In this assessment students are asked to compare 2-D and 3-D shapes. Students will be given a rectangle and a cube. Students are asked whether the shapes are 2-D or 3-D and whether they are flat or solid. Students will use a Venn Diagram to compare and contrast the attributes of the shapes. An assessment sheet and rubric are provided.

In this assessment students will identify and describe shapes. Teachers will hand out the assessment task and point to figures from left to right. Students will identify the shapes they see in the picture. They will determine whether the shapes are 2-D flat or 3-D solid. Teachers will assess one on one. An I Spy Shape assessment task sheet recording sheet and rubric are provided.

In this assessment task students will identify and name a shape. The teacher will set up a Triangle Circle Cube Square Cone Rectangle Sphere and Hexagon going from left to right. Students are asked to name the shape and to tell whether it is a 2-D/flat or 3-D/solid shape.

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After reading the story, The Silly Story of Goldilocks and the Three Squares, students identify and describe shapes in a variety of orientations.

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Prior to this lesson, students should have worked with two-dimensional shapes. Additionally, they should have been introduced to three-dimensional shapes and their attributes with the lesson "Guess My Shape".

In this lesson, students will use a variety of materials to build shapes and use math vocabulary to explain their shape.

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In this lesson, students develop spatial sense by composing shapes to match their teacher's representation.

Having spatial sense means having a feel for the geometric aspects in the environment and how the different shapes can be combined to form different figures. Students do not "grow" this spatial reasoning without having rich experiences that involve shapes and spatial relationships.

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This packet contains exit tickets for the Kindergarten, Cluster 4 geometry standards. Exit tickets are written responses to questions posed at the end of a lesson. They are brief assessments which allow the teacher to determine student understanding of the concepts and skills taught that day. At the Kindergarten level, a blank copy of the exit ticket should be displayed on the board and read aloud to students. As teacher reads, students work independently on their own copy of the exit ticket.

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This file contains a sample image of a geometry anchor chart, as well as an image of a composing shapes activity. Directions and descriptions are included.

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In this task, students identify shapes, describe attributes of shapes, and compare a two-dimensional and three-dimensional shape. This task may be used for instructional or assessment purposes.

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Students are asked to use a set of pattern blocks to compose given shapes. This task may be used for instructional or assessment purposes.

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The goal of this lesson is for students to understand that plane figures are different from solid figures. Students will identify and locate the face of a solid figure that matches a plane figure, such as the face of a cube is a square, the base of a triangular based pyramid is a triangle.

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In this lesson, students will create and name given shapes. They will use precise mathematical vocabulary describe shapes to partner with enough details for the partner to recreate it accurately.

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In this lesson, students create a "train" (or row) of shapes. Each shape in the row must have one attribute in common with the shapes on either side.

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Students are asked to draw a set of two-dimensional shapes, and build three-dimensional shapes from clay. This task may be used for instructional or assessment purposes.

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This lesson engages students in recognizing and identifying the properties of plane geometric figures. Students should learn that the properties of a shape to determine its name.

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In this task, students identify the names of two and three-dimensional shapes regardless of orientation. This task may be used for instructional or assessment purposes.

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Based on a series of teacher directions, students select stated shapes and place them in specified locations. Students must recognize the names of shapes and position words. This task may be used for instructional or assessment purposes.

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After reading the book "Shapes", students discuss attributes of shapes and take a shape walk.

One of the four goals in geometry is Visualization, this includes being able to identify geometric shapes in the environment. As students begin to see geometry in their world, the content becomes more relevant and interesting to them.

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