1st Grade Geometry
Informal Assessment Tasks
M.O. 1.3.1 draw, label and sort
 circle
 rectangles including squares
 triangles
according to sides and vertices
At the above mastery level, the children draw, label, and analyze plane figures.
At the distinguished level, the children write about the shapes using numbers or
words.
Task 1
Materials: geoboard and rubber bands
 Direct students to make various plane figures on the
geoboard. Students may also draw the shapes on the
student page.
Revised May 2008
Name______________________ Date _________
Task 1-Student Page
This is a __________.
This is a __________.
Revised May 2008
Task 2
Name______________________ Date _________
M.O. 1.3.1 draw, label and sort
 circle
 rectangles including squares
 triangles
according to sides and vertices
1. Draw these shapes. Describe the shapes. Tell how many sides and
vertices/corners each shape has.
triangle
____sides
____vertices
rectangle
____sides
____vertices
square
____sides
____vertices
circle
____sides
____vertices
Revised May 2008
Task 3
Name______________________ Date _________
M.O. 1.3.1 draw, label and sort
 circle
 rectangles including squares
 triangles
according to sides and vertices
 Draw and compare a rectangle and a square.
a. Tell how a square and a rectangle are alike?
b. Tell how a square and a rectangle are
different?
Revised May 2008
M.O.1.3.2 use physical materials to construct, identify and classify threedimensional figures:
 Cube
 Cone
 Sphere
 Rectangular solid
 Pyramid
 Cylinder
At the above mastery level, the children construct, identify and classify threedimensional objects and connect these shapes to the environment.
At the distinguished level, the children construct representations of real-world
three-dimensional shapes.
Task 1
Academic Prompt-Writing a Geometry Lesson is
Fun!
You are a Tutor. You have been hired to help
students with 2-D and 3-D geometry. Write a lesson
plan that you will use when teaching these lessons.
List the materials you will use in each lesson.
Revised May 2008
Name______________________ Date _________
Student Page for the Academic Prompt
Lesson Plan for 2-D Geometry
Materials:___________________________________
Students will know…
Students will be able to do…
Revised May 2008
NAME______________________ DATE _________
Student Page for the Academic Prompt
Lesson Plan for 3-D Geometry
Materials:___________________________________
Students will know…
Students will be able to do…
Revised May 2008
Academic Prompt Rubric- Writing a Geometry Lesson is
Fun!
Distinguished
Above
Mastery
Exceeds the objectives of the task. Students demonstrate a high level of
understanding of what the students should know about 2-D and 3-D
geometry in their lesson plans. They should be able to write at least two
things the students should be able to do. 2-D (Construct planes, draw
planes, describe planes, count the sides & vertices.) 3-D (Construct solids,
count the faces, count the edges, tell about the properties of each solid,
etc.) The students construct, identify and classify three-dimensional
objects and connect these shapes to the environment. They construct
representations of real-world three-dimensional shapes.
Exceeds the objectives of the task.
Students demonstrate a high
level of understanding of what the students should know about
2-D and 3-D geometry in their lesson plans. They should be
able to write at least two things the students should be able
to do. 2-D (Construct planes, draw planes, describe planes,
count the sides & vertices.) 3-D (Construct solids, count the
faces, count the edges, tell about the properties of each
solid, etc.) The students construct, identify and classify
three-dimensional objects and connect these shapes to the
environment.
Mastery
Meets objectives of the task. Students can identify materials needed to
teach 2-D and 3-D geometry. Students demonstrate a proficient level of
understanding of what the students should know about 2-D and 3-D geometry
in their lesson plans. They should be able to write at least two things the
students should be able to do. 2-D (Construct planes, draw planes, describe
planes, count the sides & vertices.) 3-D (Construct solids, count the faces,
count the edges, tell about the properties of each solid, etc.)
Partial
Mastery
Partially meets the objectives of the task. Demonstrates some
understanding of 2-D and 3-D geometry.
Novice
Attempts parts of the task, but does not meet the objectives of
the task. Demonstrates poor or incorrect understanding.
Revised May 2008
M.O.1.3.2 use physical materials to construct, identify and classify threedimensional figures:
 Cube
 Cone
 Sphere
 Rectangular solid
 Pyramid
 Cylinder
Task 2
Students are presented physical materials to identify the three-dimensional
figures: cube, cone, sphere, rectangular solid, pyramid, and cylinder.
Task 3
Students use physical materials to construct three-dimensional figures: cube,
cone, sphere, rectangular solid, pyramid, and cylinder of the threedimensional figures. Students name the figure represented by the model.
Some physical materials students may use are: straws, pretzel sticks,
marshmallows, gumdrops, clay, etc.
Task 4
Students classify three-dimensional figures.
Revised May 2008
Name______________________ Date_________
1. Sort the solid figures.
cube
cone
a.
sphere
rectangular solid
pyramid
cylinder
Write the name of the solid with only one face.
________________________________
b. Write the names of the solids that have 6 faces.
________________________________
c. Write the names of the solids that roll.
_________________________________
d.
Write the name of the solids that slide.
_________________________________
e.
Write the names of the solids that will not stack.
_________________________________
Revised May 2008
M.O. 1.3.3 recognize three-dimensional shapes in the environment.
At the above mastery level, the children recognize and describe threedimensional shapes in the environment and describe spatial relationships.
At the distinguished level, the children recognize and describe three-dimensional
shapes in the environment and describe spatial relationships.
Task 1
Match an object from the environment with the name of a three-dimensional shape.
Real Object
Baseball
Cereal box
Soup can
Tent
Gift
Birthday party hat
Geometric Shape
rectangular solid
pyramid
sphere
cube
cylinder
cone
The following student page may also be used.
Revised May 2008
NAME______________________ DATE _________
Match an object from List A with the picture of a three-dimensional shape
from List B.
LIST A (Object)
LIST B (Shape)
Revised May 2008
Task 2
M.O. 1.3.3 recognize three-dimensional shapes in the environment.
Students use clear mathematical language to identify objects in the classroom,
around the school, or in the home that represent three-dimensional figures: cube,
cone, sphere, rectangular solid, pyramid, and cylinder.
Revised May 2008
Task 3
Name______________________ Date _________
M.O. 1.3.3 recognize three-dimensional shapes in the environment.
Circle the cylinders with a yellow crayon.
Circle the rectangular prisms with a blue crayon.
Circle the cones with a red crayon.
Revised May 2008
Task 4
Name______________________ Date _________
M.O. 1.3.3 recognize three-dimensional shapes in the environment.
Circle the name of the shape that answers the questions.
1. Bill’s dad opened a can of soup.
What shape would the can be?
rectangular prism
sphere
cylinder
2. Jill is wearing a party hat.
What shape would this party hat be?
cone
cylinder
sphere
3. Tim is holding a marble.
What shape would this marble be?
cone
sphere
cylinder
Revised May 2008
M.O.1.3.4 draw and identify

