Name Solid Shapes
Eureka Math/EngageNY Kindergarten, module 2, lesson 7 Common Core Worksheets
New York State Common Core Math Kindergarten, module 2, lesson 7
Worksheets for Kindergarten
Worksheets, solutions, and videos to help Kindergarten students learn how to explain decisions about classification of solid shapes into categories. Name the solid shapes.
Topic A. Three-Dimensional Solid Shapes
Lesson 7 Concept Development
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.
1. Which objects did you circle that were cylinders? (Cubes, cones, and spheres.)
2. What did you need to remember when you were going to circle the cylinders? (Cubes, cones, and spheres.) Did anyone think of something else?
3. What new (or significant) math vocabulary did we use today to communicate precisely? (Emphasize faces, corners, and edges.) How can you tell about each shape without using the shape’s names?
4. How did the Application Problem connect to today’s lesson?
5. What were some different ways we sorted our shapes?
Learning Goals: I can describe and name solid shapes.
Lesson 7 Homework
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.
Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.
These have corners. These do not have corners.
Cut the other set of shapes and make a rule for your sort. Paste them in this grid.
New York State Common Core Math Kindergarten, module 2, lesson 7
Worksheets for Kindergarten
Worksheets, solutions, and videos to help Kindergarten students learn how to explain decisions about classification of solid shapes into categories. Name the solid shapes.
Topic A. Three-Dimensional Solid Shapes
Lesson 7 Concept Development
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.
1. Which objects did you circle that were cylinders? (Cubes, cones, and spheres.)
2. What did you need to remember when you were going to circle the cylinders? (Cubes, cones, and spheres.) Did anyone think of something else?
3. What new (or significant) math vocabulary did we use today to communicate precisely? (Emphasize faces, corners, and edges.) How can you tell about each shape without using the shape’s names?
4. How did the Application Problem connect to today’s lesson?
5. What were some different ways we sorted our shapes?
Learning Goals: I can describe and name solid shapes.
Circle the cylinders with red.
Circle the cubes with yellow.
Circle the cones with green.
Circle the spheres with blue.
Cut one set of solid shapes. Sort the 4 solid shapes. Paste onto the chart.
These have corners. These do not have corners.
Cut the other set of shapes and make a rule for your sort. Paste them in this grid.
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