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Unit K.7:

Describe and Compose 3-D Shapes

3-dimensional objects can be described, classified, and analyzed by their attributes. Simple shapes can be combined to create complex shapes.

Unless otherwise noted, SFUSD Math Core Curriculum is licensed under the Creative Commons Attribution 4.0 International License

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Teacher-facing pages are green

Student-facing pages are white

notes for teachers are in the speaker notes

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New Learning:

Major emphasis:

Identify, name, analyze, classify, and compare 3-dimensional shapes in different sizes and orientations (Mastery expected by end of unit.)
Model 3-dimensional shapes by building them.
Compose simple 2- and 3-dimensional shapes to form larger 3-dimensional shapes.

Less emphasis:

Describe locations of shapes using positional vocabulary.

Re-engagement:

Determine whether and describe why an object is 2-D (flat) or 3-D (solid).
Identify, name, analyze, classify, and compare two-dimensional shapes in different sizes and orientations.
Model 2-D shapes by building, tracing, and drawing.
Compose simple 2-D shapes to form larger shapes.

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Suggested Lesson Sequence

Assessment: Entry Task

Small group with slides or Seesaw Entry Task (Spanish)

Lesson 1*: K.7 LS1 Day 1 - Cubes

Lesson 2*: K.7 LS1 Day 2 - Cylinders

Lesson 3*: K.7 LS1 Day 3 - Cones

Lesson 4*: K.7 LS1 Day 4 - Spheres

*Lessons 1 through 4 - Also use Shapes Anchor Chart Jamboard (Spanish)

Lesson 5: K.7 LS2 Day 4 - Building 3-D Shapes

Build 3-D Shapes Seesaw (Spanish)

Lesson 6: K.7 LS3 Day 1 and Milestone Task - Composing 3-D Shapes

Assessment: Milestone Task

Small group with slides or Seesaw Milestone Task A (Spanish) and Seesaw Lesson 6* (Spanish)

Shapes Anchor Chart Jamboard (Spanish)

*If students showed full understanding during the tasks in Lesson 6, you may use those tasks as Milestone Part B. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the slides for live small groups.

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Additional Resources

Independent Practice:

K.7 Homework .S. .C.
Make 3-D shapes with shape nets (requires printing)
Follow My Rule Game: One person decides on a rule and sorts a few shapes into two piles: “FOLLOW MY RULE” and “DON’T FOLLOW MY RULE”. The other person tries to guess where the next few shapes go. Eventually, that person tries to guess their partner’s rule.

Raz Kids Books: The Shape Game (Spanish), Making Shapes (Spanish)

Other Resources:

Sorting Mat Student .S. .C.
Real Life 3-D Objects BLM
Shape Videos and Songs
Real objects in the shape of cubes, cylinders, cones, and spheres can help students see 3-D shapes as more multi-dimensional than how they appear on the slides.

Online Games and Activities:

Concentration: Match shape names with shape pictures (re-engage with 2-D shapes)
PBS Kids - Highlight Zone: Find the hidden shapes (re-engage with 2-D shapes).
ABCya Shape Match: Match 2-D and 3-D shapes to objects or shape names.
PBS Kids - Treehouse Trouble: Use 3-D shapes to build stable treehouses.

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Geometric Vocabulary:

Edges are the line segments that make up the framework of a 3-D shape. Two faces intersect at an edge. Students may call them sides or lines.

Faces are the flat surfaces of 3-D figures. Students may call them sides.

Note that there can be confusion with the use of “sides” as students may use them to mean the edges or the faces. Be sure to ask students to clarify which attribute they are referring to.

Vertices (vertex) are the points where two adjacent line segments meet on a 2-D shape or where three or more edges meet on a 3-D shape. Students may call them corners or points.

Vocabulary plays an important role in geometry and can cause myriad misunderstandings and confusions. Kindergarten students are not expected to use formal geometry language. They meet kindergarten standards by using only informal language. However, teachers should be using formal vocabulary and connecting it to the informal language of the students. The following notes and definitions are meant as a guide.

2-D Shapes lie flat in a plane and can be measured in two directions.

3-D Shapes are solid, do not lie flat in a plane, and can be measured in three directions.

Cone is a 3-dimensional figure with one curved surface and one circular face, one curved edge and one vertex. The vertex on a cone is called an apex.

Cube is a 3-dimensional figure with six congruent square faces.

Cylinder is a 3-dimensional figure with one curved surface and two congruent circular bases.

Sphere is a 3-dimensional figure made up of all points equally distant from the center

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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	Norm	Questions
	We can show math ideas in different ways	Who did it a different way?
	We talk to each other about math.	Do you agree or disagree? Why? What questions do you have for them?
	Mistakes help us grow.	How did they get that answer? What does it help us see about the problem?

