as edges, corners, sides, points, OF REPRESENTATION:
and curves in their discussion.) Students working below grade level
T: Put your shapes back in the bag. Take out your may experience difficulty with the
sorting activity. To assist them, use
detective materials. You and your partner are going to
interactive technology such as the one
hunt for these shapes around our classroom. When
found at
you find one, draw it on your paper. (Allow students http://www.brainpopjr.com/math/geo
five minutes to identify some of the solids in the metry/solidshapes/search/, where they
environment.) are challenged to sort solids and two-
T: Please return to your seats. Would anyone like to dimensional shapes.
show and share about what they found? (Allow time
for discussion and sharing.) We will find some more
solids in our Problem Set.

Note: If students finish early, have them draw solid
shapes that they see around them.
Lesson Objective: Find and describe solid shapes using

informal language without naming.
Set. They should check work by comparing answers
with a partner before going over answers as a class.
Look for misconceptions or misunderstandings that can
be addressed in the Debrief. Guide students in a
conversation to debrief the Problem Set and process
the lesson.
 What solids did you match that were curved? What solids did you match that were not curved?
 Which shapes were the hardest to match? Why?
 Explain to your partner what you drew on the back of your paper. Can you think of other objects
around you that are these solid shapes? Have a volunteer or two share their drawings.
naming. 71

 What new (or significant) math vocabulary did we use today to communicate precisely? How can
you tell about each solid without using the solid’s name?
naming. 72

Name Date
Match these objects and solids by drawing a line with your ruler from the
object to the solid.
On the back of the paper, draw solid shapes that you see in the classroom.
naming. 73

Name Date
Find things in your house or in a magazine that look like these solids. Draw
the solids or cut out and paste pictures from a magazine.
naming. 74

1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
1 2 3 4 5 6 7 8 9 10
number path
naming. 75

Lesson 7
Objective: Explain decisions about classification of solid shapes into
categories. Name the solid shapes.

 Show Me Shapes K.G.2 (4 minutes)

 Making 5 with 5-Group Mats K.OA.1 (5 minutes)
Show Me Shapes (4 minutes)

Materials: (S) Assortment of solid shapes, possibly a mixture of everyday objects and wooden or plastic solid
shapes
Note: In this activity, students continue to analyze solid shapes to gain fluency with recognizing attributes
and using geometric vocabulary.
Scatter the solid shapes and objects onto the students’ tables or in the center of the rug.
T: Look at the shapes that are on the rug. I will ask you to find a certain kind of shape. When you find
it, hold it up. Ready? Show me shapes that have points.
S: (Hold up cubes and cones.)
T: Yes. Put them back on the rug, and listen to what I want you to find next. Show me shapes that
have no points.
S: (Hold up spheres.)
T: Yes. Now, show me shapes that have a curve.
S: (Hold up spheres, cones, and cylinders.)
Continue having students test each other so they practice the vocabulary.
Lesson 7: Explain decisions about classification of solid shapes into categories.

Name the solid shapes. 76

Making 5 with 5-Group Mats (5 minutes)

Materials: (S) 5-group mats (Lesson 1 Fluency Template 1), 5 linking cubes
Note: In this activity, students work toward fluency with numbers within 5.
Conduct the activity as outlined in Lesson 1, but now have students rotate their mats so that they work with
5-groups in the vertical orientation.

Note: Students’ facility with their hands lays the foundation for the use of the number line.
Conduct the activity as outlined in Lesson 1, but now continue to 10. Consider showing the cards in the
vertical orientation so that students can gain flexibility in locating the 5-group.
Materials: (S) Small piece of modeling clay

NOTES ON
Think about the solids you investigated yesterday. Now, listen MULTIPLE MEANS
to the riddle, and make this mystery solid with your clay: I am a OF ACTION AND
solid that can roll. I don’t have any corners. I have zero edges. EXPRESSION:
Make me! As the vocabulary terms cone, face,
cube, corners, and edges come up in
When you are done, show the solid to your friend. Do your the lesson, the teacher can use
solids look alike? gestures like touching her face and
Note: The purpose of this problem is to remind students of the then the face of the solid while saying
the word face in order to enrich English
vocabulary used in yesterday’s lesson. They need to focus on
language learners’ experience and
descriptions of this type in today’s lesson. It also gives
make it easier for them to access the
kinesthetic learners a chance to manipulate the clay. content of the lesson.
Materials: (S) Set of geometric solids including a cube, sphere, cone, and cylinder per student pair; paper
and colored pencils; small smiley face stickers
Note: In the context of polyhedra, faces must be polygonal. However, in more general contexts, a face may
be circular (such as the base of a right circular cylinder) or even irregular. It is this more inclusive
interpretation of face that is used in this Kindergarten module.
T: Take your solids out of your bag. We are going to look at them carefully to see if any of them have
things in common. If they do, we can sort them. Does anyone have any ideas?
S: This one rolls, but these two don’t.  These both have flat sides.  These have pointy parts.


