Formative Instructional and Assessment Tasks
G Task 1aDomain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.1 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.
Materials / BLM, cone, sphere, bag
Task / 1. Cut out each shape creating shape cards. Show each shape or shape card one at a time to the student. Ask the student to name the shape. (circle, square, rectangle, hexagon, cone, sphere)
2. Spread the shape cards and shapes out on a table. Place the empty bag on the table. Say, I have a bag and some shapes. I am going to give you some directions about where to place the different shapes around the bag.
a. Put the cone above the bag.
b. Put the square beside the bag.
c. Put the circle inside the bag.
d. Put the rectangle behind the bag.
e. Put the hexagon in front of the bag.
f. Put the sphere below the bag.
Continuum of Understanding
Developing Understanding / · Names one or more of the shapes incorrectly.
· Identifies one or more incorrectly.
· Places one or more of the shapes in the incorrect position. / Correctly names shapes:
q Square
q Circle
q Rectangle / q Cone
q Sphere
q Hexagon
Correctly identifies shapes:
q Square
q Circle
q Rectangle / q Cone
q Sphere
q Hexagon
Knows positional vocabulary:
q above
q below
q beside / q behind
q next to
q in front of
Complete Understanding / · Names all of the shapes correctly.
· Identifies all of the shapes correctly.
· Places all shapes in the correct position.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
KG Task 1a Name ______
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 1bDomain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.1 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.
Materials / Use shapes from BLM KG 1a - cylinder, cube, bag
Task / 3. Cut out each shape creating shape cards. Show each shape card and shape one at a time to the student. Ask the student to name the shape (square, circle, rectangle, hexagon, cube, cylinder).
4. Spread the shape cards and the shapes out on a table. Place the empty bag on the table. Say, I have a bag and some shapes. I am going to give you some directions about where to place the different shapes around the bag.
g. Put the cylinder above the bag.
h. Put the circle beside the bag.
i. Put the square inside the bag.
j. Put the rectangle behind the bag.
k. Put the triangle in front of the bag.
l. Put the cube below the bag.
Continuum of Understanding
Developing Understanding / · Names one or more of the shapes incorrectly.
· Identifies one or more incorrectly.
· Places one or more of the shapes in the incorrect position. / Correctly names shapes:
q Square
q Circle
q Rectangle
q Hexagon / q Cube
q Cylinder
Correctly identifies shapes:
q Square
q Circle
q Rectangle
q Hexagon / q Cube
q Cylinder
Knows positional vocabulary:
q above
q below
q beside
q in front of / q behind
q next to
Complete Understanding / · Names all of the shapes correctly.
· Identifies all of the shapes correctly.
· Places all shapes in the correct position.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
G Task 2a
Domain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.2 Correctly name shapes regardless of their orientations or overall size.
Materials / Use triangle from BLM KG 1a, cylinder (e.g., juice can, pencil can, 3D model)
Task / 2. Hand the student a triangle. Ask: What is this shape? Why do you think that this shape is a “use student word”?
3. Hand the student a cylinder. Ask: What is this shape? Why do you think that this shape is a “use student word”?
Continuum of Understanding
Developing Understanding / · Uses non-geometric attributes to describe/justify shapes (e.g., color, size, texture, etc.).
· Names one, but not both, of the shapes. / Describes the shapes using geometric attributes:
q Number of sides
q Number of angles
q Number of edges
q Number of faces
Identifies shapes
q Triangle
q Cylinder
Complete Understanding / · Correctly identifies the triangle and the cube.
· Uses geometric attributes to describe/justify shapes (e.g., number of sides, number of edges, and number of corners).
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
G Task 2b
Domain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.1 Describe objects in the environment using names of shapes.
Materials / Use square from BLM KG 1, cube (e.g., die, sugar cube, 3D model)
Task / 4. Hand the student a square. Ask: What is this shape? Why do you think that this shape is a “use student word”?
5. Hand the student a cube. Ask: What is this shape? Why do you think that this shape is a “use student word”?
Continuum of Understanding
Developing Understanding / · Uses non-geometric attributes to describe/justify shapes (e.g., color, size, texture, etc.)
· Names one, but not both, of the shapes. / Describes the shapes using geometric attributes:
q Number of sides
q Number of angles
q Number of edges
q Number of faces
Identifies shapes
q Square
q Cube
Complete Understanding / · Correctly identifies the triangle and the cube.
· Uses geometric attributes to describe/justify shapes (e.g., number of sides, number of edges, number of corners, etc.)
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
G Task 3a
Domain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.2 Correctly name shapes regardless of their orientations or overall size.
Materials / BLM
Task / Show BLM. Point to each shape and ask the student to name each shape.
Continuum of Understanding
Developing Understanding / · Names some, but not all, of the shapes.
