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K
GRADE
Mathematics Curriculum
GRADE K MODULE 6
Table of Contents
GRADE K MODULE 6
Analyzing, Comparing, and Composing Shapes
Module Overview ......................................................................................................... i
Topic A: Building and Drawing Flat and Solid Shapes ............................................ 6.A.1
Topic B: Composing and Decomposing Shapes ...................................................... 6.B.1
Module Assessments ............................................................................................. 6.S.1
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
K
Module Overview Lesson
Grade K Module 6
This descriptive image plus further clarification is found in the Geometry progressions document, p. 7.
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
ii
K
Module Overview Lesson
Develop understanding of ordinal numbers (first through tenth) to describe the relative
position and magnitude of whole numbers.
Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
Ordinality is introduced in the context of constructing and manipulating shapes. The balance of this cluster is addressed in Modules
1 and 5.
3
K.G.4 is addressed in Module 2.
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
iii
K
Module Overview Lesson
Compose simple shapes to form larger shapes. For example, Can you join these two triangles
with full sides touching to make a rectangle?
Foundational Standards
PK.CC.6
PK.G.3
Analyze, compare, and sort two- and three-dimensional shapes and objects, in different sizes,
using informal language to describe their similarities, differences, and other attributes (e.g.,
color, size, and shape).
PK.G.4
Create and build shapes from components (e.g., sticks and clay balls).
Make sense of problems and persevere in solving them. Students persist in their use of trial
and error until they begin to use the attributes of a puzzle to determine which shape fits into
an open space. The empty space has a long side like my triangle. Lets see if my triangle
fits.
MP.4
Model with mathematics. Students use shapes to create pictures of common objects and use
straws and clay to create models of two- and three-dimensional objects in their environment.
MP.6
Attend to precision. Ordinal numbers provide students with vocabulary to precisely describe
the spatial organization of ten shapes in a straight line.
MP.7
Look for and make use of structure. Students make use of their understanding of a shapes
attributes to build three-dimensional shapes from two-dimensional shapes.
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
iv
K
Module Overview Lesson
K.G.6
K.G.1
K.G.4
Days
Build flat shapes with varying side lengths and record with
drawings.
Lesson 3:
Lesson 4:
Lesson 7:
Lesson 8:
Module 6:
Date:
10
K
Module Overview Lesson
Terminology
New or Recently Introduced Terms
First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth (ordinal numbers)
Above, below, beside, in front of, next to, behind (position words)
Circle
Cube (three-dimensional shape)
Cylinder (three-dimensional shape)
Face (two-dimensional side of a shape )
Flat (two-dimensional shape)
Hexagon (flat figure enclosed by six straight sides)
Rectangle (flat figure enclosed by four straight sides)
Solid (three-dimensional shape)
Cone (three-dimensional shape)
Sphere (three-dimensional shape)
Square (flat figure enclosed by four straight, equal sides)
Triangle (flat figure enclosed by three straight sides)
Scaffolds5
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to How to Implement A Story of Units.
4
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
vi
K
Module Overview Lesson
Assessment Summary
Type
Administered
Format
Standards Addressed
End-of-Module
Assessment Task
After Topic B
K.CC.4d
K.G.5
K.G.6
Culminating Task
Lesson 8
K.G.6
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
vii
Mathematics Curriculum
GRADE
GRADE K MODULE 6
Topic A
K.CC.4d
K.G.5
Model shapes in the world by building shapes from components (e.g., sticks and clay
balls) and drawing shapes.
Instructional Days:
GPKM2
G1M5
-Links to:
In this final kindergarten module, students will extend and build upon their learning about two- and threedimensional shapes from Module 2. Students use their knowledge about common features of flats and solids
to create, construct, and compose shapes by building and drawing. Throughout, they use ordinal numbers to
describe the systematic construction of their flats (K.CC.4d).
Lesson 1 asks students to apply their knowledge of shape attributes (number and type of sides and corners)
by constructing flat shapes using straws and clay (K.G.5). For example, when constructing a triangle, the
student uses three equal, unconnected straws and connects the endpoints to form a three-sided, closed
figure. This represents a departure from viewing the figure as being inclusive of the interior to now
considering the shape as represented only by the outline, a perspective that will eventually develop into
formal definitions of triangles, quadrilaterals, and polygons (e.g., a triangle is formally defined in Grade 4 as
consisting of three non-collinear points together with the three segments joining them). Students will use
ordination to thirds to tell the steps they take to build their flat shapes (K.CC.4d).
Topic A:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.1
Topic A K
In Lesson 2, students investigate whether varied side length affects their ability to construct a shape. What
happens if I use two long straws and one short straw to build my triangle?
3 equal straws
3 unequal straws
Lessons 3 and 4 build upon the comparisons students made between two- and three-dimensional shapes in
Module 2 (K.G.4). In Lesson 3, students use the flats created from straws and clay in Lesson 1 as the
foundation for composing solids that model real world shapes and figures (K.G.5). They use these solids to
count faces, edges, and corners. In Lesson 4, they relate spatial understanding (relative position) and number
(magnitude) by using ordinal numbers to describe the position of flat shapes within a set of 10 (K.CC.4d).
A Teaching Sequence Towards Mastery of Building and Drawing Flat and Solid Shapes
Objective 1: Describe the systematic construction of flat shapes using ordinal numbers.