Questions that help to emphasize different math norms:

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Synchronous and Asynchronous Teaching Options:

Launch	Explore	Summarize
Whole group or small group Zoom meeting	Work on paper / take turns sharing on Zoom meeting	Select student responses to share/discuss on whole group Zoom meeting
Record using slides on Screencastify/ Loom Example Embed recording link into assignment instructions	Seesaw Draw on template or take photo of work Record voice description Can view and comment on each other’s work Jamboard Whole class board or 1 page per student	Record narrative of selected student work on slides with Screencastify/Loom Students respond to reflection question on Seesaw/Google Classroom (example) Post selected student work on Seesaw “Blog” Students comment on each other’s work Respond to reflection question.

Synchro-

nous (live)

Asynchronous (time-delayed)

Seesaw remote learning guide for educators

Seesaw resources for families

Guidance on Selecting student response to feature during the discussions.

Involves choosing particular students to present their work because of the mathematical responses. These responses need not be chosen solely because they are correct, but rather because they emphasize different approaches to the problem. In fact, it may be advantageous to choose responses showing partial understandings to connect students current conceptions to new learnings. This choice can highlight a variety of responses or strategies for a task, or it can show a progression from simple to complex representation. Make sure over time that all students feel they are authors of mathematical ideas.

For more information see: http://www.sfusdmath.org/5-practices-for-orchestrating-productive-math-discussions.html

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Two Sample Teaching Plans:

Launch: Monday, Asynchronous

Record narrative using slides on Screencastify
Embed recording link into Seesaw assignment instructions

Explore: Monday, Hybrid

Students record responses on Seesaw Template
Support some students to do so in live small group

Summarize: Tuesday, Synchronous

Discuss selected responses from Seesaw in whole group Zoom

Launch: Monday, Synchronous

Introduce activity in whole group Zoom

Explore: Monday, Asynchronous

Students record responses on Seesaw Template
Students respond to classmates’ work (tips for responding)

Summarize: Tuesday, Asynchronous

Record narrative of selected student work on slides with Screencastify
Students respond to reflection question on Seesaw (embed your recorded link in assignment)

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Additional Resource:

Splitting Screens on Zoom

You may be at a point in distance learning when you would like to have students work in another window while on Zoom if they don’t already. This allows them to do things like use virtual manipulatives to support their learning or work collaboratively in a Jamboard during live instruction.

You may use these short instructional videos (one for Chromebooks, one for Macs/PCs) to teach students how to split their screens between Zoom and another window. You can:

play the videos to students,
record your own version, or
explain how to do it live with students (best if done in small groups)

Chromebook

Mac/PC

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Unit K.7 Math Talks: Shape Talks

Objective: Compare and contrast shapes by describing their attributes. Description: Select two shapes to compare. Ask how the shapes are alike and how they are different. Vary the two shapes chosen to bring out particular attributes such as faces, edges (straight and curved), corners/points/vertices, and the 2-D faces that make up 3-D shapes.
Suggested Math Talks: See K.7 Math Talks (Spanish) for slides to use with students Question/Prompt: What is the same about these shapes? What is different? You may also use Seesaw Shape Talk Template (Spanish)
Anticipated Student Responses: Same: They both have curvy sides (edges). They both are 3-D. They both look like circles from above. They both roll.	Different: The earth is blue and green and the cylinder is yellow. The earth is round all over, but the cylinder has 2 flat circle sides (faces). The earth bumps out like a ball, but the cylinder has straight sides (edges) that go up and down and don’t bump out. The earth is real but the cylinder doesn’t look like a real thing.

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Continuing Daily / Weekly Routines:

Number of Days in School

(Spanish)

Counting Routine

Number of the Day Routine

Data Routine

Dragon Face Off Routine

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Introduction to Shapes

14

Some shapes are flat, or 2-D:

Some shapes are solid, or 3-D:

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What shapes do you see where you are?

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Find some shapes where you are that you can use during this unit.

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Entry Task

Subtraction can be seen as taking away or taking from.

The Entry Task answers the question:

What do you already know?

This Entry Task can be used as a brief assessment of what students already know about identifying, naming, and describing shapes.

Do not use this as an opportunity to teach this content. It will be taught in the lessons.

Use these slides with a small group of students, or as the introduction to Seesaw Entry Task (Spanish). Use K.7 Observation Sheet to make observational notes.

Major Focus of K.7 - Identify, name, describe, analyze, draw, and compose 3-D shapes.

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Entry Task: Sorting Shapes

What do you notice about any of these shapes?

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Let’s sort these shapes in different ways:

Sorting Shapes

Red

Not Red

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Let’s sort these shapes in different ways:

Sorting Shapes

2-D shapes

3-D shapes

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What is a way you can sort the shapes?

Sorting Shapes

______________

Not ______________

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What is a way you can sort the shapes?

Sorting Shapes

______________

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Lesson 1: K.7 LS1 Day 1

Launch: Describe attributes of the shapes shown - cubes.