· Names regular shapes, but is not able to name irregular shapes or shapes in atypical orientations. / Identifies shapes:
q square
q circle
q triangle
q rectangle
q hexagon / q sphere
q cylinder
q cone
q cube
Complete Understanding / · Names all of the shapes, regardless of the position or orientation.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
KG Task 3a Name ______
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 3bDomain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Standard(s) / K.G.2 Correctly name shapes regardless of their orientations or overall size.
Materials / BLM
Task / Show BLM. Point to each shape and ask the student to name each shape.
Continuum of Understanding
Developing Understanding / · Names some, but not all, of the shapes.
· Names regular shapes, but is not able to name irregular shapes or shapes in atypical orientations. / Identifies shapes:
q square
q circle
q triangle
q rectangle
q hexagon / q sphere
q cylinder
q cone
q cube
Complete Understanding / · Names all of the shapes, regardless of the position or orientation.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
KG Task 3b Name ______
BLACKLINE MASTER
Formative Instructional and Assessment Tasks
NC DEPARTMENT OF PUBLIC INSTRUCTION KINDERGARTEN
Formative Instructional and Assessment Tasks
G Task 4Domain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Analyze, compare, create, and compose shapes.
Standard(s) / 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).
Materials / Geometric shapes: square, circle, triangle, rectangle, hexagon, cube, cone, cylinder, and sphere
Task / Show the student a collection of two-dimensional and three-dimensional shapes (square, circle, triangle, rectangle, hexagon, cube, cone, and cylinder). Say: Put all of the flat, two-dimensional shapes together in a pile and all of the three-dimensional shapes together in a different pile.
Pull out the student a triangle and a rectangle. Remove the other shapes. Ask: How are these shapes alike? How are they different?
Repeat with a circle and a cylinder; cube and a square.
Continuum of Understanding
Developing Understanding / · Incorrectly identifies one or more 2-D shapes.
· Incorrectly identifies one or more 3-D shapes.
· Provides limited explanation regarding how the pairs of shapes are alike or different.
· Uses non-geometric attributes during the explanation. / Identifies shapes
q square
q circle
q triangle
q rectangle
q hexagon / q sphere
q cylinder
q cone
q cube
Described Geometric Attributes:
_____ Number of sides
_____ Number of angles
_____ Number of edges
_____ Number of faces
Complete Understanding / · Identifies all of the 2-D and 3-D shapes.
· Describes how each pair of shapes is alike and different using geometric attributes.
Standards for Mathematical Practice
1. Makes sense and perseveres in solving problems.
2. Reasons abstractly and quantitatively.
3. Constructs viable arguments and critiques the reasoning of others.
4. Models with mathematics.
5. Uses appropriate tools strategically.
6. Attends to precision.
7. Looks for and makes use of structure.
8. Looks for and expresses regularity in repeated reasoning.
G Task 5
Domain / Geometry
Cluster / Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres).
Analyze, compare, create, and compose shapes.
Standard(s) / K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.
Materials / Geometric shapes (square, triangle, rectangle, cube, cylinder, and sphere); Drawing materials (e.g., pencil/paper; marker/paper; dry erase board & marker); Modeling materials (e.g., modeling clay, playdoh, craft sticks, toothpicks)
Task / 1. Show the student a triangle. Ask: What is the name of this shape? How do you know that this is a triangle? Then, ask the student to draw the shape. Repeat with a rectangle and a square.
2. Show the student the cube. Ask: What is the name of this shape? How do you know that this is a cube? Then, ask the student to build a cube using materials provided. Repeat with a sphere and cylinder.
Continuum of Understanding
Developing Understanding / • Incorrectly identifies one or more of the 2-D shapes.
• Incorrectly identifies one or more of the 3-D shapes.
• Draws some of the 2-D shapes, but not all.
• Builds some of the 3-D shapes, but not all.
• Uses non-geometric attributes during the explanation. / Correctly Identifies:
_____ square _____ triangle
_____ rectangle _____ cube
_____ sphere _____ cylinder
Is able to draw:
_____ square _____ triangle
_____ rectangle
Is able to build:
_____ cube _____ sphere
_____ cylinder
Described Geometric Attributes:
q Number of sides
q Number of angles
q Number of edges
q Number of faces
Complete Understanding / • Correctly identifies all 2-D and 3-D shapes.
• Draws* all three 2-D shapes with accurate representation of critical geometric attributes.
• Builds* all three 3-D shapes with accurate representation of critical geometric attributes.
• Describes each shape using geometric attributes.
*NOTE: Due varied fine motor development, the shapes may not look exactly like they would as if an adult created them. However, it is expected that they accurately display the critical measureable attributes (number of sides, angles, faces).