(Lesson 1)
Objective 2: Build flat shapes with varying side lengths and record with drawings.
(Lesson 2)
Objective 3: Compose solids using flat shapes as a foundation.
(Lesson 3)
Objective 4: Describe the relative position of shapes using ordinal numbers.
(Lesson 4)
Topic A:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.2
Lesson 1 K
Lesson 1
Objective: Describe the systematic construction of flat shapes using ordinal
numbers.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
(50 minutes)
(3 minutes)
(5 minutes)
(4 minutes)
Raise your hand if you know the song If youre happy and you know it.
(Raise hands.)
Even if you dont know all of the words, you can still do all of the moves, and thats the part that will
help us in math today. Well sing the song three times, and use a different movement each time.
Then, well sing it a final time, and put all three movements together. Ready?
Verse 1: If youre happy and you know it, clap your hands. (Clap, clap.)
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.3
Lesson 1 K
Verse 2: If youre happy and you know it, stomp your feet. (Stomp, stomp.)
Verse 3: If youre happy and you know it shout hooray. Hooray!
Verse 4 (combined): If youre happy and you know it do all three. (Clap, clap. Stomp, stomp.)
Hooray!
Invite students to make up three new verses and actions, then combine all three at the end.
NOTES ON
MULTIPLE MEANS OF
REPRESENTATIONS:
Help English language learners work
with partners by giving them sentence
starters such as, This is a ___ because
it has ___ sides, and I drew a ___
which has ___ corners. Be sure to
post labeled pictures of shapes on the
word wall for students to refer to.
Listen to my directions. First, stand up. Second, put your hands on your shoulders. Go!
(Stand up and then put hands on their shoulders.)
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.4
Lesson 1 K
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6.A.5
Lesson 1 K
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Third, use bits of clay to connect the corners of your new shapes.
If you havent made a square already, please do so now. Then, you may experiment. How many
different shapes can you make? We will have a shape show when you are done. (Allow ample time
for experimentation and construction.)
Who would like to share one of their shapes? Tell us what you did first, second, and third. Use your
math words!
I made a triangle! First, I cut the sticks. Second, I picked three
sticks for the sides. Third, I stuck them together with clay!
I made a hexagon. First, I cut the sticks. Second, I chose six and
put them on my desk. Third, I used balls of clay to connect them.
Listen again. Get your pencil and construction paper ready. First,
put a dot on the left side of your paper. Second, draw a line that
starts at that dot with your ruler. Third, draw another line that
starts at the same dot with your ruler.
(Work.)
Show me your work.
(Show their work.)
Listen again. First, put a dot at the ends of both your lines.
Second, draw a line with your ruler to connect those dots. Third,
show your work to a friend and tell him or her what shape you
drew. (Allow time for sharing.)
Now, share about all your shapes with your friends, the ones we
made with straws and the one we made with your ruler.
Allow time for sharing and discussion. If students built shapes with five
sides, or more than six sides, casually mention the name of the shape. Five sides is a pentagon. Seven sides is
a heptagon. Eight sides is an octagon. Nine sides is a nonagon. Ten sides is a decagon.
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Listen carefully. First, put your name on your construction paper. Second, carefully lift your shapes
onto your paper. Third, stand up and get ready to look at the shapes the rest of the class created!
Its time for a shape show! (Allow students to circulate to view and discuss one anothers work.
Encourage mathematical discussion and precision in vocabulary. When they are done, move the
papers carefully to a part of the room where they may be saved for use in Lesson 3 of this module.)
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.6
Lesson 1 K
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.7
Lesson 1 K
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.8
Name
Date
First, use your ruler to draw 2 lines to make a square. Second, color the
corners red. Third, draw another square.
First, draw a triangle using your ruler. Second, draw a different triangle
using your ruler. Third, show your pictures to your partner.
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.9
4 + 1 = ____
5 1 = ____
____ = 2 + 1
____ = 4 1
3 + 2 = ____
3 2 = ____
3 + 1 = ____
3 0 = ____
____ = 5 + 0
____ = 5 4
2 1 = ____
2 + 2 = ____
____ = 3 3
____ = 5 3
1 0 = ____
1 + 1 = ____
3 0 = ____
4 0 = ____
____ = 4 4
____ = 4 + 1
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.10
Name
Date
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.11
Name
Lesson 1 Homework K6
Date
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.12
Lesson 1:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.A.13
Lesson 2 K
Lesson 2
Objective: Build flat shapes with varying side lengths and record with
drawings.
Suggested Lesson Structure
Fluency Practice
Concept Development
Student Debrief
Total Time
(12 minutes)
(25 minutes)
(13 minutes)
(50 minutes)
(9 minutes)
(3 minutes)
Its time for a Sprint! (Briefly recall previous Sprint preparation activities, and distribute Sprints
facedown.) Take out your pencil and one crayon, any color. (Demonstrate the first problem as
needed.)
Continue to follow the familiar Sprint procedure. Have students work on the same Sprint a second time.
Continue to emphasize that the goal is simply to do better than the first time and celebrate improvement.
(Show cards, or say the numbers 10 and 6.) Raise your hand when you can say the number the Say
Ten way. (Wait for all hands to go up, then signal.) Ready?
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
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6.A.14
Lesson 2 K
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Ten 6.
Now say it the regular way, please.
16.