The faces of 3-D shapes resemble 2-D shapes. Common attributes (6 square faces connected at 12 edges and 8 corners) are shared by all cubes.

Explore: Find a shape that looks like a cube: draw it and describe it.

Use Cubes Jamboard (Spanish) or Seesaw Cubes (Spanish)

Summarize: What do you notice and wonder about these shapes? What is the same about all cubes?

Shapes Anchor Chart Jamboard (Spanish)

Core Math to Emphasize

The faces of 3-D shapes resemble 2-D shapes. Common attributes (6 square faces connected at 12 edges and 8 corners) are shared by all cubes.

Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language (eg edges, faces, corners, sides, points) is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

Use K.7 Observation Sheet to make observational notes.

Note that there can be confusion with the use of “sides” as students may use them to mean the edges or the faces. Be sure to ask students to clarify which attribute they are referring to.

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Lesson 1:

Cubes

We can describe what is the same about all cubes.

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Math Norms

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Errors are gifts that promote discussion.

Answers are important, but they are not the math.

Talk about each other’s thinking.

Ask questions until ideas make sense.

Use multiple strategies and multiple representations.

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Salt Crystals in the Dead Sea in Israel

What did you see?

Make the shapes you saw with your hands.

LAUNCH
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What do you notice?

Tell someone else your ideas.

LAUNCH
1

“I notice _______.”

Slide is animated

Anticipated answers from students might be: It’s a cube, it’s green, it has flat sides, it has squares on it, it doesn’t have any curves, etc.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cube, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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What do you notice?

LAUNCH
1

“I notice _______.”

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Can you find something where you are that looks like this shape?

What do you notice?

LAUNCH
1

Bird’s Eye View

Ant’s Eye View

Can you roll your shape?

Slide is animated

Have students put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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What do you notice?

Find something where you are that looks like this shape.

Draw it and describe it.

What do you notice?

Bird’s Eye View

Ant’s Eye View

EXPLORE
2

Click to see a moving cube

Cube Jamboard (Spanish)

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Options for monitoring and sharing work:

Students take turns describing each other’s objects out loud and recording on Cubes Jamboard (Spanish).

If you are doing the recording, students can take turns showing one shape while the rest of the class describes to you what they see and how you should draw it.
You may take a screenshot of their shape on their Zoom screen and upload it to the Jamboard.
If students are splitting their screen, they can draw their shape on the Jamboard (you may make a seperate page for each student).

Use Seesaw Cubes (Spanish) for students to take a picture of their cube shape, draw it as best they can, and describe things they notice about their shape.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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What do you notice?

What do you wonder?

SUMMARIZE
3

This slide is animated.

Use actual student responses or these samples.

As students describe the shapes, start to identify the parts of the cube, such as corners (vertices), sides (faces), and edges. If students say something like “I notice they are cubes” or “I notice that one is not a cube”, ask “What do you see that makes you say that?”

You may have students use the hand movements in the next slide to describe the shape attributes.

Students might notice that none of the objects is a perfect cube. In fact, no real life objects are ever exactly like the abstract ideas (cube, line, etc.) that we discuss in Geometry.

→ Core Math to Emphasize

Common attributes (6 square faces connected at 12 edges and 8 corners) are shared by all cubes.
The faces of 3-D shapes resemble 2-D shapes.

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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What is the same about all cubes?

SUMMARIZE
3

Picture	Name	Description
	cube

Shape Anchor Chart Jamboard (Spanish) Option

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Options for Asynchronous or Continuing Activities

Use Cubes Jamboard (Spanish) or Seesaw Cubes (Spanish) to continue drawing and describing cubes.

Shape scavenger hunt: students can take pictures of shapes in their environment that they think are cubes and not cubes. You may ask them to take pictures of “tricky” shapes that might cause disagreement about whether they are cubes or not cubes.

Explore cubes found in nature. For example, watch the video about Salt C rystals in the Dead Sea (VideoLink) or salt under a microscope (not accessible by VideoLink). This article describes how and why wombat poop is cube shaped.

Concentration: Match shape names with shape pictures (re-engage with 2-D shapes)

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Lesson 2: K.7 LS1 Day 2

Launch: Describe attributes of the shapes shown - cylinders.

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface and 2 congruent circular faces) are shared by all cylinders.

Explore: Find a shape that looks like a cylinder: draw it and describe it.

Use Cylinder Jamboard (Spanish) or Seesaw Cylinder (Spanish)

Summarize: What do you notice and wonder about these shapes? What is the same about all cylinders?

Shapes Anchor Chart Jamboard (Spanish)

Core Math to Emphasize

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface and 2 congruent circular faces) are shared by all cylinders. .

Use K.7 Observation Sheet to make observational notes.

A cylinder can have one curved surface and two flat faces. Students may decide that a cylinder has two faces or include the curved surface and decide it has three faces. Students may also decide that a cylinder has 2 curved edges or no edges. These conclusions should be respected and further discussion encouraged. As long as students can describe the 2 different kinds of surfaces and the curved edges, it is not necessary to force them into one particular definition.