T: I hear some good ideas! We will try some of them. (Hold up a cone.) This solid is called a cone.
What do you notice about this solid?
S: It is flat on the bottom.  There is a circle on the bottom.
T: The circle, the flat part of the cone, is called a face. Take a smiley sticker and put it on the face of the
cone. Do you have other solids that have faces?
S: This one! (Hold up a cube.)
T: Yes, that solid has many faces! It is called a cube. Put a smiley sticker on each face of the cube. How
many faces does it have? (Continue to hold up the solids and mark the faces, counting the faces of
each. Introduce the students to the names of each of the solids.)
MP.7
T: Can we sort our solids into groups of those with a face and those without?
S: Yes! (Sort the solids. Name the sphere and cylinder.)
Guide children to sort solids several times by other criteria, for example, those that roll and those that only
slide, those that can stack and those that cannot, those that have corners, those that have edges, those that
look like circles from above, and so on. While monitoring students as they sort, use and encourage correct
vocabulary to reinforce learning.
T: Which of your solids has the most faces?
S: The cube. NOTES ON
T: Put your cube on one of its faces onto your piece of MULTIPLE MEANS
paper. Use your favorite colored pencil to trace OF ACTION AND
around the solid. Now, lift your solid. What do you EXPRESSION:
see underneath?
Facilitate struggling students’ talk by
S: A square. providing them with various sentence
T: The face of the cube is a flat square. I wonder what frames such as, “These two solids are
would happen if you traced the face of your cone? the same because they have…” and,
(Allow students to try.) “This one rolls, but this one just….”
Encourage them to use the names of
S: It makes a circle. the solids.
T: Should we trace a face of the cylinder?
S: Yes! It makes a circle, too.
T: Trace the faces of any of your objects to make shape designs on your paper. (Allow time for tracing
and discussion.)
T: Put your solids away. Would anyone like to share their Trace the Face picture, and tell us how the
shapes are the same and how they are different?



Lesson Objective: Explain decisions about classification

of solid shapes into categories. Name the solid shapes.
the lesson.
 Which objects did you circle that were
cylinders? (Cubes, cones, and spheres.)
 What did you need to remember when you
were finding the cylinders to circle? (Cubes,
cones, and spheres.) Did anyone think of
something else?
 What new (or significant) math vocabulary did
we use today to communicate precisely?
(Emphasize faces, corners, and edges.)
 How can you tell about each shape without using the shape’s name?
 What were some different ways we sorted our shapes?


Name Date
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.


Name Date
Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.
These have corners. These do not have corners.
Cut the other set of solid shapes, and make a rule for how you sorted
them. Paste onto the chart.




Lesson 8
Objective: Describe and communicate positions of all solid shapes using
the words above, below, beside, in front of, next to, and behind.

 Position Words Game K.G.1 (4 minutes)

 Show Me Shapes K.G.2 (4 minutes)
 Rekenrek Roller Coaster K.CC.4a (4 minutes)
Position Words Game (4 minutes)

Note: As students work with position words, they are analyzing their world and their relationship to that
world in space. This leads to insights about measurement and distance.
Call students to the rug with their partners. Use position words such as above, below, beside, in front of, next
to, and behind to give directions for activities to do with a partner. For example, “Partner A, put your hand
above Partner B’s head. Stand beside your partner. Partner B, stand in front of Partner A.”
The benefit of partner work is that they check and correct each other and, in the process, explain their
thinking.
Show Me Shapes (4 minutes)

Note: Now that students have had the chance to really study the attributes of shapes, they should visualize
each shape as they say the name of it.
Conduct the activity as outlined in Lesson 7, but now use the names of solid shapes.
words above, below, beside, in front of, next to, and behind. 83

Rekenrek Roller Coaster (4 minutes)

