Eureka Math/EngageNY Kindergarten, module 2, lesson 3 Common Core Worksheets

**New York State Common Core Math Kindergarten, module 2, lesson 3**

Worksheets for Kindergarten, module 2, lesson 3

Worksheets, solutions, and videos to help Kindergarten students learn how to explain decisions about classifications of rectangles into categories using variants and non-examples. Identify shapes as rectangles.

Topic A. Two-Dimensional Flat Shapes

Lesson 3 Concept Development

Design your own dollar bill! Draw your dollar bill on a piece of paper. Whose picture will you put in the center? Compare your dollar to that of your partner. Tell him about the shape of your bill. How are your dollars alike?

Find the rectangles and color them red. Put an X on shapes that are not rectangles.

1. How did the Application Problem connect to today’s lesson?

2. What new (or significant) math vocabulary did we use today to communicate precisely?

3. Count how many rectangles you colored. Did your partner color that same number?

4. Did you color the same rectangles as your partner?

5. Explain to your partner how you knew the objects you colored were rectangles?

6. What do you look for in a rectangle?

7. What shape did you draw with four sides? Can you draw more than one shape?

8. How are rectangles and triangles the same and different?

9. Why is a square a special kind of rectangle?

Learning Goals: I can explain how to know that a shape is a rectangle.

Lesson 3 Homework

Trace the rectangles red. Put an X on shapes that are not rectangles.

Highlight all the rectangles blue and triangles purple.

Worksheets for Kindergarten, module 2, lesson 3

Worksheets, solutions, and videos to help Kindergarten students learn how to explain decisions about classifications of rectangles into categories using variants and non-examples. Identify shapes as rectangles.

Topic A. Two-Dimensional Flat Shapes

Lesson 3 Concept Development

Design your own dollar bill! Draw your dollar bill on a piece of paper. Whose picture will you put in the center? Compare your dollar to that of your partner. Tell him about the shape of your bill. How are your dollars alike?

Find the rectangles and color them red. Put an X on shapes that are not rectangles.

1. How did the Application Problem connect to today’s lesson?

2. What new (or significant) math vocabulary did we use today to communicate precisely?

3. Count how many rectangles you colored. Did your partner color that same number?

4. Did you color the same rectangles as your partner?

5. Explain to your partner how you knew the objects you colored were rectangles?

6. What do you look for in a rectangle?

7. What shape did you draw with four sides? Can you draw more than one shape?

8. How are rectangles and triangles the same and different?

9. Why is a square a special kind of rectangle?

Learning Goals: I can explain how to know that a shape is a rectangle.

Trace the rectangles red. Put an X on shapes that are not rectangles.

Highlight all the rectangles blue and triangles purple.

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