(If using Hide Zero cards, slide them together to form
the number 16.)
Continue with the following sequence: 17, 18, 19, 13, 14, 15,
11, 12, 10, 20.
Variation: Students can write the number bond, or write two
addition sentences on their personal boards.
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
As more shapes are introduced, be
sure to put the shapes with pictures or
models on the word wall. This will help
English language learners study the
names of the shapes and allow
teachers to point to the shapes while
talking about them, making a clear
connection between the words and the
meaning.
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MP.4
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Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.15
Lesson 2 K
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It is a triangle!
What if you take one of the sides of your triangle, cut it to be shorter and then put one of the pieces
back into your shape? (Allow time for students to experiment.) What do you notice?
It is still a triangle. It just has one side that is shorter. It looks pointier, but it still has three
sides and three corners. Two sides are the same length!
Great job! With your partner, use your sticks and your
clay to make several different flat shapes. You may cut
NOTES ON
the sticks to be any lengths you like. Be creative!
(Allow ample time for student work. Encourage
MULTIPLE MEANS OF
students to think about not only convex but also
ENGAGEMENT:
concave figures. Hold up any interesting examples you
Students with disabilities who might
observe for extra inspiration. Again, if students ask,
have difficulty with fine motor
casually mention the names of created shapes they
activities could benefit from using a
may not have studied yet.)
geoboard and rubber bands to make
different shapes or by allowing them to
Wow! You made a lot of different shapes! Would
use interactive technology such as the
anyone like to show their favorite and tell the class
one found at
about it? (Allow time for discussion.)
http://www.glencoe.com/sites/commo
With your ruler and your marker, try to copy each of
n_assets/mathematics/ebook_assets/v
your new shapes on your board.
mf/VMF-Interface.html.
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.16
Lesson 2 K
lesson.
You may choose to use any combination of the questions below to lead the discussion.
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.17
Name
Date
2+1=
11
1+1=
12
1+4=
13
=2+2
3+1=
14
=1+2
2+2=
15
2+3=
16
=2+3
1+2=
17
=5+1
4+1=
18
5+2=
3+2=
19
1+0=
10
1+3=
20
5+0=
Lesson 2:
Date:
=3+2
1+3=
1+4=
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.18
Name
Date
2-1=
11
4-1=
12
5-1=
13
=3-1
3-1=
14
=5-2
3-2=
15
4-2=
16
=5-4
5-3=
17
=5-1
5-2=
18
6-1=
4-3=
19
1-0=
10
5-4=
20
5-5=
Lesson 2:
Date:
=4-2
5-3=
4-1=
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.19
Name
Date
2+1=
11
3+2=
2-1=
12
3-2=
3+1=
13
4+0=
3-1=
14
4-0=
4+1=
15
5+0=
16
5-0=
4-1=
1+1=
17
5-5=
1-1=
18
4+1=
2+2=
19
5-4=
10
2-2=
20
Lesson 2:
Date:
5-1=
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.20
Name
Date
2+1=
11
4+1=
12
5-1=
13
=3-1
3+1=
14
=2+2
3+2=
15
4-2=
16
=5-4
5-3=
17
=5-1
5-2=
18
3+0=
2+3=
19
1-0=
10
5-4=
20
5-5=
Lesson 2:
Date:
=1+2
5+0=
4-1=
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.21
Name
Date
First, use a ruler to trace the shapes. Second, draw the shapes using your
ruler following the directions in the box.
Lesson 2:
Date:
Draw 1 hexagon.
Build flat shapes with varying side lengths and record with drawings.
4/11/14
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Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.22
5 4 = ____
0 + 1 = ____
5 3 = ____
1 + 1 = ____
5 2 = ____
2 + 1 = ____
5 1 = ____
3 + 1 = ____
5 0 = ____
4 + 1 = ____
4 2 = ____
4 3 = ____
2 1 = ____
2 + 1 = ____
3 2 = ____
3 + 2 = ____
3 1 = ____
4 1 = ____
5 0 = ____
5 4 = ____
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.23
Name
Date
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.24
Name
Lesson 2 Homework K6
Date
Trace the shapes. Then use a ruler to draw other related shapes on your
own in the large rectangle. Draw more shapes on the back of your paper if
you would like!
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.25
9
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.26
Lesson 2:
Date:
Build flat shapes with varying side lengths and record with drawings.
4/11/14
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
6.A.27
Lesson 3 K
Lesson 3
Objective: Compose solids using flat shapes as a foundation.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
(50 minutes)
(6 minutes)
(6 minutes)
Lesson 3:
Date:
6.A.28
Lesson 3 K
NOTES ON
MULTIPLE MEANS OF
ENGAGEMENT:
Now make a shape with four sides. Have your partner make
another four-sided shape. Do they look alike? Name the
shapes.
Try it with five sides! Then, six! How far can you and your
partner go?
Note: Reviewing the construction of a variety of flat shapes will
serve as the anticipatory set for extending a flat shape into a
solid in todays lesson.
Continue reviewing the other solids, asking students to explain how they knew the name of the solid and to
describe its attributes.
Part 2: Construct a cube.
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In our last lesson you made some great shapes out of your straws! I want to use some of the squares
you constructed to make a new shape like one of our solids. Does anyone have any ideas?
Maybe we could make something like a cube! You could use one square to be on the bottom like
the floor of a room. Some of the others could be like the faces. We need one for the top, too.
