Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Knowledge Targets “I Can” Statements Standard Interpretations Student should be able to differentiate Identify 2-dimensional shapes as lying in a I can tell if shapes are flat or solid. between two dimensional and three plane and flat dimensional shapes. Student names a picture of a shape as Identify 3-dimensional shapes as a solid two dimensional because it is flat and can be measured in only two ways Reasoning Target (length and width). Student names an object as three dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width, height/depth). Performance Target . Make sense of Reason abstractly and Construct viable Model with Use appropriate tools Attend to precision Look for and make Look for and express problems and quantitatively arguments and mathematics strategically use of structure regularity in repeated preserver in solving critiques the reasoning them. reasoning of others Cluster: Analyze, compare, create, and compose shapes
Cluster: Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). Knowledge Targets “I Can” Statements Standard Interpretations Identify 2-dimensional shapes as lying in a plane and flat Identify 3-dimensional shapes as a solid I can tell if shapes are flat or solid. Student should be able to differentiate between two dimensional and three dimensional shapes. Student names a picture of a shape as two dimensional because it is flat and can be measured in only two ways (length and width). Student names an object as three dimensional because it is not flat (it is a solid object/shape) and can be measured in three different ways (length, width, height/depth). Reasoning Target Performance Target . Make sense of problems and preserver in solving them. Reason abstractly and quantitatively Construct viable arguments and critiques the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Cluster: Analyze, compare, create, and compose shapes