Materials: (T) 20 Rekenrek
Note: As students gain deeper understanding of the numbers in relationship to 5, the Rekenrek allows them
to start building a relationship to 10 ones, as outlined in Kindergarten Module 1 Lesson 23.
T: Let’s practice counting with the Rekenrek. (Show students the 20 Rekenrek with the side panel
attached.) Say how many you see. (Slide the balls you want the students to count completely to one
side.)
Direct the students to gradually raise their hands as the numbers increase and to lower their hands as the
numbers decrease, mimicking the motion of a roller coaster. A suggested sequence is counting up, counting
down, and then in short sequences, 1, 2, 3, 2, 3, 4, 3, 4, 5, 4, 3, etc. Gradually build up to 10.
Be careful not to mouth the number words or count along with the students. Listen carefully for hesitations
or errors, and return to a simpler sequence if necessary. If students demonstrate mastery, consider
introducing the 5-group orientation (e.g., 6 as 5 red beads on top and 1 red bead on the bottom).
Materials: (S) Small ball of clay
Make a sphere with your ball of clay. Make your ball into a cylinder. Make your cylinder into a cube. Make
your cube into a cone. Put your cone next to your partner’s. Partner A, put your cone above Partner B’s.
Note: This Application Problem reviews vocabulary from yesterday’s lesson and bridges to the work of
positioning solids in today’s lesson.
Materials: (T) Set of geometric solids in a paper bag; set of flash cards in a paper bag showing the words
above, beside, below, in front of, next to, and behind (S) Set of geometric solids per pair
T: We are going to play a math game today called Guess

What I Am. I’m going to call on a lot of volunteers, so
be ready to be mathematicians! I have two bags in NOTES ON
front of me. Who can guess what is in my bags? MULTIPLE MEANS
(Shake bags and elicit guesses from students.) OF REPRESENTATION:
T: Student A, please come up to help me. I want you to English language learners are able to
put your hand in this bag and find one of the objects, participate better if the flash cards
but don’t look at it! See if you can guess what it is just have a visual illustrating what beside,
above, in front of, next to, and behind
MP.3 by feeling it. Here is a hint: It is something that we
mean. This type of multiple
looked at yesterday. (Allow student to locate one of
representation helps them learn these
the solids in the bag.) Tell us about it. terms more quickly.
S: It feels smooth and round. It is a sphere!

T: Take it out of the bag. Is he right? (Yes.) Find your spheres, and put them on your desks. (Allow
time for pairs of students to put their spheres on their desks.)
T: Student B, would you help me next? Find something in the bag, and see if you can tell us what it is
without looking. What do you feel?
S: I feel something with lots of corners. It has lots of flat
sides. It is a cube!
NOTES ON
T: Is he right? (Yes!) Now, Student B, take a card out of MULTIPLE MEANS
the other bag. (Student selects a card.) This card says OF ENGAGEMENT:
MP.3 beside. Find a cube in your bag, and put it beside your
Challenge students working above
sphere. Student C, it’s your turn!
grade level by handing them interesting
S: I feel something that is flat on one side and pointy on images and getting them to analyze
the other. It has one face. It is a cone. (Student takes them from shape and position with a
it out of the bag.) I’m right! partner. Have them present their
T: Now, choose a card. (Student selects a card.) The card insights in the Debrief.
says above. Find your cones, and put them above the
cube. Look! You made a building!
Play the game at a fast pace for several minutes or until all students have had a turn to identify a solid by
touch. Put solids or cards back in the bags as often as necessary to continue the exercise. If the combinations
create impossible situations, such as put the sphere above the cone, ask students what positional word could
be used instead.
T: Now, arrange the solids on your desk. You will play a similar game with your partner, but in a
different way. Tell your partner, “I am the solid that is next to the cube. What am I?” When your
partner guesses the solid correctly, it will be his turn to give you a riddle. (Allow students time to
practice using the words of position and identifying the solids.)
T: Put your solids away in your bag. Put your bag in front of you. I will put your Problems Sets beside
them.

Note: To extend this activity, the teacher could copy a second set of shapes and use these clues.
 Paste the shape with no faces above the train.
 Paste the shape with many faces behind the train.
 Paste the shape with two faces in front of the train.
 Paste the shape with one point below the train.

Lesson Objective: Describe and communicate positions

of all solid shapes using the words above, below, beside,
in front of, next to, and behind.
the lesson.
 What new (or significant) math vocabulary did
we use today to communicate precisely?
 Where did you place each solid on your paper?
(Go through each direction, and compare where students put their shapes on their paper.)
 Were there important words you needed to know to complete this Problem Set?
 Compare with your partner. Did you put your shapes in the same place as your partner?
 What shapes do you see on your paper?