Look at the cube we already have. (Hold it up.) How many squares will I need to use? Lets count
together.
1, 2, 3, 4, 5, 6.
Lets use this one as the bottom of the cube. Now, I will use some of your other squares for the
Lesson 3:
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6.A.29
Lesson 3 K
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Lesson 3:
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Counting Faces
Counting Edges
Counting Corners
6.A.30
Lesson 3 K
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Lesson 3:
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6.A.31
Lesson 3 K
How many squares did you trace on your Problem Set before you started cutting? What did you
have to do to make a cube out of all the squares you traced?
What two shapes did you trace to make your cylinder? (Circle and rectangle.) What happened to
the rectangle when you cut and folded the paper to make the cylinder? Could we say that a
rectangle is a face of a cylinder? Why or why not? (No. Faces are flat. Once we roll up the
rectangle to make a cylinder, it is no longer flat.) What about the circle? Is a circle a face of the
cylinder?
When you counted the faces of your cube, how did you keep track of your count? How did you
make sure that you didnt count any face twice?
Describe a cube to me. Tell me about its faces, edges, and corners.
Describe a cylinder to me. Tell me about its faces, edges, and corners.
Lesson 3:
Date:
6.A.32
Name
Date
Add. Color the blocks using the code for the total.
1-RED
2-ORANGE
4-GREEN
5-BLUE
3-YELLOW
0+1
1+1
2+1
3+1
0+2
1+2
2+2
3+2
0+3
1+3
2+3
0+4
1+4
4+1
0+5
Lesson 3:
Date:
6.A.33
Name
Date
Subtract. Color the blocks using the code for the difference.
0-PURPLE
1-RED
4-GREEN
5-BLUE
2-ORANGE
3-YELLOW
1-0
20
30
40
50
1-1
21
31
41
51
2-2
32
42
52
33
43
53
44
54
5-5
Lesson 3:
Date:
6.A.34
Name
Date
Trace the circles and rectangle. Cut out the shape. Fold and tape to create a
cylinder.
Lesson 3:
Date:
6.A.35
Trace the squares. Cut out the shape. Fold and tape to create a cube.
Lesson 3:
Date:
6.A.36
Name
Date_____________
Draw a line from the flat shape to the object that has a face with that
flat shape.
Lesson 3:
Date:
6.A.37
Lesson 3 Homework K6
Name
Date
Lesson 3:
Date:
6.A.38
Lesson 3 Homework K6
Draw a 3-dimensional solid. Draw one of your solids faces. Tell an adult
about the shapes you drew.
Note to Family Helpers: Your student knows how to name some three-dimensional solids:
cylinders, cones, cubes, and spheres. You can often find these 3D shapes around the house in
objects like soup cans, ice cream cones, boxes, and balls. For the last question, it is acceptable
for your student to find and draw a different type of three-dimensional solid. Talk about the
number of edges, corners, and faces on the object.
Lesson 3:
Date:
6.A.39
Lesson 4 K
Lesson 4
Objective: Describe the relative position of shapes using ordinal numbers.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
(50 minutes)
(4 minutes)
(4 minutes)
(4 minutes)
Use a sequence similar to that used in counting the Say Ten way, with extra attention to the transition from
50 to 60.
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Wow! Youre getting good at counting both ways. Now lets mix it up. Start counting the Say Ten
way, but then be ready to switch to the regular way.
Ten, 2 tens, 3 tens.
Stop! 3 tens the regular way is
30!
Keep counting the regular way.
Lesson 4:
Date:
6.A.40
Lesson 4 K
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Count back down to 0, alternating periodically between both ways of counting. If students are ready for a
challenge, use more of a wave style sequence.
(Distribute the 4-dot array card.) Raise your hand when you know how many dots. Ready?
4.
Raise your hand when you know the name of this shape. Ready?
Square.
Very good. Were going to use puzzle pieces to make a square, and at the same time, show different
ways to make 4. Here is one way you could do it.
How many dots are on this puzzle piece? (Hold up one of the 2-dot rectangle
pieces.)
2.
And on this one? (Hold up the other 2-dot rectangle.)
2.
On the whole puzzle? (Replace the piece and point to indicate the entire
puzzle.)
4.
So then, what numbers are hiding in 4?
2 and 2.
What shapes did I use to make the square?
2 rectangles.
Do you see other puzzle pieces I could use to make a square that has 4 dots?
Yes!
Give it a try! (Distribute additional pieces and allow students to work for some time, then allow
Lesson 4:
Date:
6.A.41
Lesson 4 K
them to confer with a partner. Circulate and ask students to identify the hidden numbers in 4, and
the name and quantity of the shapes they used to compose the square.)
More possibilities:
Variation: Have students work with a friend to make a rectangle that is not a square.
Share your work with your partner. Do your shapes look the
same? Do your number bonds look the same? How about your
number sentences?
Note: Todays Application Problem serves as a link among the
ordinal number discussions, shape constructions, number
bonds, and number sentences. It serves as a review of some of
the concepts from earlier modules as well as providing the
anticipatory set for todays lesson.
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
Break the third step into smaller steps
for students working below grade
level. Ask, How many three-sided
shapes? How many four-sided shapes?
How many altogether? They can also
work directly on a number bond
template.