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Lesson 2:

Cylinders

We can describe what is the same about all cylinders.

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Cutting Bamboo in Japan

What did you see?

Make the shapes you saw with your hands.

LAUNCH
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What do you notice?

Tell someone else your ideas.

LAUNCH
1

“I notice _______.”

Slide is animated

Anticipated answers from students might be: It’s a cylinder, it’s blue, it has some curves and some straight sides/edges, it has a circle on the top.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cylinder, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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What do you notice?

LAUNCH
1

“I notice _______.”

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Can you find something where you are that looks like this shape?

What do you notice?

LAUNCH
1

Bird’s Eye View

Ant’s Eye View

Can you roll your shape?

Slide is animated

Have students put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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What do you notice?

Find something where you are that looks like this shape.

Draw it and describe it.

What do you notice?

Bird’s Eye View

Ant’s Eye View

EXPLORE
2

Click to see a moving cylinder

Cylinders Jamboard (Spanish)

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Options for monitoring and sharing work:

Students take turns describing each other’s objects out loud and recording on Cylinders Jamboard (Spanish).

If you are doing the recording, students can take turns showing one shape while the rest of the class describes to you what they see and how you should draw it.
You may take a screenshot of their shape on their Zoom screen and upload it to the Jamboard.
If students are splitting their screen, they can draw their shape on the Jamboard (you may make a seperate page for each student).

Use Seesaw Cylinders (Spanish) for students to take a picture of their cylinder shape, draw it as best they can, and describe things they notice about their shape.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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What do you notice?

What do you wonder?

SUMMARIZE
3

This slide is animated.

Use actual student responses or these samples.

As students describe the shapes, start to identify the parts of the cylinder, such as sides (faces), curved side (curved surface), and edges (which, for a cylinder, are curved). If students say something like “I notice they are cylinders” or “I notice that one is not a cylinder”, ask “What do you see that makes you say that?”

You may have students use the hand movements in the next slide to describe the shape attributes.

Students might notice that none of the objects is a perfect cylinder. In fact, no real life objects are ever exactly like the abstract ideas (cube, line, etc.) that we discuss in Geometry.

→ Core Math to Emphasize

All cylinders have the attributes of one curved face and two congruent circular faces.
The faces of 3-D shapes resemble 2-D shapes.

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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What is the same about all cylinders?

SUMMARIZE
3

Picture	Name	Description
	cylinder

Shape Anchor Chart Jamboard (Spanish) Option

Make an editable copy of this slide or the Shapes Anchor Chart Jamboard to write in and keep track of the examples and description of each shape in this unit.

→ Core Math to Emphasize

All cylinders have the attributes of one curved face and two congruent circular faces.
The faces of 3-D shapes resemble 2-D shapes.

Elicit student explanations of attributes that describe a cylinder. Try to use students’ language and supplement with precise geometric vocabulary. Descriptions should include ideas like the following:

2 circle faces
1 big curved surface
Looks like (eg. soda can, cup, water bottle)

Note:

A cylinder can have one curved surface and two flat faces. Students may decide that a cylinder has two faces or include the curved surface and decide it has three faces; this conclusion should be respected and further discussion encouraged. As long as students can describe the 2 different kinds of surfaces, it is not necessary to force them into one particular definition.
Students may also decide that a cylinder has 2 curved edges or no edges. Their conclusion should be respected and further discussion encouraged. As long as students can describe the curved edges, it is not necessary to force them into one particular definition.

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Options for Asynchronous or Continuing Activities

Use Cylinders Jamboard (Spanish) or Seesaw Cylinders (Spanish) to continue drawing and describing cylinders.

Shape scavenger hunt: students can take pictures of shapes in their environment that they think are cylinders and not cylinders. You may ask them to take pictures of “tricky” shapes that might cause disagreement about whether they are cylinders or not cylinders.

Explore where cylinders are found in nature. For example, watch the video about Cutting Bamboo (VideoLink) or one about the branches and trunks of trees (VideoLink).

PBS Kids - Highlight Zone: Find the hidden shapes (re-engage with 2-D shapes).

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Lesson 3: K.7 LS1 Day 3

Launch: Describe attributes of the shapes shown - cones.

Use K.7 Observation Sheet to make observational notes.

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface, one circular face, one curved edge and one vertex) are shared by all cones.

Explore: Find a shape that looks like a cone: draw it and describe it.

Use Cone Jamboard (Spanish) or Seesaw Cone (Spanish)

Summarize: What do you notice and wonder about these shapes? What is the same about all cones?

Shapes Anchor Chart Jamboard (Spanish)

Core Math to Emphasize

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface, one circular face, one curved edge and one vertex) are shared by all cones.

