Elementary Mathematics

Kindergarten Unit 5 Overview and Standards


Use these links to access resources for this unit.


Before You Begin this Unit…   Unit at a Glance

This is the first formal geometry unit in Kindergarten. Prior to this unit students may have had some informal exposure to some basic names of shapes, such as triangle, rectangle, square, circle, cube. In this unit the goal is to allow students ample opportunities to explore and discuss shapes, their informal properties, and how shapes are similar and different from one another.

Vocabulary may be a barrier for some students. In Kindergarten introduce and expose students to specific vocabulary words, but allow them to use their own vocabulary words and descriptive phrases to talk about shapes.

Suggested Dates:
Feb. 9 – Mar. 11

Estimated Duration:
21 days

*Investigation 1:
6 lessons 
*Investigation 2:
6 lessons 
*Investigation 3:
8 lessons

 Standards Addressed in the Unit

Link to CCSS Unpacking Document- Updated June 2015         K At a glance document

Geometry

K.G.1 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.

K.G.2 Correctly name shapes regardless of their orientations or overall size.

K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

K.G.4 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).

K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

K.G.6 Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

Counting and Cardinality

K.CC.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

K.CC.4 Understand the relationship between numbers and quantities; connect counting to cardinality.

K.CC.4a  When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object.

K.CC.4b  Understand that the last number name said tells the number of objects counted. The number of objects is the same regardless of their arrangement or the order in which they were counted.

K.CC.4c  Understand that each successive number name refers to a quantity that is one larger.

K.CC.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1–20, count out that many objects.