Name Date

Directions: Read to students.
Paste the sphere above the train.

Paste the cube behind the train.
Paste the cylinder in front of the train.
Paste the cone below the train.
Provide one strip

for every student.

Name Date
Tell someone at home the names of each solid shape.
Sphere Cylinder Cone Cube
Color the car beside the stop sign green.
Circle the next car with blue.
Color the car behind the circled car red.
Draw a road below the cars.
Draw a policeman in front of the cars.
Draw a sun above the cars.

K
GRADE
Topic C
Two-Dimensional and Three-
Dimensional Shapes
K.MD.3, K.G.3, K.G.4, K.G.1, K.G.2
Focus Standards: K.MD.3 Classify objects into given categories: count the numbers of objects in each category
and sort the categories by count.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional
(“solid”).
equal length).
Topic C closes the module with discrimination between flats and solids. In Lesson 9, students identify and
sort flat and solid shapes. The goal of this lesson is to focus each student’s attention on the attributes of a
flat or solid shape instead of trusting how it looks. The students learn to sort shapes and explain the reason
for their groupings.
Young children might group the first and third shapes because “they look like triangles” but not the second
shape because “it doesn’t look like other triangles.” This module closes in Lesson 10 with a culminating task
that begins by asking students to distinguish between variants, non-examples, and examples of flat shapes.
The task continues as students relate the flat shapes to solid shapes as they create a solid and flat shape
display.
Topic C: Two-Dimensional and Three-Dimensional Shapes

90

NYS COMMON CORE MATHEMATICS CURRICULUM Topic C K•2
A Teaching Sequence Toward Mastery of Two-Dimensional and Three-Dimensional Shapes

Objective 1: Identify and sort shapes as two-dimensional or three-dimensional, and recognize two-
dimensional and three-dimensional shapes in different orientations and sizes.
(Lesson 9)
Objective 2: Culminating task—collaborative groups create displays of different flat shapes with
examples, non-examples, and a corresponding solid shape.
(Lesson 10)

91

Lesson 9
Objective: Identify and sort shapes as two-dimensional or
three-dimensional, and recognize two-dimensional and three-dimensional
shapes in different orientations and sizes.

 Groups of Shapes (Solid Shapes) K.G.2 (3 minutes)

 Hide and See 5 K.OA.2 (4 minutes)
Groups of Shapes (Solid Shapes) (3 minutes)

NOTES ON
Note: Kinesthetic learners benefit greatly from getting up and
MULTIPLE MEANS
moving in this fluency activity. As they move, they are analyzing
and are encouraged to talk about how they know where to go. OF ACTION AND
EXPRESSION:
Materials: (T) Signs with pictures of shapes to indicate where
Challenge students working above
to form each group (S) Assortment of real-world grade level by asking them to draw two
objects and wooden or plastic solid shapes or more shapes and to construct solids
that match faces of their shapes. Pair
Conduct the activity as described in Lesson 5, but with solid them up, and ask them to challenge
shapes. each other with shapes they have not
drawn.
Note: This fluency activity helps students gain efficiency in counting objects in varied configurations.
groups quickly.
Lesson 9: Identify and sort shapes as two-dimensional or three-dimensional, and

recognize two-dimensional and three-dimensional shapes in different
orientations and sizes.
92

Hide and See 5 (4 minutes)