A cone can have one curved face and one flat face, or it can have a curved surface with one circular face. If students decide that a cone has only one face, this conclusion should be respected and further discussion encouraged.

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Lesson 3:

Cones

We can describe what is the same about all cones.

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Mayon Volcano in the Philippines

What did you see?

Make the shapes you saw with your hands.

LAUNCH
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What do you notice?

Tell someone else your ideas.

LAUNCH
1

“I notice _______.”

Slide is animated

Anticipated answers from students might be: It’s a cone, it’s orange, it has some curves and some straight sides/edges, it has a circle on the bottom, it has a point on the top.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cone, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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What do you notice?

LAUNCH
1

“I notice _______.”

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Can you find something where you are that looks like this shape?

What do you notice?

LAUNCH
1

Bird’s Eye View

Ant’s Eye View

Can you roll your shape?

Slide is animated

Have students put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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What do you notice?

Find something where you are that looks like this shape.

Draw it and describe it.

What do you notice?

Bird’s Eye View

Ant’s Eye View

EXPLORE
2

Click to see a moving cone

Cone Jamboard (Spanish)

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Options for monitoring and sharing work:

Students take turns describing each other’s objects out loud and recording on Cone Jamboard (Spanish).

If you are doing the recording, students can take turns showing one shape while the rest of the class describes to you what they see and how you should draw it.
You may take a screenshot of their shape on their Zoom screen and upload it to the Jamboard.
If students are splitting their screen, they can draw their shape on the Jamboard (you may make a seperate page for each student).

Use Seesaw Cone (Spanish) for students to take a picture of their cone shape, draw it as best they can, and describe things they notice about their shape.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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What do you notice?

What do you wonder?

SUMMARIZE
3

This slide is animated.

Use actual student responses or these samples.

As students describe the shapes, start to identify the parts of the cone, such as the corner (vertex), side (face) and edge. If students say something like “I notice they are cones” or “I notice that one is not a cone”, ask “What do you see that makes you say that?”

You may have students use the hand movements in the next slide to describe the shape attributes.

Students might notice that none of the objects is a perfect cone. In fact, no real life objects are ever exactly like the abstract ideas (cube, line, etc.) that we discuss in Geometry.

→ Core Math to Emphasize

All cones have the attributes of one curved face, one circular face, one curved edge and one vertex.
The faces of 3-D shapes resemble 2-D shapes.

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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What is the same about all cones?

SUMMARIZE
3

Picture	Name	Description
	cone

Shape Anchor Chart Jamboard (Spanish) Option

Make an editable copy of this slide or the Shapes Anchor Chart Jamboard to write in and keep track of the examples and description of each shape in this unit.

→ Core Math to Emphasize

All cones have the attributes of one curved face, one circular face, one curved edge and one vertex.
The faces of 3-D shapes resemble 2-D shapes.

Elicit student explanations of attributes that describe a cone. Try to use students’ language and supplement with precise geometric vocabulary. Descriptions should include ideas like the following:

a pointy end
a circle face
a curved surface
Looks like (eg. ice cream cone, party hat, traffic cone)

Note:

The tip of a cone is called an apex. An apex is a special kind of vertex, the point that is farthest from the base of a shape. However, it is not important for students in kindergarten to know this term. Students may call the apex the point or the vertex.
A cone can have one curved face and one flat face, or it can have a curved surface with one circular face. If students decide that a cone has only one face, this conclusion should be respected and further discussion encouraged.

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Options for Asynchronous or Continuing Activities

Use Cone Jamboard (Spanish) or Seesaw Cone (Spanish) to continue drawing and describing cones.

Shape scavenger hunt: students can take pictures of shapes in their environment that they think are cones and not cones. You may ask them to take pictures of “tricky” shapes that might cause disagreement about whether they are cones or not cones.

Explore where cones are found in nature. For example, watch the video about Mayon Volcano (VideoLink), one about pine cones opening (VideoLink), or Evergreen Trees (VideoLink) and Why those trees are shaped like cones (VideoLink).

ABCya Shape Match: Match 2-D and 3-D shapes to objects or shape names.

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Lesson 4: K.7 LS1 Day 4

Launch: Describe attributes of the shapes shown - spheres.

Use K.7 Observation Sheet to make observational notes.

Explore: Find a shape that looks like a sphere: draw it and describe it.

Use Spheres Jamboard (Spanish) or Seesaw Spheres (Spanish)

Summarize: What do you notice and wonder about these shapes? What is the same about all spheres?

Shapes Anchor Chart Jamboard (Spanish)

Core Math to Emphasize

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface, on which all points are equidistant from the center) are shared by all spheres.

The discussion of the face of a sphere is a tricky subject. A sphere can be described as having one curved face, or it can be defined as a curved surface with no faces. If students decide on either definition, their conclusion should be respected.

The faces of 3-D shapes resemble 2-D shapes. Common attributes (1 curved surface, on which all points are equidistant from the center) are shared by all spheres.