How many shapes do you see on your paper? Raise your hand when you know. Call it out at my
signal! (Wait until most hands are raised and then signal.)
10!
Lesson 4:
Date:
6.A.42
Lesson 4 K
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MP.6
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Cut out your shapes on the dotted lines and put them
on your desk. (Allow students time to cut.)
NOTES ON
Make a row out of your shapes. Now, rearrange your
MULTIPLE MEANS OF
shapes so that the first shape from the left is a circle.
ENGAGEMENT:
(If necessary, review left and right.) Make your second
shape the smaller triangle. Keep your row straight!
Challenge students performing above
grade level by giving them an
Now arrange it so that your third shape is a circle with
opportunity to call out an arrangement
a chunk missing. Share with your partner. What is the
of shapes using ordinal numbers.
next shape in your row?
Explain what they are to do clearly,
It is a heart. Mine is a square. Mine is a different
e.g., call out different shapes by
triangle.
saying, for instance, first put your
Student A, count your shapes starting from the left,
square on the table, put your triangle
second in the row, etc., and let them
stopping at the cross.
lead the game for the whole class in
1, 2, 3, 4.
small groups.
You stopped at shape number 4. We would say that
the heart is your fourth shape!
Tell your partner your fourth shape. Use the words,
My fourth shape is _______.
(Do so.)
Student B, what is the last shape in your row?
Mine is the big triangle.
Student B, count your shapes starting from the left and stopping
at the big triangle.
1, 2, 3, 4, 5, 6, 7, 8, 9, 10.
Tell your partner what your tenth shape is. Use the words, My
tenth shape is _________.
My tenth shape is the one that looks like the outside of a can.
My tenth shape is the heart.
Mix up all of your shapes again.
This time, we are going to make a column of your
shapes. Our columns will all be the same, so listen
carefully.
Make the first shape, the one at the top of your
column, a square.
Second, the large triangle.
Third, a cross.
Fourth, a circle.
Fifth, a heart.
Sixth, the hexagon.
Seventh, the circle with a chunk out of it.
Lesson 4:
Date:
6.A.43
Lesson 4 K
MP.6
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Continue practicing this way until students demonstrate an understanding of the relationship between the
positions of the shapes and the resulting ordinal descriptions.
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We are going to play Simon Says with your shapes. Simon says, make a row of shapes. Simon says,
make your sixth shape a heart. Simon says, make your ninth shape a square. Simon says, make sure
that your first shape is a triangle. Put your finger on the third shape.
You didnt say Simon Says!
Continue the game in this manner, monitoring accuracy and allowing students to gain fluency in identifying
the ordinal positions in preparation for the Problem Set.
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Turn to your partner and tell him about your column of shapes. Use your math words to describe
the position of each shape in the line.
My first shape is a circle. My second shape is a heart. My third shape is a circle with a chunk
missing. (Continue through to tenth.)
Lesson 4:
Date:
6.A.44
Lesson 4 K
You may choose to use any combination of the questions below to lead the discussion.
Lesson 4:
Date:
6.A.45
Name
Date
Circle the 2nd truck from the stop sign. Draw a square around the 5th truck.
Draw an X on the 9th truck.
Draw a triangle around the 4th vehicle from the stop sign. Draw a circle around
the 1st vehicle. Draw a square on the 6th vehicle.
Put an X on the 10th horse from the stop sign. Draw a triangle around the 7th
horse. Draw a circle around the 3rd horse. Draw a square around the 8th horse.
Lesson 4:
Date:
6.A.46
Draw a line from the shape to the correct ordinal number, starting at the top.
9th
ninth
4th
fourth
6th
sixth
1st
first
7th
seventh
3rd
third
10th
tenth
5th
fifth
8th
eighth
2nd
second
Lesson 4:
Date:
6.A.47
Name
Date
Lesson 4:
Date:
6.A.48
Lesson 4 Homework K6
Name
Date
Color the
Color the
Color the
Color the
1st
3rd
5th
8th
red.
blue.
green.
purple.
Lesson 4:
Date:
6.A.49
Lesson 4 Homework K6
4
fourth
2
second
first
3
third
sixth
5
fifth
Lesson 4:
Date:
6.A.50
4-Dot Puzzles
Lesson 4:
Date:
6.A.51
5-Dot Puzzles
Lesson 4:
Date:
6.A.52
Lesson 4:
Date:
Lesson 4 Template K6
6.A.53
Mathematics Curriculum
GRADE
GRADE K MODULE 6
Topic B
K.G.6
Instructional Days:
GPKM2
G1M5
-Links to:
Compose simple shapes to form larger shapes. For example, Can you join these two
triangles with full sides touching to make a rectangle?
Thus far students have considered shapes independently, rather than in conjunction with other shapes. Topic
B expands students thinking about shape by introducing the notion that simple shapes can be combined to
compose larger shapes (K.G.6). This supports A Story of Units overarching theme, that smaller units can be
used to make a larger unit. These two triangles make a square! These two squares make a rectangle!
In Lesson 5, students use pattern blocks as templates to compose other shapes and pictures. For example,
they make a rectangle from two squares and use a square and a triangle to make a pentagon or house
shape.
Lesson 6 has students explore how to decompose a flat shape into two or more flat shapes. For example,
students find that a rectangle can be decomposed into two triangles, two squares, or even a square and two
smaller rectangles. Students record their explorations by drawing the hidden shapes within a larger shape.