Materials: (S) 5 linking cubes, personal white board
Note: In this fluency activity, students’ understanding of the conservation of a number develops into part to
whole thinking at the concrete level, anticipating the work of Module 4 (number bonds, addition, and
subtraction).
Conduct the activity as described in Lesson 6. Challenge students to list all possible combinations.
Materials: (S) Small piece of paper, pencil, ball of clay
Draw one of the shapes that we have talked about this week. Can you make a solid with your clay that has
the shape you drew as one of its faces? Share your work with your partner when you are done.
Note: In addition to serving as a review, this Application Problem requires students to think about the
connections among flat shapes and solids in preparation for today’s Concept Development.
Materials: (S) Cutouts from earlier in the week, including triangles, circles, rectangles, squares, and
hexagons; bag of solids including a sphere, a cylinder, a cone, and a cube (Lesson 5 Template)
T: Take out all of your flat shapes and all of your solids,
and arrange them in front of you.
NOTES ON
T: I see a lot of things on your desk! Stand up and look at MULTIPLE MEANS
your things as though you were a bird. What do you
OF ACTION AND
see?
EXPRESSION:
S: I see flat things and solids that look like circles!  I see
Students working below grade level
squares. may experience difficulty with the
T: Now, bend down and look across your desk as though sorting activity. To assist them, use
you were an ant. What do you notice? interactive technology to sort triangles
S: We can only see the solid shapes.  We can’t see the such as the one found at
http://www.coppschool.lancsngfl.ac.uk
flat shapes now.
/Classwork/Classwork/flashaids/venn_
T: Do you think we could sort all of the things on your diagram.swf and the more complex
desk? Take a few minutes to look at all of your objects task of sorting shapes such as the one
and think about what things they might have in found at
common. (Allow time for thought and experimenting.) http://www.coppschool.lancsngfl.ac.uk
T: Does anyone have a sorting rule for us to try? /Classwork/Classwork/flashaids/carroll
_diagram.swf. This kind of practice
S: We could put all of the things with curves over here helps students improve their ability to
and the things that are all straight over here. recognize similarities and differences.

93

T: Good! Let’s try. (Allow time for sorting; circulate to ensure accuracy.) Show your groups to your
partner. Do your groups look alike? (Allow time for discussion.)
T: Did anyone think of a different rule for sorting?
S: Shapes that roll and shapes that don’t.  Shapes that are flat and shapes that are solid.
 Shapes with edges and shapes without edges.  Shapes with faces and shapes with no faces.
T: (Continue the sorting exercises and discussion for several minutes. Circulate to observe correct use
of vocabulary and accuracy in grouping.)
T: Listen to my directions. I will say the name of a shape or a solid. When I do, echo me, find the
object, and put it back in its bag. Then, I will pass out your Problem Sets.

Lesson Objective: Identify and sort shapes as two-

dimensional or three-dimensional, and recognize two-
dimensional and three-dimensional shapes in different
lesson.
 How did you determine whether to use a red or green circle? Did someone do it another way?
 Looking at your paper, who can name a flat shape? Solid shape?
 Can you name some other flat shapes that are not on your paper? Solid shapes?

94

Name Date
Circle the pictures of the flat shapes with red. Circle the pictures of the
solid shapes with green.

95

Name Date
In each row, circle the one that doesn’t belong. Explain your choice to a
grown-up.

96

Lesson 10
Objective: Culminating task—collaborative groups create displays of
different flat shapes with examples, non-examples, and a corresponding
solid shape.

 Groups of Shapes K.G.2 (3 minutes)

Groups of Shapes (3 minutes)

Note: The concept of a group is foundational for the concept of a unit. There are seven objects, but it is one
group, one unit; conduct the activity as in Lesson 5, but with solid shapes.

Conduct the activity as outlined in Lesson 1, but now have students say the number sentence (for example, 5
and 2 make 7) as they show the 5-groups on their hands.
Note: Students see themselves improve as they continue working with numbers. Invite them to notice their
improvement, and celebrate small successes and small steps toward mastery.
Note: The Fluency Practice activities have been shortened, assuming more time is needed for the culminating
task.
Lesson 10: Culminating task—collaborative groups create displays of different

flat shapes with examples, non-examples, and a corresponding solid 97
shape.


