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CCSS Geometry (G)
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Unpacking the Standards
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Grade K
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Standard: K.G.1
Cluster (s/a)
Math Practices:
6, 7
Related CA Standard
M&G 2.0
______________________________________________________________________________________
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._______________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Use position words to describe
objects in the environment.
Use the name of the shape.
Describe the position of these
objects using academic
vocabulary.












In and out
Inside and outside
Down and up
Above and below
Over and under
Before and after
Top and bottom
Front and back
Right and left
On and off
Begin and end
Near and far
Academic Vocabulary: above, below,
beside, in front of, behind, next to
Square, circles, triangle,
rectangles, hexagon, cubes, cones
cylinder sphere
Teaching Notes/Strategies
Guide students with questions:
Which way?
How far?
Where?
What type of object?
Teacher holds up objects and asks
students to identify each shape.
Ask students to find specific
shapes within the classroom and
describe their position.
Teacher positions an object and
asks the question – Where is the
object?
I Spy Game
Shapes on a geoboard
Connect to Language Standard
K.L1.e (prepositions)
Resources
http://www.k5mathteachingresources.com/
-Pattern Block Barrier Game
-3D Shape Sort Cards
-Play dough Shape Mats
Standard: K.G.2
Cluster (s/a)
Math Practices:
Related CA Standard
6, 7
M&G 2.1
______________________________________________________________________________________
_Correctly name shapes regardless of their orientations or overall size.________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Identify two-dimensional shapes,
even when the shapes are different
orientations.
Name shapes that occur in everyday
language (circle, triangle, square).
Distinguish Examples from Nonexamples
 Variants--other examples of
the shape category
 Palpable Distractors--nonexamples with little or no
overall resemblance to the
exemplars
 Difficult distractors--visually
similar to examples but lack
at least one defining
attribute
Academic Vocabulary:
Teaching Notes/Strategies
Resources
Teacher facilitates discussions
about shapes (“Is it still a triangle
if I turn it like this?”), children
question what they “see” and begin
to focus on the geometric
attributes.
Variety of shapes in different sizes
Identify different size shapes in
classroom. “Eye Spy”
http://www.k5mathteachingresources.com/supportfiles/shapesort.pdf (shape sort)
Common Misconceptions:
• Most kindergarten students are not able
to recognize an “upside down” triangle as a
triangle, because of its orientation.
Students should be exposed to many types
of triangles, in many different orientations,
to eliminate the misconception that a
triangle is always vertex-up and equilateral.
• Many times a square with a vertex
pointing downward is labeled as a “diamond.”
This
needless introduction of a new shape name
should be avoided, as it only serves to
confuse the fact that such a shape is still a
square, though its orientation is atypical.
Flash Cards
The Shape Of Things by Dayle Ann
Dodds
Standard: K.G.3
Cluster (s/a)
Math Practices:
6, 7
Related CA Standard
______________________________________________________________________________________
Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional__________________________
(“solid”)._______________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Teaching Notes/Strategies
Identify shapes as two dimensional
(flat).
Model shapes by building and
drawing.
Identify shapes as three
dimensional (solid).
Embed vocabulary in sentence
frames during exploration.
Differentiate between two
dimensional and three-dimensional
shapes.
Misconception: Students may
perceive solid shape as flat if only
seen in picture. Expose students to
real world examples.
Students name a picture of a shape
as two dimensional because it is flat
and can be measured in only two
ways length and width.
Students name an object as three
dimensional because it is not flat (it
is a solid object/shape) can be
measure by length, width,
height/depth.
Academic Vocabulary: Flat, Solid
Optional: two-three dimensional
Eye Spy Game
Resources
http://www.k5mathteachingresources.com/supportfiles/geometry-sentence-framesset3-kg3.pdf (geometry sentence
frames)
Geometry Solids
Solid Shape Die cuts
Standard: K.G.4
Cluster (s/a)
Math Practices:
4, 6, 7
Related CA Standard
M&G 2.2
______________________________________________________________________________________
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).____________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Describe similarities and
differences among shapes using
informal language.
Academic Vocabulary:
Corners, edges, sides, points
Teaching Notes/Strategies
Resources
Example: Sorting Shapes.
Students sort a pile of squares and
rectangles into two groups. They discuss
how the rectangles and squares are alike
and how they are different. After students
demonstrate an understanding of the
differences between squares and
rectangles, the teacher hands out either a
square or a rectangle cut-out to each
student. The teacher directs students with
the square cut outs to one side of the room
and the students with the rectangle cut
outs to the opposite side of the room.
The rectangle and square cut outs differ in
size and color so that students focus on
the shape attributes. Students learn
informal language such as “a square is a
special rectangle that has 4 sides of equal
length” to avoid the misconception that a
square is not a rectangle.
http://www.k5mathteachingresources.com/supportfiles/shapes-shapes-shapes.pdf
Shapes, Shapes, Shapes! Book
Template
Four Corners activity
Living Charts
Categorize and Classify
Double Bubble Map
Pattern Blocks
Standard: K.G.5
Cluster (s/a)
Math Practices:
1, 4, 5, 7
Related CA Standard
______________________________________________________________________________________
Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing__________
shapes.________________________________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Students apply their
understanding of geometric
attributes of shapes in order to
create a given shape.
Model shapes in the world by
building shapes from physical
components (clay, toothpicks,
marshmallows, gumdrops, straws)
Draw shapes
Academic Vocabulary:
Corner, edges, sides, points
Teaching Notes/Strategies
Modeling
Centers / Workshops
Teacher describes each attribute
as they create explaining what
each attribute within the object
represents. For example a
gumdrop is a corner.
Resources
When a Line Bends…A Shape Begins by
Rhonda Gowler Greene
http://www.k5mathteachingresources.com/supportfiles/whenalinebendsashapebegins1.g2.pdf
(activity card)
clay, toothpicks, marshmallows, gumdrops,
straws, paper, pencil
Standard: K.G.6
Cluster (s/a)
Math Practices:
Related CA Standard
______________________________________________________________________________________
Compose simple shapes to form larger shapes. For example, “Can you joint these two triangles with full sides_____
touching to make a rectangle?”_______________________________________________________________
______________________________________________________________________________________
______________________________________________________________________________________
Essential Skills/Concepts
Manipulate two or more shapes to
create a new shape.
Teaching Notes/Strategies
Exploring shapes with tangrams
Students rotate, flip, and arrange
puzzle pieces, and they move shapes
to make a design or picture.
What pattern did you create?
Shape Names
www.nctm.org/standards/
content.aspx?id=25012
(interactive tangram puzzles)
http://www.k5mathteachingresources.com
/kindergarten-geometry.html
(build a hexagon, build a block,
pattern block pictures)
“Can you join these two triangles
with full sides touching to make a
rectangle?”
Academic Vocabulary:
Resources
Which shapes did you use?
Trace new shapes created.
Mouse Shapes by Ellen Stoll Walsh
Tangrams