Standard #: MA.K.GR.1.4


This document was generated on CPALMS - www.cpalms.org



Find real-world objects that can be modeled by a given two- or three-dimensional figure. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders.


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

  • Circles 
  • Cones 
  • Cubes 
  • Cylinders 
  • Rectangles 
  • Spheres 
  • Squares 
  • Triangles

 

Vertical Alignment

Previous Benchmarks

 

Next Benchmarks

 

 

Purpose and Instructional Strategies

The purpose of this benchmark is to allow students an opportunity to apply understanding of classification and language they have learned regarding figures to the real world (MTR.7.1).
  • Instruction should include objects that may not be a perfect representation, but are approximate models for representing appropriate figures. 
  • Instruction should include bringing in additional items that are familiar and can be modeled by appropriate figures (cans of soup, Rubik’s Cube, cones, etc.).

 

Common Misconceptions or Errors

  • In real life, many objects can be appropriately modeled with both two-dimensional and three-dimensional figures. For the purpose of this benchmark, do not struggle with this. Allow students flexibility and rely on their justifications (MTR.4.1, MTR.6.1).

 

Strategies to Support Tiered Instruction

  • Teacher provides paper pictures of real-world 3-dimensional objects to help students develop the understanding that some 3-dimensional objects can be modeled by using 2- dimensional shapes. 
    • For example, teachers can show students a picture of a window and explain that it can be described as a rectangle. Or if the window has several sections it can be described as a figure being composed of several rectangles. 

window with 3 rectangular sections

    • For example, teachers can show students a picture of a face of a nickel and explain that it can be described as a circle. Then teachers can show students an actual nickel and ask “Is there any other shape they can be used to describe the coin?” 
      • Teacher can explain and demonstrate how both a circle and a cylinder are both correct responses. If students have difficulty recognizing that the nickel is a cylinder, the teacher can stack several nickels on top of each other to provide further support.

 

Instructional Tasks

Instructional Task 1 (MTR.4.1, MTR.6.1, MTR.7.1) 

Using a graphic organizer, allow students to observe objects they find around the classroom, providing students an opportunity to record their observations. After recording students can discuss in teams what they found, providing justifications for the choices they made. Encourage students to use language and criteria they have developed regarding identifying figures, such as the number of sides, two-dimensional versus three-dimensional, straight sides or curved sides.

 

Instructional Items

Instructional Item 1 

Using the image below, draw a box around all the rectangles you see, draw a circle around all the circles you see and draw an “x” over all the spheres you see. 

 

*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 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 and beyond (current))


Related Access Points

Access Point Number Access Point Title
MA.K.GR.1.AP.4 Explore real-world objects that can be modeled by a given two- or three-dimensional figure. Figures are limited to circles, triangles, rectangles, squares, spheres, cubes, cones and cylinders.


Related Resources

Formative Assessments

Name Description
Shapes In A Classroom

Students examine two photographs taken in a classroom and identify and name shapes they see.

Modeling the Shape of the Door

Students draw the outline of the door.

Model the Shapes

Students look at two photographs taken at a school and choose a shape from one of the photographs to model or draw.

Lesson Plans

Name Description
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 Detective

The students will identify and describe shapes (squares, circles, triangles, and rectangles, ) regardless of their orientations or overall size by becoming detectives and going on a "hunt" to find the given shapes.

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.

Where's that shape? Where am I?

The lesson focus will be a kinesthetic approach to understanding relative positions in the environment. The lesson begins with a critical input experience, as students move around their surrounding, looking for shapes around them. Basic shapes include circle, square, triangle, rectangle. Students will explore shapes in the real world setting. As the lesson progresses, students will learn to describe the position of objects in relation to their own bodies using positional language such as: left/right, in front of/behind, apart and above/below. The lesson will be followed by guided instruction portion using hands-on manipulatives to transfer learned skills. The learning sequence will conclude with an informal assessment of student understanding.

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.

Sorting Recycling

In this MEA, students will sort recycling material based on the shape, name the shapes, and decide on what recycling bin would be the best for the city to choose. Students will write and draw a picture describing which recycling bin they chose.

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. Click here to learn more about MEAs and how they can transform your classroom.

Printed On:4/25/2024 4:08:55 AM
Print Page | Close this window