Preparation: Today’s lesson incorporates elements of all of the Module 2 lessons. As in the culminating
lesson for Module 1, students set up stations or exhibits displaying their knowledge of the shapes and solids
they have studied. They represent each of the five shapes in a different display and associate geometric
solids with the appropriate shapes, so there are at least five stations. To keep the number of students
working at each station to a small group size, more stations can be added.
Materials: (T) Bag of flat shapes containing a triangle, a rectangle, a square, a circle, and a hexagon (as many
as necessary in order to assign each group or pair of students one shape) (Lesson 5 Template)
(S) Work mat (Activity Template); sets of cutouts from the module lessons; small pieces of
modeling clay; geoboards and rubber bands; dot paper and markers; pattern blocks; paper and
glue stick; crayons, pencils; Wikki Stix (if available); set of geometric solids; collection of pictures
from catalogs, magazines, or newspapers representing the shapes and solids in real-life situations
T: We have been studying many flat shapes and solids. Today, you will get the chance to show what
you know. We’re having a Shape Fair!
T: I’m going to call you and your partner up to choose a shape from my bag. You will work with your
partner to create an exhibit about that shape. You will go to a station and use the materials there to
show what you know. You have cutouts, pictures, craft supplies, and drawing materials. What are
some things you could do to show what you’ve learned about a shape?
S: We could draw it.  We could make it on a geoboard.  We could make it with our Wikki Stix! 
We could have a shape hunt with the pictures.  We could cut it out.
T: There will be a bag of solids at your station as well. Could they help you to show your shape?
S: We can show the faces that match our shape. We could trace the solids.
T: Yes, some of the solids might show your shape, too! One last mission: I have a work mat for you to
use. On the mat, the left side says, “These are ( ).” The other side says, “These are not ( ).”
(Hold up the work mat, and demonstrate appropriate placement.) You will draw your shape in the
blank spaces and then use this mat to do some sorting. Show things that do and don’t match your
shape in order to help your visitors understand the shape better.
T: I will give you time to work on your exhibit, and after 20 minutes, I will give you a chance to visit the
MP.6 other exhibits in our Shape Fair. Students A, B, and C, please come choose your shape, and get
started at your station.
Note: Use this time as an informal assessment tool for the close of the module. Circulate to observe student
discussion and work. What representations are easiest and most familiar to the students? Are there some
that might need review? What vocabulary and language do the students use in their discussions? Do they
exhibit thorough understanding of the shapes and solids?
T: (When preparation time is up, allow students to rotate through the other exhibits.) Now, you may
look at the rest of the Shape Fair. Talk with your partner about what you see at each station. What
are the shapes and solids shown at each exhibit? How do you know? What ways did your friends
choose to show them?
MP.3 Suggestion: This would be a wonderful opportunity to have some other teachers, older students, or
& administrators come into the classroom to view the exhibits at the end of class. The students could explain
MP.4 their work to the visitors as an extension of the lesson.

shape.


There is no Problem Set in this lesson to maximize available time for the culminating task.
Lesson Objective: Culminating task—collaborative groups create displays of different flat shapes with
examples, non-examples, and a corresponding solid shape.
 In what ways did you and your partner represent your shape?
 Which materials were easiest for you to use to explain your shape? Why?
 How did you decide which solids to use to represent your shape?
 Which shape(s) do you think were trickiest to make? Why?

shape.

Name Date
Shape Up Your Kitchen!
Search your kitchen to see what shapes and solids you can find. Make a
kitchen-shaped collage by drawing the shapes that you see and by tracing
the faces of the solids that you find. Color your collage.

shape.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Activity Template K 2
Name Date
These are ( ). These are not ( ).
work mat

shape.

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K 2
Student Name _________________________

Date 1 Date 2 Date 3
Topic A
Rubric Score: Time Elapsed:
Topic B
Materials: (S) Paper cutouts of typical triangles, squares, Topic C

rectangles, hexagons, and circles; paper
cutouts of variant shapes and difficult distractors (see Geometry Progression, p. 6)
1. (Hold up a rectangle. Use different shapes for each student.) Point to something in this room that is
the same shape, and use your words to tell me all about it. How do you know they are the same
shape?
2. (Place several typical, variant, and distracting shapes on the desk. Be sure to include three or four
triangles.) Please put all the triangles in my hand. How can you tell they were all triangles?
3. (Hold up a rectangle.) How is a triangle different from this rectangle? How is it the same?
4. (Place five typical shapes in front of the student.) Put the circle next to the rectangle. Put the square
below the hexagon. Put the triangle beside the square.
What did the student do? What did the student say?
1.
2.
3.
4.

102
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GK-M2-TE-1.3.0-06.2015
Rubric Score: ___________ Time Elapsed: ____________
Materials: (S) 1 cone; 3 cylinders (wooden or plastic); a variety of real solid shapes (e.g., soup can, paper
towel roll, party hat, ball, dice, or an unsharpened cylindrical—not hexagonal prism—pencil)
1. (Hand a cylinder to the student.) Point to something in this room that is the same solid shape, and
use your words to tell me all about it.
2. (Place seven solid shapes in front of the student including three cylinders: wooden, plastic, and
realia.) Put all the cylinders in this box.
3. (Show a cone.) How is the cylinder you are holding different from this cone? How is it the same?
4. (Place the set of solid shapes in front of the student.) Put the cube in front of the cylinder. Put the
sphere behind the cone. Put the cone above the cube.
1.
2.
3.
4.

