Unit 2

Two-Dimensional and Three-Dimensional Shapes






Description: Students learn to identify and describe squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres.  Students continue their fluency with numbers to 10.



CCSS for Mathematical Content

Measurement and Data




Classify objects into given categories based on their attributes, count the number of objects in each category and sort the categories by count.






Describe objects in the environment using names of shapes and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.





Correctly name shapes regardless of their orientation or overall size.





Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”)





Analyze and compare two- and three- dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/”corners” and other attributes (e.g., having sides of equal lengths).



Enduring Understandings:


·         Students describe their physical world by using shapes and their position.

·         Students identify two-dimensional and three-dimensional shapes based on their attributes.

·         Students sort shapes in different ways.

·         Students tell how shapes are alike and how they are different.

·         Students use small shapes to make larger shapes.

·         Students draw two-dimensional shapes.


Essential Questions:


·         How can I tell about shapes? 

·         Where can shapes be found in my world?

·         How can I sort and tell about shapes?

·         How are shapes alike?  Different?

·         How can I use two-dimensional shapes to make new shapes?