The Problem Set extends puzzle work as students combine shapes to complete pattern block templates of
increasing complexity (see Geometry progressions document, p. 7).
This leads into Lesson 7 wherein students cut a square to form simple three-piece puzzles and intuitively use
geometric motions such as flips, turns, and slides as they work to solve one anothers puzzles. Lesson 8 hosts
the Math Olympics, a culminating task that celebrates student learning from the whole year. Students
complete tasks related to measurement, operations, and geometry.
Simple
Topic B:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
Complex
Composing and Decomposing Shapes
4/11/14
6.B.1
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
Topic B K
Topic B:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.2
This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
Lesson 5 K
Lesson 5
Objective: Compose flat shapes using pattern blocks and drawings.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(13 minutes)
(5 minutes)
(25 minutes)
(7 minutes)
(50 minutes)
(9 minutes)
(4 minutes)
(Distribute linking cubes as 10-sticks.) How many cubes do you have? (Give students time to count
if necessary.)
10.
Pretend that your 10-stick of cubes is a little train. (Have students orient their trains the same way
by giving them a point of reference in the classroom.) Put your finger on the first cube.
(Touch the first cube.)
Lets use our number order words as we touch each cube. Ready?
Lesson 5:
Date:
6.B.3
Lesson 5 K
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First, second, third, fourth, fifth, sixth, seventh, eighth, ninth, tenth.
Good. Now break apart your cubes so none are connected. (Give students a moment to do this.)
This time I want you to pretend that they are little people running in a race! The start line is the
edge of your personal board. The finish line is the opposite side of your board. Watch me make my
people run. (Demonstrate how to make cubes run.)
On your mark, get set, go!
(Move the cubes around as if running.)
Stop! The race is over. (Do not allow students to change the position of the cubes at this point.) Get
out your marker. Listen carefully to what I want you to do. Circle the first runner.
(Circle the cube that is closest to the finish line.)
Make an X next to the tenth runner.
(Make an X next to the cube that is farthest from the finish line.)
Underline the fifth runner.
(Underline the fifth cube.)
Now point and show your partner who is first, second, and so on.
Have students clear their boards and play again alone or with a partner. Give instructions to mark different
ordinal positions each time.
Have students change the location of the finish line so that they can describe the position of the runners
relative to it.
Take another minute to finish your scene with more shapes and details. Dont forget to draw yourself!
Now show your picture to your partner. Tell her about each of your shapes. Do your houses look alike? How
did you use shapes differently in your pictures?
Note: The activity of creating a scene using a number of assigned shapes is an opportunity for students to
Lesson 5:
Date:
6.B.4
Lesson 5 K
practice drawing the shapes. It also will serve as an anticipatory set for composition with shapes in todays
lesson. Circulate during the activity to see if there are students who still need help drawing any of the basic
shapes.
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Find two squares in your pattern block box. How do you know they are
squares?
They each have four sides. The sides are all the same length. They
have corners like an L. They look like the face of a cube!
Place the squares on your board. See if you can make a different rectangle
from your squares. (Pause.) Tell me about your work.
I put them right next to each other. Now two of the sides are long!
It is a different rectangle now.
I like how you put your squares together so that the edges are fully
touching. While you hold your pattern blocks down, trace your new shape
with your marker. Hold up your boards to show me your work! (Pause.)
Put your squares back inside your new shape outline. I wonder what
would happen if we added another square?
I think it would just get longer. I think it might be another rectangle.
I have a different idea!
Try it and see! Trace your new shape. (Pause.)
I have a longer rectangle now. I decided to put my
square on top! I dont have a rectangle anymore. I
have an L. Now it looks like a building!
Turn and talk to your partner about your drawings.
(Pause.)
Take out one more square. Can you use the four small
squares to make a larger square?
Yes. I put two next to each other and two on top.
All of my squares are touching in the corners.
How do you know that you built a square?
It looks like a carpet square. Four sides and four
corners. All the sides are the same. The corners are
like an L.
Lets try another one. Take a square and a triangle out of your pattern
block box. On your board, find a way to put their sides together to make a
new shape. (Pause.) Tell me about your work.
I made a house shape! It looks like the one we made in our drawing
Lesson 5:
Date:
6.B.5
Lesson 5 K
MP.6
Would anyone like to hold up their recording sheet and share one of their new shapes?
Mine looks like a bird! I made a snowman shape. I made a person!
Note: Save student recording sheets for additional work in tomorrows lesson.
Lesson 5:
Date:
6.B.6
Lesson 5 K
Lesson 5:
Date:
6.B.7
Lesson 5:
Date:
6.B.8
Name
Date
Choose 4 shapes to create a new shape in Box 1. Give the same 4 shapes to
your partner. Have your partner create a different shape in Box 2.
Lesson 5:
Date:
6.B.9
Choose 5 shapes to create a new shape in Box 3. Give the same 5 shapes
to your partner. Have your partner create a different shape in Box 4.
Subtract.
51=
52=
Lesson 5:
Date:
53=
54=
6.B.10
Name
Date
Lesson 5:
Date:
6.B.11
Name
Lesson 5 Homework K6
Date
Match each group of shapes on the left with the new shape they make
when they are put together.