103
GK-M2-TE-1.3.0-06.2015
Rubric Score: ___________ Time Elapsed: ____________
Materials: (T/S) Set of flat and solid shapes (do not use the paper cutouts from Topic A, but rather both
commercial flat shapes and classroom flat shapes, such as a piece of colored construction paper,
a CD sleeve, or a name tag)
1. Can you sort these shapes into one group of flat shapes and one group of solid shapes?
2. Tell me about your groups. What is the same about both groups? What is different?
3. Can you sort these shapes a different way? Tell me about your new groups. What is the same?
What is different?
1.
2.
3.

104
GK-M2-TE-1.3.0-06.2015
End-of-Module Assessment Task Topics A–C

Standards Addressed
Classify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category and
sort the categories by count. (Limit category counts to be less than or equal to 10.)
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
and next to.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).
Analyze, compare, create, and compose shapes.
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).
Evaluating Student Learning Outcomes

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

105
GK-M2-TE-1.3.0-06.2015
A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 point) (2 points) (3 points) (4 points)
Topic A Student: Student: Student: Student correctly:
 Is unable to select,  Sorts indicated  Identifies a shape  Identifies and
K.G.1 position, or describe shapes randomly, from the describes several
indicated shapes. resulting in some environment but is attributes of the
K.G.2 correct and some unable to discuss its shape from the
 Takes considerable
K.G.4 time to complete incorrect shapes in attributes. environment that
tasks, looks to the the group.  Sorts most of the match the shape
teacher for help  Struggles to select, indicated shapes. being shown to him.
often. position, and  Correctly selects  Sorts all indicated
describe indicated both of the indicated shapes from several
shapes. shapes but places typical, variant, and
them in the wrong distracting shapes.
position.  Selects indicated
shape and positions
this shape below,
next to, or beside
another indicated
shape.
Topic B Student: Student: Student: Student correctly:

 Is unable to select,  Sorts indicated solids  Identifies a solid  Identifies and
K.G.1 position, or describe randomly, resulting from the describes several
indicated shapes. in some correct and environment but is attributes of the
K.G.2 some incorrect solids unable to discuss its solid from the
 Takes considerable
K.G.4 time to complete in the group. attributes. environment that
tasks, looks to the  Struggles to select,  Sorts most of the match the solid
teacher for help position, and indicated solids. being shown to him.
often. describe indicated  Correctly selects  Sorts all indicated
solids. both of the indicated solids.
solids but places  Selects indicated
them in the wrong solid and positions
position. this solid above, in
front of, or behind
the indicated solid.

106
GK-M2-TE-1.3.0-06.2015
A Progression Toward Mastery
Topic C Student: Student: Student: Student:

 Incorrectly groups  Can sort the shapes  Is able to sort the  Correctly sorts the
K.G.3 the shapes. into a group but is shapes into two shapes into two
 Is not able to not able to verbalize groups but may or groups and is able to
K.MD.3 reasoning. may not be able to clearly state the
verbalize reasoning,
or reasoning is not  Cannot make a verbalize reasoning. reason the shapes
sound. second grouping.  Is able to sort the belong to each
shapes a second group.
time but is unable to  Is able to sort the
verbalize reasoning. shapes again
according to a
different attribute
and is able to state
such an attribute.

107
GK-M2-TE-1.3.0-06.2015
Class Record Sheet of Rubric Scores: Module 2

Student Names: Topic A: Topic B: Topic C: Next Steps:
Two-Dimensional Three-Dimensional Two-Dimensional
Flat Shapes Solid Shapes and Three-
Dimensional
Shapes

108
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
GK-M2-TE-1.3.0-06.2015
K
GRADE
Answer Key
Two-Dimensional and Three-Dimensional Shapes

109

GK-M2-TE-1.3.0-06.2015
NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Answer Key K 2
Lesson 1
Problem Set
4 shapes with curves placed on left side of chart; 10 shapes without curves placed on right side of chart
Fluency Template
1 1
2 2
3 3
4 2
1 2
2 1
3 1
Homework
Line drawn from square to checkerboard
Line drawn from rectangle to flag
Line drawn from circle to clock
Line drawn from triangle to sign
Line drawn from hexagon to parachute

110

GK-M2-TE-1.3.0-06.2015
Lesson 2
Problem Set
6 triangles colored blue; X placed on 9 shapes
Triangles drawn
Homework
4 triangles colored red; 5 shapes colored blue
2 triangles drawn

111

GK-M2-TE-1.3.0-06.2015
Lesson 3
Problem Set
6 rectangles colored red; X placed on 8 shapes
Rectangles drawn
Homework
7 rectangles colored red; 7 triangles colored green
2 rectangles and 3 triangles drawn; 5