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Lesson 4:

Spheres

We can describe what is the same about all spheres.

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Jupiter Full of Earths

What did you see?

Make the shapes you saw with your hands.

LAUNCH
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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What do you notice?

Tell someone else your ideas.

LAUNCH
1

“I notice _______.”

Slide is animated

Anticipated answers from students might be: It’s a cone, it’s orange, it has some curves and some straight sides/edges, it has a circle on the bottom, it has a point on the top.

This is an opportunity for you to see how students describe the attributes of shapes, as well is if they know the shape name. Remind students that they saw and named this shape in Unit K.1. You may remind them that this shape is called a cone, or you may wait till later so they focus on the attributes rather than the name.

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay at this point. Continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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What do you notice?

LAUNCH
1

“I notice _______.”

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Can you find something where you are that looks like this shape?

What do you notice?

LAUNCH
1

Bird’s Eye View

Ant’s Eye View

Can you roll your shape?

Slide is animated

Have students put their shape on a surface in front of them.

Tell students to look at the shapes while standing up and looking down at their desks for a “bird’s eye” view.

Ask, What do you notice? Students may name the 2-dimensional shapes that make up the 3-dimensional shapes and notice how much the same or different 3-dimensional shapes look from above.

Tell students that now they are going to pretend to be ants. Have students bend down and look at their shape from eye level.

Ask, What do you notice? Students might notice that when they were birds the shapes looked flat, but now they stick up. Remind students that these shapes are called solids.

You may encourage attribute language such as edges, faces, corners, sides, points, and curves, or respond to student observations using this language. Informal language for shape attributes (corner, side, etc.) is the expectation for kindergarten. However, exposure to academic language is beneficial. As a teacher, you may wish to use both academic and informal language while acknowledging your students’ correct use of informal language.

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What do you notice?

Find something where you are that looks like this shape.

Draw it and describe it.

What do you notice?

Bird’s Eye View

Ant’s Eye View

EXPLORE
2

Click to see a moving sphere

Spheres Jamboard (Spanish)

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Options for monitoring and sharing work:

Students take turns describing each other’s objects out loud and recording on Spheres Jamboard (Spanish).

If you are doing the recording, students can take turns showing one shape while the rest of the class describes to you what they see and how you should draw it.
You may take a screenshot of their shape on their Zoom screen and upload it to the Jamboard.
If students are splitting their screen, they can draw their shape on the Jamboard (you may make a seperate page for each student).

Use Seesaw Sphere (Spanish) for students to take a picture of their sphere shape, draw it as best they can, and describe things they notice about their shape.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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What do you notice?

What do you wonder?

SUMMARIZE
3

This slide is animated.

Use actual student responses or these samples.

As students describe the shapes, start to identify the parts of the sphere. If students say something like “I notice they are sphere” or “I notice that one is not a sphere”, ask “What do you see that makes you say that?”

You may have students use the hand movements in the next slide to describe the shape attributes.

Students might notice that none of the objects is a perfect sphere. In fact, no real life objects are ever exactly like the abstract ideas (cube, line, etc.) that we discuss in Geometry.

Note:

The discussion of the face of a sphere is a tricky subject. A sphere can be described as having one curved face, or it can be defined as a curved surface with no faces. If students decide on either definition, their conclusion should be respected.

→ Core Math to Emphasize

All spheres share the attribute of one curved face, on which all points are equidistant from the center.
Pictorial views of 3-D shapes resemble 2-D shapes.

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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What is the same about all spheres?

SUMMARIZE
3

Picture	Name	Description
	sphere

Shape Anchor Chart Jamboard (Spanish) Option

Make an editable copy of this slide or the Shapes Anchor Chart Jamboard to write in and keep track of the examples and description of each shape in this unit.

→ Core Math to Emphasize

All spheres share the attribute of one curved face, on which all points are equidistant from the center.
The faces of 3-D shapes resemble 2-D shapes.

Elicit student explanations of attributes that describe a sphere. Try to use students’ language and supplement with precise geometric vocabulary. Descriptions should include ideas like the following:

curved all around
no flat faces
no vertices
no edges
Looks like (eg. ball, earth)

Note:

The discussion of the face of a sphere is a tricky subject. A sphere can be described as having one curved face, or it can be defined as a curved surface with no faces. If students decide on either definition, their conclusion should be respected.

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Options for Asynchronous or Continuing Activities

Use Spheres Jamboard (Spanish) or Seesaw Sphere (Spanish) to continue drawing and describing cones.

Shape scavenger hunt: students can take pictures of shapes in their environment that they think are sphere and not sphere. You may ask them to take pictures of “tricky” shapes that might cause disagreement about whether they are sphere or not sphere.

Explore where spheres are found in nature. For example, watch the video about Jupiter Full of Earths (VideoLink), or other videos about planets orbiting (VideoLink), planet sizes (VideoLink) and the moon (VideoLink).

