Standard #: MA.K.GR.1.3


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Compare three-dimensional figures based on their similarities, differences and positions. Sort three-dimensional figures based on their similarities and differences. Figures are limited to spheres, cubes, cones and cylinders.


Clarifications


Clarification 1: Instruction includes exploring figures in a variety of sizes and orientations.

Clarification 2: Instruction focuses on using informal language to describe relative positions and the similarities or differences between figures when comparing and sorting.



General Information

Subject Area: Mathematics (B.E.S.T.)
Grade: K
Strand: Geometric Reasoning
Standard: Identify, compare and compose two- and three-dimensional figures.
Date Adopted or Revised: 08/20
Status: State Board Approved

Benchmark Instructional Guide

Connecting Benchmarks/Horizontal Alignment

 

Terms from the K-12 Glossary

  • Cones 
  • Cubes 
  • Cylinders 
  • Spheres

 

Vertical Alignment

Previous Benchmarks

Next Benchmarks

 

Purpose and Instructional Strategies

The purpose of this benchmark is for students to build on their understanding of classification of three-dimensional figures by finding similarities and differences between shapes. 
  • Instruction focuses on sorting and classifying three-dimensional figures. 
  • Instruction includes opportunities for students to sort figures based on various criteria, such as same number of faces and figures with all flat sides (MTR.5.1). 
  • Instruction includes figures of various sizes and orientations, and may include nonstandard versions of figures as well (MTR.2.1). 
  • Relative position refers to students identifying left/right, in front of/behind, apart and above/below when comparing shapes.

 

Common Misconceptions or Errors

  • Students may sort figures separately because of orientation and size rather than the identified attributes of the figures. 
  • Students may inaccurately name and sort three-dimensional figures based on the names of their two-dimensional faces.

 

Strategies to Support Tiered Instruction

  • Teacher provides solid shapes (cones, cylinders, cubes, and spheres) for students to sort. 
    • For example, instruction includes sorting shapes by how they are same or by how they are different. The teacher asks follow up questions such as, “How did you decide to sort the shapes? How many sides does this group have?” 

  • Teacher collects flexible plastic drinking straws cut lengthwise down to the flexible joint. Insert the slit ends into the uncut bottom ends of the other straws, making flexible joints. The teacher can then ask students to construct different models of three-dimensional shapes by giving them some information.
    • For example, the teacher can say, “Can you build a shape with four corners (vertices) and six sides (faces)?” Observe the student building the shape.
  • Teacher constructs a Mystery Box where they position one solid figure out of sight of students. Display some shapes on top of the box. Students put a single hand into the box to feel the shape and then point to the matching shapes on display. To begin, let the student see the shapes when feeling the attributes. Then hide the shape on subsequent turns.

solid shapes in a mystery box

 

Instructional Tasks

Instructional Task 1 (MTR.2.1, MTR.4.1) 

Using the figures below, create sorting cards for students. Provide each student in a group with their own set of figures to sort. Ask each student to sort the figures in any way they choose. Once students have sorted their figures, give each student time to share about their choices, and explain how they sorted their figures (by shape, straight sides and circles, filled and not filled or number of faces). Once students have shared, ask them to sort their figures in a new way. Give time for sorting and sharing again. Repeat the task as needed.

black and white solid shapes

 

Instructional Items

Instructional Item 1 

In what ways are the figures similar? In what ways are they different? Circle the cone. Draw a square around the cylinder. 

cone and can

 

*The strategies, tasks and items included in the B1G-M are examples and should not be considered comprehensive



Related Courses

Course Number1111 Course Title222
5012020: Grade Kindergarten Mathematics (Specifically in versions: 2014 - 2015, 2015 - 2022, 2022 - 2024, 2024 and beyond (current))
7712015: Access Mathematics - Grade Kindergarten (Specifically in versions: 2014 - 2015, 2015 - 2018, 2018 - 2022, 2022 and beyond (current))
5012005: Foundational Skills in Mathematics K-2 (Specifically in versions: 2019 - 2022, 2022 - 2024, 2024 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.K.GR.1.AP.3a Sort three-dimensional figures based on their similarities. Figures are limited to spheres, cubes, cones and cylinders.
MA.K.GR.1.AP.3b Use informal spatial language to describe the relative positions of three-dimensional figures (e.g., above, below, beside, next to, under).


Related Resources

Formative Assessment

Name Description
Where is the Sphere?

Students describe the position of a sphere in relationship to other objects.

Lesson Plans

Name Description
Exploring Machine Learning to Train an AI Model

Students will explore Artificial Intelligence (AI) and Machine Learning (ML) and pretrain a model to recognize and identify objects, including geometric shapes and aircraft. They will used unplugged activities to mimic sorting and classification of the objects using their prior knowledge and then make connections to human learning and Machine Learning. Students will then problem solve and propose solutions using an iterative process to improve the ML model to better recognize the objects. This lesson is an integrated Computer Science, Science and Math lesson designed for students in K-2 to apply math and science content knowledge while exploring and using computational thinking like people in Computer Science careers do.

Must or Might: Exploring Defining Attributes of 3-D Figures

The purpose of this lesson is for students to examine defining and non-defining attributes of 3-dimensional figures. Students compare and contrast various representations of 3-dimensional figures (including real-world objects) to determine what the solid must have, compared to what it might have. This exploration is also supported by sorting 3-dimensional figures.

Eating Shapes (Exploring 3D Shapes)

This lesson is an introduction to 3-dimensional shapes. The lessons uses food to help students explore the attributes of those shapes. Then, of course, the students get to eat them!

Hide and Seek those Shapes

In this lesson, students will discover the names of different two-dimensional and three-dimensional shapes and their attributes through activities such as playing "Hide and Seek" with shapes and playing "Hot and Cold" to find shapes in the classroom.

Shape Up!

In this lesson students will compare two-dimensional shapes to other two- dimensional shapes (circle, square, triangle, and rectangle) and three-dimensional shapes to other three-dimensional shapes (cone, cylinder, sphere, cube) by differentiating them according to attributes. Students describe attributes of shapes by exploring real world objects.

Shape Hunt

Students will go on a shape hunt in the classroom or designated area. During the shape hunt, students will find real-world objects that can be modeled by two- and three-dimensional figures. After the shape hunt, students will use Timed-Pair-Share to explain to peers what objects they found and their relative positions.

Sports Equipment Store

Students will help Mr. Bob Fitness choose a piece of sports equipment for his new store. Students will work with three-dimensional shapes and determine a procedure in choosing the equipment.

Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx

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