112

GK-M2-TE-1.3.0-06.2015
Lesson 4
Problem Set
3 circles colored green; 5 hexagons colored yellow; X placed on 12 shapes
Hexagons and circles drawn
Homework
3 triangles colored blue; 4 rectangles colored red; 2 circles colored green; 4 hexagons colored yellow
2 triangles and 1 hexagon drawn; 3

113

GK-M2-TE-1.3.0-06.2015
Lesson 5
Problem Set
Square colored blue glued above duck
Circle colored yellow glued behind duck
Triangle colored green glued below duck
Rectangle colored red glued behind duck
Hexagon colored orange glued in front of duck
Circle with cutout colored purple and glued above duck
Homework
Blue square drawn behind elephant
Yellow circle drawn above the elephant
Green triangle drawn in front of elephant
Red rectangle drawn below elephant
Orange hexagon drawn below elephant
1 hexagon and 4 triangles drawn; 5

114

GK-M2-TE-1.3.0-06.2015
Lesson 6
Problem Set
Line drawn from party hat to cone
Line drawn from soccer ball to sphere
Line drawn from dice to cube
Line drawn from can to cylinder
Answers may vary.
Homework
Shapes pasted from magazine or drawn to match cylinder, sphere, cone, and cube

115

GK-M2-TE-1.3.0-06.2015
Lesson 7
Problem Set
3 cylinders circled red
2 cubes circled yellow (answer could also be 3 cubes circled yellow if the student circles each die individually)
3 cones circled green
3 spheres circled blue
Homework
1 cube pasted on left side of chart; 3 other shapes pasted on right side of chart
Answers will vary.

116

GK-M2-TE-1.3.0-06.2015
Lesson 8
Problem Set
Sphere pasted above train
Cube pasted behind train
Cylinder pasted in front of train
Cone pasted below train
Homework
Third car colored green
Second car circled blue
First car colored red
Road drawn below cars
Policeman drawn in front of cars
Sun drawn above cars

117

GK-M2-TE-1.3.0-06.2015
Lesson 9
Problem Set
6 flat shapes circled red
9 solid shapes circled green
Homework
Circle circled
Flat shape (hexagon) circled
Shape with straight side circled
Solid shape circled
Flat shape circled

118

GK-M2-TE-1.3.0-06.2015
Lesson 10
Homework
Answers may vary.

119

GK-M2-TE-1.3.0-06.2015

Grade K - Module 2: Mathematics Curriculum

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New York State Common Core

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

Topic A: Two-Dimensional Flat Shapes ......................................................................... 9

Topic B: Three-Dimensional Solid Shapes .................................................................. 66

Topic C: Two-Dimensional and Three-Dimensional Shapes ....................................... 90

End-of-Module Assessment and Rubric .................................................................... 102

Answer Key ................................................................................................................ 109

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Module 2: Two-Dimensional and Three-Dimensional Shapes

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Notes on Pacing for Differentiation

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Focus Grade Level Standards

Analyze, compare, create, and compose shapes. 1

Analyze, compare, and sort objects.

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Focus Standards for Mathematical Practice

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Overview of Module Topics and Lesson Objectives

K.G.1 B Three-Dimensional Solid Shapes 3

K.MD.3 C Two-Dimensional and Three-Dimensional Shapes 2

End-of-Module Assessment: Topics A–C (Interview style assessment: 2 days) 2

Total Number of Instructional Days 12

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Familiar Terms and Symbols 4

Suggested Tools and Representations

Module 2: Two-Dimensional and Three-Dimensional Shapes

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Module 2: Two-Dimensional and Three-Dimensional Shapes

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Topic A: Two-Dimensional Flat Shapes

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A Teaching Sequence Toward Mastery of Two-Dimensional Flat Shapes

Topic A: Two-Dimensional Flat Shapes

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Suggested Lesson Structure

 Fluency Practice (17 minutes)

Fluency Practice (17 minutes)

 Making 5 with 5-Group Mats K.OA.1 (6 minutes)

Making 5 with 5-Group Mats (6 minutes)

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Draw More to Make 5 (8 minutes)

5-Group Hands (3 minutes)

Concept Development (25 minutes)

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T: It’s time to play shape detectives! Detectives need to

Problem Set (10 minutes)

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Student Debrief (8 minutes)

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Sort the shapes.

Shapes with a Curve Shapes without a Curve

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