Watch a 3-D Shapes song (VideoLink).

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Lesson 5: K.7 LS2 Day 1&2

Launch: Which shape doesn’t belong - describe shape attributes. How can we build each shape?

Edges, vertices, and faces of 3-dimensional shapes can be identified and described.

Explore: Make any of the shapes with any materials you have.

Use slides or Seesaw Building a 3-D Shape (Spanish)

Summarize: Describe each shape and how it was made.

What was easy/hard to make and why?

Core Math to Emphasize

Edges, vertices, and faces of 3-dimensional shapes can be identified and described.

This lesson is meant to be very exploratory. Students are not expected to have any particular materials, nor to be able to build “perfect” shapes.

Use K.7 Observation Sheet to make observational notes.

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Lesson 5:

Building 3-D Shapes

We can find and describe the edges, vertices, and faces of 3-D shapes by building them.

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Which one doesn’t belong? Why?

LAUNCH
1

“The ___ doesn’t belong because ___.”

This slide is animated.

Encourage students to justify their reasons for why one doesn’t belong, and to think about why other shapes may not belong.

You may have students use the hand movements in the next slide to describe the shape attributes.

Anticipated answers from students might be:

The cube doesn’t belong because it’s the only one with all flat sides (edges or faces), all the others have curved sides.

The cylinder doesn’t belong because it has 2 circle faces, and the others have one or none.

The cone doesn’t belong because it’s the only one that has a different top (pointy) and bottom (flat circle)

The shpere doesn’t belong because it’s the only one that doesn’t have any flat sides.

This is an opportunity for you to see how students describe, compare, and analyze the attributes of shapes, as well is if they know the shape name (you may remind them if they forget).

Students may describe some non-geometric attributes of shapes (eg. color, size, or other such feature). This is okay. Accept all answers, and continue to emphasis geometric attributes (number of sides [edges and faces], corners, straight vs curvy, same sized lengths, etc) and notice if students emphasize these more as the unit continues.

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Which part of the shape are you describing?

face

edge

vertex

corner

point

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How do you think you could build each shape?

LAUNCH
1

“To build the ___, we could _______.”

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LAUNCH
1

How could we build a cube?

Take apart a Cube

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LAUNCH
1

How could we build a cone?

Take apart a Cone

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LAUNCH
1

How could we build a cylinder?

Take apart a Cylinder

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LAUNCH
1

How could we build a sphere?

Take apart a Sphere

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LAUNCH
1

Could we build any other shapes?

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Make any of these shapes with any materials you have.

				?

EXPLORE
2

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Options for monitoring and sharing work:

GIve students an opportunity to build shapes from any materials they have around them.

As students show their shapes, other students may get ideas for materials they can use.
Students can work in break out groups so they can discuss ideas for materials and how to use them.
Have students describe how they made the shapes, and encourage them to use attribute language as they describe.

Use Seesaw Building 3-D Shapes (Spanish) for students to take a picture of the shape they made, name it and describe it.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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Describe each shape and how it was made.

SUMMARIZE
3

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What was easy to make? Why?

What was hard?

Why?

SUMMARIZE
3

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Options for Asynchronous or Continuing Activities

Use Seesaw Building 3-D Shapes (Spanish) to continue making and describing shapes.

Make Shape Nets for students to print out (if possible), cut out, and build shapes. This helps students focus on the faces of shapes, as well as the edges and the vertices. These will be tricky for kindergarteners and are meant to be very exploratory!

Constructing and deconstructing a sphere in different ways can be an interesting topic that leads to many debates about the “best” way to do this, especially when it comes to how to “peel the globe” and turn it into a flat map. For more information, see this article or Ted Talk.

Read a RazKids book about different 3-D Shapes: The Shape Game (Spanish)

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Lesson 6: K.7 LS3 Day 1

and Milestone Task

Launch: Read Changes, Changes. Put shapes together physically and virtually. Use position words to describe where shapes are.

Simple 3-dimensional shapes can be combined to create complex shapes.

Explore: Describe what you made using position words. Put shapes togehter that have matching faces.

Use Put Together 3-D Shapes Jamboard (Spanish) or Put Together 3-D Shapes Seesaw (Spanish)

Summarize: What did we make? Which shapes were easy/hard to match, and why?

Core Math to Emphasize

Simple 3-dimensional shapes can be combined to create complex shapes.

You may use information from this lesson as Part B of the Milestone Assessment. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the synchronous milestone option.

Use K.7 Observation Sheet to make observational notes.

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Lesson 6:

Compose

3-D Shapes

We can put shapes together to make new shapes.

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What shapes do you see?

What did they use these shapes to make?

Changes, Changes

LAUNCH
1

SAN FRANCISCO UNIFIED SCHOOL DISTRICT

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Let’s use our shapes to build other shapes!

LAUNCH
1

Find any shapes where you are and put them together however you want.

