Correctly name shapes regardless of their orientations or overall size.

Progression of Skills

Enduring Understanding

Geometric attributes (such as sides and corners) provide descriptive information about an object's properties.

Essential Questions

How does geometry better describe objects?

Vocabulary

shapes

About the Math

At this level of understanding, students need to recognize shapes and begin to notice their properties. Formal definitions of the shapes is not necessary. Recognizing that some shapes of three sides, four sides, no sides is an important observation.

Rich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)

Rich Problem:

What's My Shape? - Activity 7.2: Teaching Student-Centered Mathematics Grades K-3 (195). For further Instructional Activities from this text, refer to Activity 7.6 (207), Activity 7.12 (213), Activity 7.18 (217)

Develop spatial sense by connecting geometric shapes to studentsâ€™ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position.

Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. This rectangle (a poster) is over the sphere (globe). Teachers can use a digital camera to record these relationships. Hide shapes around the room. Have students say where they found the shape using positional words, e.g. I found a triangle UNDER the chair.

## Correctly name shapes regardless of their orientations or overall size.

Geometric attributes (such as sides and corners) provide descriptive information about an object's properties.Enduring Understanding

How does geometry better describe objects?Essential Questions

shapesVocabulary

At this level of understanding, students need to recognize shapes and begin to notice their properties. Formal definitions of the shapes is not necessary. Recognizing that some shapes of three sides, four sides, no sides is an important observation.About the MathRich Tasks for Multiple Means of Engagement, Expression, and Representation (UDL)Rich Problem:What's My Shape?- Activity 7.2: Teaching Student-Centered Mathematics Grades K-3 (195).For further Instructional Activities from this text, refer to Activity 7.6 (207), Activity 7.12 (213), Activity 7.18 (217)Teaching Student-Centered Mathematics, Grades K-3: Chapter 7, Geometric Thinking and Geometric Concepts (186-220)

Develop spatial sense by connecting geometric shapes to studentsâ€™ everyday lives. Initiate natural conversations about shapes in the environment. Have students identify and name two- and three-dimensional shapes in and outside of the classroom and describe their relative position.

Ask students to find rectangles in the classroom and describe the relative positions of the rectangles they see, e.g. This rectangle (a poster) is over the sphere (globe). Teachers can use a digital camera to record these relationships. Hide shapes around the room. Have students say where they found the shape using positional words, e.g. I found a triangle UNDER the chair.

MSDE/CMS:LessonsOnline ResourcesSquares are Special RectanglesShape Sort

I Spy Shapes

Print Resources:Investigations Lessons that Support the Standard:Common Core Alignment## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.