Lesson 5:
Date:
6.B.12
Lesson 6 K
Lesson 6
Objective: Decompose flat shapes into two or more shapes.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
(50 minutes)
(12 minutes)
Briefly recall previous Sprint preparation activities, and distribute Sprints facedown.
T:
Take out your pencil and one crayon of any color. For this Sprint, you are going to write the missing
number needed to make 10. (Demonstrate one example if needed.)
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
Lesson 6:
Date:
6.B.13
Lesson 6 K
If necessary, give hints about items such as tiles, bricks, windowpanes, and so on. Encourage students to look
for and highlight the shapes within shapes on their boards.
T:
Turn and talk to your partner about the hidden shapes that you found!
Note: Careful observation of shapes in the environment serves as the basis for todays decomposition lesson.
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Lesson 6:
Date:
6.B.14
Lesson 6 K
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Now take your large gray square and fold it on the dotted line. What
shapes do you see?
Two triangles! And they are the same size and shape as the white and gray triangle!
You found a lot of little shapes inside other ones. What does this make you think of?
Its like inside one thing is another that is smaller.
Its like folding napkins for dinner. They start square
and then make a rectangle. Or triangle. Its like
NOTES ON
our numbers! We found number pairs hiding inside
MULTIPLE MEANS OF
big numbers. These are shapes hiding in bigger shapes.
ENGAGEMENT:
Excellent thinking. Just like we can break our numbers
Give above grade level students
into smaller parts, we can make smaller shapes out of
pattern blocks to use in creating
bigger shapes too.
different shapes. Challenge them by
Yesterday you made some wonderful new shapes on
asking them to be sure to use at least
one of the each of the pattern blocks
your recording sheet. Today, you are going to trade
(including the orange square and the
sheets with your partner to see if you can use pattern
light rhombus) and to make sure not to
blocks to fill in the new shapes that she made. If you
leave any gaps in their design. Have
need help ask your partner! You can take turns being
them describe their designs with a
the teacher! (Allow time for partner work and
partner.
discussion.)
How did you decide which pattern blocks you needed to fill in the shapes in the Problem Set?
Did you and your neighbor use the same blocks?
Do you think there are shapes hiding inside your pattern blocks, too? Give me an example. How can
you use this to help you find more than one way to fill in the big shapes?
Lesson 6:
Date:
6.B.15
Lesson 6 K
Lesson 6:
Date:
6.B.16
Lesson 6 Sprint K
Number correct:
Name
Date
10
11
12
13
14
15
16
Lesson 6:
Date:
6.B.17
Name
Date
Trace to show 2 ways to make each shape. How many shapes did you use?
Lesson 6:
Date:
6.B.18
Fill in each shape with pattern blocks. Trace to show the shapes you used.
How many different ways can you cover the sun with pattern blocks?
Lesson 6:
Date:
6.B.19
Name
Date
Lesson 6:
Date:
6.B.20
Lesson 6 Homework K6
Name
Date
Cut out the triangles at the bottom of the paper. Use the small triangles
to make the big shapes. Draw lines to show where the triangles fit. Count
how many small triangles you used to make the big shapes.
Lesson 6:
Date:
6.B.21
Lesson 6 Template K6
Lesson 6:
Date:
6.B.22
Lesson 7 K
Lesson 7
Objective: Compose simple shapes to form a larger shape described by an
outline.
Suggested Lesson Structure
Fluency Practice
Application Problem
Concept Development
Student Debrief
Total Time
(12 minutes)
(5 minutes)
(25 minutes)
(8 minutes)
(50 minutes)
(12 minutes)
Pretend you are a baker! Draw a big rectangle on your personal board to show a delicious pretend
chocolate cake.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.23
Lesson 7 K
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Now, use your ruler and draw lines to show how you
would slice it to serve his or her friends. Where would
you draw the lines? How many pieces did you make?
Compare your cake to your partners. Did you both do
it the same way? Who has more pieces?
NOTES ON
MULTIPLE MEANS OF
REPRESENTATION:
Help English language learners discuss
their work with a partner by providing
them with sentence starters such as, I
have more pieces because. The
sentence starters will not only help
them communicate but will also hold
students accountable for staying on
topic.
MP.1
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.24
Lesson 7 K
S:
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MP.1
NOTES ON
MULTIPLE MEANS OF
ACTION AND
EXPRESSION:
Challenge your above grade level
students by offering them tangram
puzzles to solve. You can give them
tangram manipulatives and outlines to
solve the more simple puzzles or you
can download and give students
printable tangrams like the ones found
at http://www.museumofplay.org/
flash-games/tangrams/. Students who
finish their work early can form teams
to solve the move challenging puzzles
together.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.25
Lesson 7 K
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.26
Name__________________
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.27
Name
Date
practice.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.28
Name
My Sprint Progress Log
Practice your number sentences and Sprints on your personal
board. Ask an adult to time you. Keep track of how you improve over the
summer.
Date
Time
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.29
Name
Date
Draw some of the shapes that you had after you cut your rectangles.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.30
Carlos drew 2 lines on his square. You can see his square before he cut it.
Circle the shapes Carlos had after he cut.
India drew 2 lines on her rectangle. You can see her rectangle before she
cut it. Circle the shapes India had after she cut.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.31
Name
Date
If you drew 2 straight lines inside the gray rectangle, what shapes
might you find? Circle them.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.32
Name
Lesson 7 Homework K6
Date
Using your ruler, draw 2 straight lines from side to side through the
shape. The first one has been started for you. Describe the new
shapes you made to an adult.