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What is easy to put together? What is hard?

LAUNCH
1

“It’s easy/hard to put together ___ and ___ because ___.”

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How can we put these shapes together so their faces match?

LAUNCH
1

“We can put the ___ ____ the ___.”

above

below

next to

under

inside

on

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Describe what you made using position words.

Put any of these shapes together so that their faces match.

EXPLORE
2

above

below

next to

under

inside

on

“I put the ___ ____ the ___.”

Put Together Shapes Jamboard (Spanish)

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How do we use position words?

Put the penguin above the box.

Put the penguin below the box.

Put the penguin next to the box.

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How do we use position words?

Put the penguin inside the box.

Put the penguin on the box.

Put the penguin under the box.

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Options for monitoring and sharing work:

GIve students an opportunity to put their shapes together to build what they’d like.

Have students describe what they built, what shapes they used.
Encourage them to use position words to describe where they placed each shape.

Give students an opportunity to put virtual shapes together that have matching faces in size and shape using Put Together 3-D Shapes Jamboard (Spanish).

Students can describe to you where to put the shapes using position words.

Use Seesaw Put Together 3-D Shapes (Spanish) for students to take a picture of the shape they made and put together the virtual shapes, then describe where they put the shapes using position words.

Select and upload sorts onto the summary slide for the summary.

SUMMARIZE
3

EXPLORE
2

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What did we make?

Which shapes were easy to match? Why?

Which shapes were hard to match? Why?

SUMMARIZE
3

above

below

next to

under

inside

on

This slide is animated.

Use actual student responses or these samples. You may choose to show some shapes that do match and some that don’t. You also may use a combination of home constructed shapes and virtually combined shapes.

Have each student give a one sentence description of their construction. Encourage students to use accurate shape names and location descriptions.
Discuss which shapes were easy to match and which were more challenging.
Be sure to ask students what made a shape challenging to match, for example, the sphere is hard to match because it doesn’t have a flat face to connect to another shape, though it may “fit” inside the cylinder and the cone. The cube can’t connect to anything but itself because it’s the only one with square faces, but it has many sides it can connect to.

→ Core Math to Emphasize

Simple 3-dimensional shapes can be combined to create complex shapes.

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Options for Asynchronous or Continuing Activities

Use Put Together 3-D Shapes Jamboard (Spanish) or Seesaw Put Together 3-D Shapes (Spanish) to continue putting together shapes and describing using position words.

Find composite shapes in the environment or in videos. For example, see this video about Making a Piñata (VideoLink).

Read a RazKids book about different 3-D Shapes: Making Shapes (Spanish)

PBS Kids - Treehouse Trouble: Use 3-D shapes to build stable treehouses.

Play a shape game: Choose a solid from a set and hide it in your hand. Tell students, I have a solid. It has __ faces. What shape is it? If students name the correct shape, show them that they were correct. If they do not, give another clue such as, It has __ corners or It has _ edges. Repeat with a few objects making sure to use different attributes each time.

You may use information from this lesson as part of the Milestone Assessment. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the synchronous milestone option.

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Milestone Task: Part A

Use the following slides to launch the task (Part A). Students should have a clear understanding of the problem and ideas of the strategies they might use to solve it by the end of the launch. Launch may be done whole class or in small groups.

Assign Seesaw Milestone Task Part A (Spanish) for students to complete the task asynchronously, OR
Use these Google Slides to work with small groups and have students direct you as to how to respond, OR
Any other strategy you have successfully used to interact with students.

Use K.7 Observation Sheet to make observational notes.

The Milestone answers the question:

Did you learn what was expected of you from this unit?

Shapes can be described and classified by their attributes.

Allow students access to the Shape Anchor Chart Jamboard (Spanish) throughout the Milestone Task.

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Milestone Task: Part B*

Use K.7 Observation Sheet or K.7 Milestone Rubric to make observational notes.

The Milestone answers the question:

Did you learn what was expected of you from this unit?

Some shapes share attributes that can be joined to create larger complex shapes.

Allow students access to the Shape Anchor Chart Jamboard (Spanish) throughout the Milestone Task.

*If students showed full understanding during the tasks in Lesson 6, you may use those tasks as Milestone Part B. If you have questions about student understanding, you may give the assignment again at the end of the unit, or assess understanding using the slides for live small groups.

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Let’s sort these shapes in different ways:

Part A: Sorting Shapes

Curved sides

No curved sides

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Let’s sort these shapes in different ways:

Part A: Sorting Shapes

Pointy parts

No pointy parts

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Let’s sort these shapes in different ways:

Part A: Sorting Shapes

Circle faces

No circle faces

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What’s a way you can sort the shapes?

Part A: Sorting Shapes

______________

No ______________

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Part B: Composing Shapes

How can we put these shapes together so their faces match?

“Put the ___ ____ the ___.”

above

below

next to

under

inside

on