In Kindergarten, instructional time should focus on two critical areas: (1) representing and comparing whole numbers, initially with sets of objects; (2) describing shapes and space. More learning time in Kindergarten should be devoted to number than to other topics.
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
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.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Objects in Environment
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2 - Describe (Objects by name of their shapes)
2 - Describe (Objects relative positions, above, below, beside, in front of, behind, next to)
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2 - I can describe objects by their shapes.
2 - I can describe relative positions of objects.
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A. Objects can be described by their shapes.
B. Objects can be described by their positions.
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A.1 How can shapes be used to describe objects?
B.1 How can positions of objects be described?
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Correctly name shapes regardless of their orientations or overall size.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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2 - Name (Shapes regardless of orientation and size)
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2 - I can name shapes regardless of orientation or size.
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A. Objects with the same shape have the same name regardless of orientation or size.
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A.1 How does orientation or size of an object affect its shape?
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Identify shapes as two-dimensional (lying in a plane, “flat”) or three- dimensional (“solid”).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Two-dimensional Shapes
Three-dimensional Shapes
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1 - Identify (two-dimensional shapes, flat plane)
1 - Identify (three-dimensional shapes, solids)
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1 - I can identify two dimensional shapes.
1 - I can identify three-dimensional shapes.
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A. Shapes can be identified by their number of dimensions.
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A.1 What is the difference between two- and three-dimensional shapes?
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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).
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Shape Attributes
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2 - Describe (Two- Dimensional Shapes)
2 - Describe (Three- Dimensional Shapes)
4 - Compare (Two- Dimensional Shapes)
4 - Compare (Three- Dimensional Shapes)
4 - Analyze (Two- Dimensional Shapes)
4 - Analyze (Three- Dimensional Shapes)
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4 - I can compare two -dimensional shapes by their attributes.
4 - I can compare three -dimensional shapes by their attributes.
4 - I can analyze two -dimensional shapes by their attributes.
4 - I can analyze three -dimensional shapes by their attributes.
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A. Shapes may have identical attributes while having other attributes that are different.
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A.1 What shape attributes must be the same for two objects to be the same type?
A.2 What shape attributes can vary for two objects to be the same type?
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Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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Shapes
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3 - Draw (Shapes)
6 - Model (World-based shapes)
6 - Build (Shapes with components)
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3 - I can draw shapes.
6 - I can model real-world shapes using physical components.
6 - I can build shapes using physical components.
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A. Shapes found in the world can be modeled using physical components or through drawings.
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A.1 What shapes can be modeled using physical components?
A.2 How can we benefit from using models?
A.3 What shapes can be modeled using drawings.
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Compose simple shapes to form larger shapes.
For example, “Can you join these two triangles with full sides touching to make a rectangle?"
| Content | Skills | Learning Targets | Big Ideas | Essential Questions |
|---|---|---|---|---|
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6 - Compose (Shapes from other shapes)
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6 - I can compose shapes by combining other shapes.
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A. Complex shapes may be constructed from simple shapes.
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A.1 What shapes can be joined to create other shapes? What are the constructed shapes?
A.2 What simple shapes can I make by breaking apart other shapes?
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