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Kindergarten Geometry

Math Lesson Plan: Kindergarten Geometry

Topic: Identifying Geometric Shapes

Standards:  Kindergarten

     -Measurement and Geometry

2.0 Students identify common objects in their environment and describe the geometric   


2.1 Identify and describe common geometric objects (e.g., circle, triangle, square,  

      rectangle, cube, sphere, cone).

2.2 Compare familiar plane and solid objects by common attributes (e.g., position,

      shape, size, roundness, number of corners).

     -Mathematical Reasoning

            2.0 Students solve problems in reasonable ways and justify their reasoning:

2.1 Explain the reasoning used with concrete objects and/or pictorial



-       To identify common geometric shapes in the classroom.

-       To compare and group geometric solid blocks based on common attributes.

-       To use the geometric solid blocks and common objects found in the room to explain their understanding of different shapes.

Materials needed:

-       Geometric solid blocks

-       2-dimensional pieces: triangle, circle, square, rectangle

-       Differentiated worksheets

-       Markers/crayons

Whole group: 

-       Show each shape to the students and ask them to name the shape. Start with 2-D shapes and then 3-D objects.

-       Ask students to describe the attributes of each shape. Ex: a square has four equal sides

-       Put all of the shapes in a box. Mix-up the shapes and pull one out of the box. Identify an object in the room that is the same shape. Hold up the model to the identified object and explain why they are the same shape.

-       Call on students to pull a shape form the box and find a similar object in the classroom. As examples are given ask the students how they know the objects are similar shapes. Ask the rest of the class if they agree/disagree with a thumbs-up or thumbs-down. If mistakes are made, use this as an opportunity to re-teach the shapes and their attributes.


-       Students will be divided into heterogeneous groups that will rotate through five shape stations.

-       Station 1: Rectangles

-       Students will draw 3 different types of rectangles to show that they understand that a shape can be many different sizes and orientations. Shapes will be available for students to trace if they need to work on fine motor skills or need models to prompt their understanding.

-       Students will count the sides of each shape and write the corresponding number next to each shape.

-       Students will then complete a worksheet that asks them to circle the objects that are rectangles or rectangular solids. The objects will be everyday objects such as a door, window, refrigerator, etc.

-       Station 2: Triangles

-       Students will do the same activities that they did in station 1, but with triangles and triangular solids.

-       Station 3: Circles

-       Students will do the same activities that they did in station 1 and 2, except with circles.

-       Station 4: Exploration with blocks

-       Give students a chance to see each 3-D solid up close and touch them. They can see how the solids can interlock to form another solid shape.

-       Station 5: Classifying and Grouping 3-D Objects

-       Students will sort the 3-D solids into bins labeled with the word and picture of the 3-D shape.

Independent Work: 

-       Students who are still learning how to classify 2-D shapes will do a worksheet that asks them to color all of the circles green, triangles red, and rectangles blue.

-       Students who have a good understanding of 2-D shapes, but need more practice identifying 3-D objects will do a similar worksheet as the first group, but will color similar 3-D shapes the same color.

-       Students who have a good understanding of both 2-D and 3-D shapes will do a worksheet that asks them to match 2-D shapes with their corresponding 3-D shapes.


-       Bring the class back together. Show each 2-D and 3-D shape and ask the class to name each shape.

-       Ask students questions about the attributes of each shape such as: “how many sides does a triangle have?” or “ If I turned this triangle on its tip would it still be a triangle?”

-       Hold up 2 geometric blocks and show the students how the blocks can be placed together to form a new shape. Ask them what the new shape is that was formed. Ex.: 2 triangular solids make a rectangular solid


-       During the whole class activity listen to students’ responses when identifying the shapes and giving examples of each shape in the classroom to measure their ability to identify common shapes.

-       During stations 1-3 look at students ability to draw different examples of each shape and understand the common attributes of a shape.

-       Observe how students interact with the blocks at station 4. Note if they are able to combine blocks to make a new shape, ex.: 2 cubes from a rectangular solid.

-       Observe how students sort the 3-D solids at station 5.

-       Review the differentiated worksheets to check for growth on the specific skills that the individuals are currently working on.

-       During the follow-up check for a final understanding of how to identify each shape.

-       I will know that they have met the objectives if they are able to successfully name each shape and find an example of the shape in the classroom, correctly identify different rectangles, circles, and triangles with differing sizes or orientations, correctly sort and classify the 3-D objects, and if they can explain their understanding using the concrete objects and drawings.


-    Have each student identify three objects in their house that are circles/spheres, triangles/triangular solids, and rectangles/rectangular solids.

Mallory Cohn,
Nov 28, 2009, 5:03 PM
Mallory Cohn,
Nov 28, 2009, 5:04 PM
Mallory Cohn,
Nov 28, 2009, 5:04 PM