2-3 weeks suggested
Teacher Tips:
Have students recall 2D activities from Essential Question 4 to guide beginning discussions before introducing 3D shapes.
🌕Mathematically proficient students will look closely to discern a pattern or structure (MP7) and have the ability to abstract a given situation (MP2). (K.G.A 2,K.G.A.3 K.G.B. 4 & 5 & 6, MP2, MP7)
⊡With repeated experiences with modeling these shapes (MP4), students will become more precise in their compositions and descriptions of shapes (MP6). (K.G.B. 4 & 5, MP4, MP6)
I can compare and describe three dimensional shapes using terms such as (e.g., number of sides corners) (K.G.B.4)
I can identify and use attributes to determine shapes in the real world. (K.G.B.5)
I can make shapes. (K.G.B.5)
I can use more than one shape to make a larger shape. (K.G.B.6)
∎ Major Content ⊡ Supporting Content 🌕 Additional Content
Word wall words English or Spanish
2D shape Compare 3D shape Face Flat Corners
Solid Sides Cylinder Pyramid Cube Cone
Sphere Rectangular prism Figure Edge Vertices
Kinder number talk guide printable & Kinder number talks
Choose which strategy students need to practice. You may find that they need many, so start with one for a week or so, then move onto another. You are looking for efficient strategies, not mastery of all strategies. Students may find they prefer one strategy over another or change strategies for different problems. The goal is that they are flexibly using efficient strategies and are able to reason about numbers to fluently compute.
Addition Strategies
Subitize Five frames within 10
Count on Count all/ count on
Make Ten Math flips combos to make 10
Additional activities:
Ready Teacher Toolbox Lesson 6: Three Dimensional Shapes-Sessions 1-5
Assessment Tasks K.G.A Frayer Model Assessment Proficiency Rubrics K.G
Math in Practice: Module 12 (K.G.A.2 & 3) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
I can compare and describe three dimensional shapes using terms such as (e.g., number of sides corners (K.G.B.4)
I can identify and use attributes to determine shapes in the real world. (K.G.B.5)
I can make shapes. (K.G.B.5)
I can use more than one shape to make a larger shape. (K.G.B.6)
Ready Teacher Toolbox Lesson 13: Compose Shapes-Sessions 1-5
Lesson 24: Build with Shapes-Sessions 1-5
Assessment Tasks K.G.B Frayer Model Assessment Proficiency Rubrics K.G
Math in Practice: Module 13 (K.G.B.4, K.G.B.5) Math in Practice lesson slides and Essential Question Guide MIP Resource folder
Open Middle tasks Printable activities & Centers Nearpod Math lessons
Prior knowledge/Just in Time support & Enrichment RTTB Lessons 13 Coloring Hexagons & Lesson 24 What do you see?
“Closure in a lesson does not mean to pack up and move on. Rather, it is a cognitive activity that helps students focus on what was learned and whether it made sense and had meaning.” How the Brain Learns Mathematics (2007) P. 104
There are many ways to wrap up and reflect the day's activities but this step is often overlooked or rushed. Purposely plan and allow time for students to have closure each day (even if it means setting a timer or daily alarm so you don't run out of time).
Ideas for closure activities
Nearpod Math lessons
These are activities to give students mixed, spaced practice based on the big ideas for kindergarten math.