Open and closed figures

Congruent plane shapes
At the above mastery level, the children classify shapes as open, closed and
congruent shapes.
At the distinguished level, the children classify shapes as open and closed
and congruent shapes, justifying their classification orally.
Task 1
Students are given pictures of geometric shapes. Students identify and differentiate
between examples of open and closed figures.
Task 2
Students are asked to draw an example of an open figure.
Task 3
Students are asked to draw an example of a closed figure.
Task 4
Students are presented plane shapes. They are asked to identify shapes that are
congruent. They are asked to draw a shape that is congruent to another shape.
Task 5
Draw a picture of plane shapes that are congruent. Students use clear
mathematical language to explain why the shapes are congruent.
Task 6
Students are presented pattern blocks. Students use the blocks to draw two or more
congruent shapes. Examples:
a. Students are presented a blue pattern block. Students use green pattern
blocks to form a figure that is exactly the same size and shape as the blue
pattern block.
b. Students are presented a yellow pattern block. Students build a congruent
figure using another color pattern block (red, blue, green). Students may be
challenged to use more than one color pattern block to form a figure that is
congruent to the yellow block.
Revised May 2008
Task 7
Name______________________ Date_________
M.O.1.3.4 draw and identify

Open and closed figures

Congruent plane shapes
Color each closed figure.
m
s
3
Revised May 2008
Task 8
Students could also draw these examples on an interactive white board.
Name______________________ Date _________
M.O.1.3.4 draw and identify

Open and closed figures

Congruent plane shapes

Draw an example of an open figure in the
space below.

