ND Curriculum Initiative

Subject & Standards

Needs Assessment/Rational

North Dakota standards state that students will understand and apply geometric concepts and spatial relationships to represent and solve problems in mathematical and nonmathematical situations. Students in kindergarten should be able to identify, sort and reproduce two-dimensional figures, and match three-dimensional figures with their stated name. They should also understand that geometry is in mathematics, and in the world around them. For many students, kindergarten is their first introduction to the world of mathematics. Therefore, it is important for us to provide a strong foundation for future learning. Clements & Batista (1992) believe that tying mathematics (the “ideal” geometric shapes) to the children’s everyday lives is the key to building that foundation. In my classroom, I have assessed a need by doing individual assessments of my children on two- and three-dimensional shapes. Eighty percent of my students understand two-dimensional shapes. Five percent of my students understand three-dimensional shapes. From these assessments, I have identified a need for this unit of instruction.

Understandings & Goals

Enduring Understanding: Students will see the connection between the geometric shapes and real-world objects. Students will discuss how people use these objects in their jobs. I also want students to be able to recognize the shapes by the properties those shapes possess. These properties are what make the shapes and solid figures different from each other. Goal(s): Students will identify, describe and draw the four basic shapes (circle, square, triangle and rectangle). Students will identify the four solid shapes (sphere, cube, cone and cylinder). Students will identify which solid figures will roll, stack and slide. Students will name real-world examples of each solid shape. Students will categorize real-world examples of each solid shape.

Questions Answered

Essential questions: Why is it important to know the shapes and their properties? Where in the real world would we find these shapes? How might you use these shapes, as you grow older?What type of jobs do you think use these shapes in their work? Objectives: Students will identify and draw the four basic shapes (circle, square, triangle and rectangle) in a one on one setting with 100% accuracy. Students will describe the attributes of the four basic shapes (corners, straight sides, and curves) in a one on one setting looking at examples with 100% accuracy. Students will practice moving and clicking the mouse on the computer while using the computer game “I Spy Shapes” (http://www.storyplace.org/preschool/activities/shapesonact.swf). Students will manipulate solid shapes to determine if they will roll, stack or slide in a small group setting and record their answers with 80% accuracy. Students will identify at least two real-world objects for each of the solid shapes on the computer program Kidspiration with 80% accuracy. Students will sort real-world objects by their shape in a small group setting with 80% accuracy. Students will practice clicking and dragging objects on the computer program Kidspiration. Students will categorize real-world objects by shape on a page using the computer program Kidspiration with 80% accuracy.

Assessment

What quiz and test items (e.g. simple content-focused questions that require a single, best answer) will provide evidence of understanding? I will be doing individual assessments of each child to determine if they are able to identify, describe and draw the four basic shapes. I will use a rubric to assess these skills. 1. Student understands one part of shapes (identify, describe or draw). 2. Student understands two parts of shapes (identify, describe or draw). 3. Student understands three parts of shapes (identify, describe and draw). I will also assess if students can identify the four solid shapes. What academic prompts (e.g. open-ended questions or problems that require students to think critically and then to prepare a response / product / performance) will provide evidence of understanding? Some of the questions I will use to assess the students learning are: How do you know that that this is a square? How is a square different from a rectangle? Where do you see these shapes in the real world? What performance tasks and projects (e.g. complex challenges that are authentic, mirror the real world and require a performance or product) will you include that will provide evidence of student understanding? The students will find objects in our classroom and around the school that are the different solid shapes. We will take digital pictures of the objects we find. Students will bring objects that are one of the four solid shapes from home. We will then sort all the real-world objects found (including pictures) that are these four shapes. The students will also use these shapes to explore whether they will roll, stack or slide. What other evidence (e.g. observations, work samples, dialogues, student self-assessment) of understanding will you collect? The students will help generate a checklist to help guide them in creating a page on the computer program Kidspiration. The students will each make a page on Kidspiration to show real-world examples of the solid shapes. The students will also turn in a log to show which solid shapes roll, stack and slide.

Instructional Strategies

Students will be using all three strategies to promote higher-order thinking and self-directedness. Inquiry-based: How do we know that this is a square? What makes it different from a rectangle? Where do we see solid shapes in the real world? Why do you think vegetables come in a cylinder and not a cone? How does this help a grocer? Problem-based: Students will manipulate the four solid shapes. Which ones can you roll? Which ones can you stack? Which ones can you slide? Where in our world might it be important for something to be able to roll? (Ex. tires on a car, etc.) Where in our world might it be important for something to be able to stack? (Ex. cans in a grocery store, etc.) Where in our world might it be important for something to be able to slide? (Ex. a drawer in a dresser, etc.) Project-based: Students will make a page on Kidspiration categorizing real-world objects by their solid shape. Students must know the attributes of each shape, and be able to recognize those attributes in real world objects. How do you know that the ball is a sphere? What attributes did you look for?