Grade Level: Kindergarten
Subject: Math / Revised Date: 03/08/2012
Quarter # 2
Strand / Domain / Geometry
Standard(s)
(one or more standards/indicators; can be clustered) /

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.

  • K.G.4. Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length).
  • K.G.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
  • K.G.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Big Idea(s) /

Shapes can be described, compared, and sorted by their attributes.

Shapes can be joined together to make larger shapes.

Essential Question(s) /
  • What are ways to describe where an object is?
  • Can you make one shape with other shapes?
  • What things do you know that are circle, square, rectangle, etc.?
  • How can we sort and classify objects?
  • When do we compare objects?
  • What “flats” make up the “solids”?
  • How are they alike/different?
  • What are the properties of a flat vs. a solid?
  • What makes one solid alike/different from another solid?
  • Where do we see solid figures?

Academic Vocabulary (what students need to know in order to complete the task) /
  • Circle
  • Square
  • Triangle
  • Rectangle
  • Hexagon
  • Cube
  • Sphere
  • Cone
  • Cylinder
  • Trapezoid
  • Flats
  • Solids
  • Sides
  • Corners
  • Above
  • Below
  • Beside
  • In front of
  • Behind
  • Next to

Sample Activities /
  • Using pattern blocks, have students make larger shapes from smaller shapes
  • Find real world objects in the classroom that are solids/flats.

District Adopted
Core Curriculum / Envisions Math
(Please list unit, topic, activity, and/or teacher edition page that meets this standard(s).)
Topic 2 Position & Location
  • Lessons 1-6 (TE 15E-30)
Topic 7 Geometry
  • Lessons 1-9 (TE113E-134)

Additional Resource(s) / None needed
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments
Curriculum In-Program Assessments
Pre/Post Assessments
Summative Assessment(s)
that relate to CCSS / District-Wide Benchmark Assessments
SMARTER Balanced Assessment
Grade Level: Kindergarten
Subject: Math / Revised Date: 03/08/2012
Quarter # 2
Strand / Domain / Operations & Algebraic Thinking
Standard(s)
(one or more standards/indicators; can be clustered) /

Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.

  • K.OA.1. Represent addition and subtraction with objects, fingers, mental images, drawings1, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations.
  • K.OA.2. Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem.
  • K.OA.3. Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1).
  • K.OA.4. For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation.
  • K.OA.5. Fluently add and subtract within 5.

Big Idea(s) /

Understand addition as putting together and adding to.

Essential Question(s) /

What happens when two quantities are combined?

How can I find out how many altogether?

How can we use drawings to show different ways to make 10?

What are some different ways we can show 10?

Academic Vocabulary (what students need to know in order to complete the task) /
  • Add
  • Addition
  • Plus
  • Number sentence
  • Sum
  • Altogether
  • Symbols
  • Equation
  • Equal

Sample Activities / Tell a joining story to a partner using manipulatives to show your number sentence.
District Adopted
Core Curriculum / Envisions Math
(Please list unit, topic, activity, and/or teacher edition page that meets this standard(s).)
Topic 10 Addition
  • Lessons 1-7 (TE 175E-192)

Additional Resource(s) / None needed
Formative Assessment(s)
that relate to CCSS / District-wide Progress Monitoring Assessments
Curriculum In-Program Assessments
Pre/Post Assessments
Summative Assessment(s)
that relate to CCSS / District-Wide Benchmark Assessments
SMARTER Balanced Assessment
Curriculum Maps / 1

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