Draw an example of a closed figure in the
space below.
Revised May 2008
Task 9
Name______________________ Date _________
M.O.1.3.4 draw and identify

Open and closed figures

Congruent plane shapes
Draw lines to the shapes that are congruent.
Revised May 2008
Task 10
Students could also draw these examples on an interactive white board.
Name______________________ Date _________
M.O.1.3.4 draw and identify

Open and closed figures

Congruent plane shapes
Draw a shape that is congruent to Shape A.
Revised May 2008
M.O.1.3.5 create and describe simple symmetrical designs.
Task 1
Students are presented paper models of the basic geometry shapes (triangles,
squares, rectangles, and circles). Students identify the shapes that have a line(s) of
symmetry; students use paper folding techniques to identify and verify the existence
of the line(s) of symmetry.
Task 2
Students are presented pictures of drawings of geometric shapes.
a. Students determine which shapes have a line of symmetry and draw
the line(s) of symmetry.
b. Students draw a line of symmetry for each of the shapes provided
below.
Revised May 2008
Name______________________ Date _________
M.O. 1.3.5 create and describe simple symmetrical designs.
Task 1
Cut out the paper models. Fold the shapes to identify
and determine if they have a line(s) of symmetry.
Revised May 2008
Name______________________ Date _________
M.O. 1.3.5 create and describe simple symmetrical designs.
Task 2-Students can draw a line of symmetry on an interactive
whiteboard.
Draw a line of symmetry for each of the shapes.
Revised May 2008
M.O. 1.3.6 describe spatial relationships: over/under, left/right.
Task 1
Students are asked to look at five words written on the chalkboard, overhead, or
interactive white board. Students identify the location of a word (over, under, left,
or right) in relation to given word.
Task 2
Students are asked move objects and animals over/under, left/right of the
doghouse and the clouds.
http://www.meddybemps.com/9.691.html
Students can click and drag on the animals to move them around the page.
Revised May 2008
M.O. 1.3.7 find and name locations on a first-quadrant grid.
At the above mastery level, the children find, name and describe
locations on a first quadrant grid.
At the distinguished level, the children create pictures with points on a first
quadrant grid.
5

4
3
2
1
A
B
C
D
E
Task 1
Use the coordinate grid provided above to answer the following questions.
a. Tree is in area (D, 2) on the grid. What object is in area (A, 1)?
b. What is the name of the object located in area (C, 5)?
c. The ordered pair (B, 3) identifies the area of star. Name the ordered
pair that tells the area of smiley? (_____, _____)
D and E are Above Mastery Level
d. To go from frog to star, you would move 1 unit to the right and 2 units
upward. Describe how you could move from tree to smiley. Above
Mastery Level
e. Describe how you would move from butterfly to tree. Above Mastery
Level
Revised May 2008
Name_________________________________ Date _______________
M.O. 1.3.7 find and name locations on a first-quadrant grid.
Use the coordinate grid to answer the questions.
5

4
3
2
1
A
B
C
D
E
a. Tree is in area (D, 2) on the grid. What object is in area (A, 1)?
_________________
b. What is the name of the object located in area (C, 5)?
_________________
c. The ordered pair (B, 3) identifies the area of star. Name the ordered pair that
tells the area of smiley? (___,___)
d. To go from frog to star, you would move 1 unit to the right and 2 units upward.
Describe how you could move from tree to smiley.
___________________________________________________
e. Describe how you would move from butterfly to tree.
___________________________________________________________________
Revised May 2008
M.O.1.3.8 predict the result of combining or decomposing two or more twodimensional/three-dimensional shapes.
At the above mastery level, the children predict and draw the result of combining
or decomposing two/three dimensional figures.
At the distinguished level, the children create new figures as the result of
combining or decomposing two/three dimensional figures.
Task 1
Students form figures by combining pattern blocks. Students describe the
figures and identify the basic shapes that are combined to form the figures.
The students can combine online pattern blocks on this link.
http://arcytech.org/java/patterns/patterns_j.shtml
Revised May 2008
Task 2
Name______________________ Date _________
M.O.1.3.8 predict the result of combining or decomposing two or more twodimensional/three-dimensional shapes.
Use the diagram shown above to answer the
following questions.
b. Name two different geometric shapes used to
form the shape.
__________ and __________
c. Which geometric figures seem to be
congruent? __________
d. The figure above the middle shape has
_________ sides.
(How many?)
e. The figure to the left of the middle shape has
__________ vertices/corners.
(How many?)
Revised May 2008