### General Information

**Subject Area:**Mathematics (B.E.S.T.)

**Grade:**K

**Strand:**Geometric Reasoning

**Date Adopted or Revised:**08/20

**Status:**State Board Approved

### Benchmark Instructional Guide

### Connecting Benchmarks/Horizontal Alignment

- There are no direct connections outside of this standard; however, teachers are encouraged to find possible indirect connections.

### Terms from the K-12 Glossary

- Composite Figures
- Rectangles
- Squares
- Triangle

### Vertical Alignment

Previous Benchmarks

Next Benchmarks

### Purpose and Instructional Strategies

The purpose of this benchmark is to allow students opportunities to discover further connections and patterns with two-dimensional figures. Students should have an opportunity to investigate combining figures in a variety of sizes and orientations (MTR.2.1, MTR.5.1).- Instruction includes composite figures that may be named based on previous benchmarks,
as well as those not included in previous benchmarks, though there is no expectation of a
formal name for new composite shapes outside of previously named figures.
- For example, a triangle and square forming a pentagon, may not need to be formally identified as a pentagon. Two triangles that form a rectangle can be formally identified as a rectangle.

- Exploring with figures of different sizes and orientations allows students to continue to develop an understanding of spatial reasoning (MTR.2.1).

### Common Misconceptions or Errors

- Students may attempt to compose figures without regard to aligning sides or vertices. The overlap may cause difficulty in naming or describing the new composite figures.
- Students may avoid lining the edges of two figures if the sides aren’t the same length.
- For example, it could be appropriate to join several rectangles of various sizes to make a figure that looks like a building with towers.

### Strategies to Support Tiered Instruction

- Instruction includes providing opportunities to compose shapes using pattern blocks.
Begin by having students compose rectangles using squares.
- Example:

- Teacher provides pattern block fill-in puzzles and has students join shapes together to compose new shapes using triangles, rectangles and squares.

### Instructional Tasks

*Instructional Task 1* (MTR.2.1, MTR.4.1, MTR.5.1, MTR.7.1)

### Instructional Items

*Instructional Item 1 *

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