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.33
Lesson 7:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
Lesson 7 Template K6
6.B.34
Lesson 8 K
Lesson 8
Objective: Culminating taskreview selected topics to create a cumulative
year-end project.
Suggested Lesson Structure
Fluency Practice
Concept Development
Student Debrief
Total Time
(5 minutes)
(40 minutes)
(5 minutes)
(50 minutes)
(5 minutes)
Application Problem
There will be no Application Problem today in order to allow more time for the cumulative project.
Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.35
Lesson 8 K
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Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.36
Lesson 8 K
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objects.
(Station E, Awesome Authors.) At the last
station, you are a math author! You roll the die
to get a number. You use this number as part of
an addition or subtraction sentence. Think of a
story that includes your number. Draw your
picture and your number bond, and then write
the number sentence. Make sure that you will be
able to share your story with a friend or someone
at home!
You have seven minutes at each of the stations,
and then, when you hear this sound (flute, bell,
whistle, clap, or other signal) you will switch.
When you have finished all of the stations, make
sure your initials are on all of your recording
sheets and give them to me. I will make them into
a math book of your very own! We will gather
together at the end for a special celebration.
Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.37
Name
Date
Name
Date
B. Five-Group Frenzy: Write the number, draw the number in the 5group way, and draw the number in any other configuration.
Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.38
Name
Date
Name
Date
D. The Weigh Station: Choose an object. Guess how many pennies are
the same weight as the object. Then, see if you guessed correctly!
Draw a picture of the object, and write how many pennies it weighs.
Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.39
Name
Date
E. Awesome Authors: Roll the die. Use the number to create an addition
or take-away sentence. Draw a picture, number bond, and number
sentence. Share your story with a friend.
Lesson 8:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.B.40
Topic A
Topic B
Date 2
Date 3
Materials: (S) 1 set of four 3 straws, 1 set of four 5 straws (separated by length for the students), small clay
balls for connectors, 5 real world items with familiar shapes (e.g., book, clock, etc., including a
square and rectangle), pattern block template
1.
2.
3.
4.
(Place all straws and formed clay connecting balls in front of the student.) Build a square.
(Place solid shapes in front of the student.) Choose one object that has the shape you just built.
(Place pattern block template in front of the student horizontally.) The star is the beginning. Point
to the third shape. Point to the seventh shape.
(Turn the template vertically.) The star is the beginning. Point to the first shape. Point to the ninth
shape.
1.
2.
3.
4.
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.1
Materials: (S) Pattern block shapes, 2 right triangles, paper square cut into 3 pieces (template), puzzle
template
1. (Give the student two right triangles.) Use these triangles to make a rectangle.
2. (Give the student the three-piece paper square puzzle disassembled.) This was a square. Then I cut it
into three pieces. Can you put it together so it makes a square again?
3. (Place the pattern blocks and puzzle template in front of the student.) Use your pattern blocks to
complete the puzzle.
What did the student do?
1.
2.
3.
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.2
Topics AB
Model shapes in the world by building shapes from components (e.g., sticks and clay balls)
and drawing shapes.
K.G.6
Compose simple shapes to form larger shapes. For example, Can you join these two
triangles with full sides touching to make a rectangle?
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.3
Assessment
Task Item
and
Standards
Assessed
Topic A
K.CC.4d
K.G.5
STEP 1
Little evidence of
reasoning without
a correct answer.
(1 point)
STEP 2
Evidence of some
reasoning without
a correct answer.
(2 points)
STEP 3
Evidence of some
reasoning with a
correct answer or
evidence of solid
reasoning with an
incorrect answer.
(3 points)
STEP 4
Evidence of solid
reasoning with a
correct answer.
(4 points)
The student:
The student:
The student:
Builds a rectangle or
some other shape.
Struggles to select a
real world object
that matches the
shape they built or
does not choose any
object.
Struggles to select a
real world object
that matches the
square they built or
chooses an object
with no matching
shape.
Is unable to identify
the position of the
third, seventh, first,
and ninth shape in
any orientation of
the pattern block
template.
Topic B
K.G.6
Correctly identifies
the position of some
of the shapes but is
clearly confused
when the template is
turned or requires
teacher support on
where to start.
Correctly identifies
the position of at
least two shapes:
third, seventh, first,
and ninth shapes.
The student:
The student:
The student:
Makes a rectangle
after several trialand-error attempts.
Makes a rectangle
without much
hesitation.
No attempt at
putting the pieces
together, may not
know what a square
is, and may just line
up the pieces.
Places random
pattern blocks on
the puzzle with no
understanding of
spatial relationships
between the pattern
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
Completes the
puzzle after trying
several different
pieces with more
time elapsed due to
the trial and error of
choosing different
shapes to fit in the
puzzle.
Completes the
puzzle using the
correct pattern
blocks so that
nothing extends
past the puzzle
border.
6.S.4
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.5
Topic A:
Building and
Drawing Flat and
Solid Shapes
Module 6:
Date:
Topic B:
Composing and
Decomposing
Shapes
Next Steps:
6.S.6
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.7
Puzzle Templates
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.8
Module 6:
Date:
2013 Common Core, Inc. Some rights reserved. commoncore.org
6.S.9