South Carolina Math Kindergarten Standard K-4
The student will demonstrate through the mathematical processes an emerging sense of two- and three- dimensional geometric shapes and relative positions in space (Standards, 2012).

Instructional Goal 1
Identify two-dimensional shapes and three-dimensional shapes.
Learning Objective 1: Students will take and identify foam two-dimensional shapes square, circle, triangle, and rectangle from a mystery bag with 80% accuracy.
Justification: The mystery bag is used to cover the foam shapes from view. Students will need to use their sense of touch and their knowledge of the properties of the solids to identify them. Students are able to explore different orientations, sizes, and types to recognize that each shape has distinguishable characteristics.
Learning Objective 2: Students will identify and record on paper three-dimensional shapes cube, sphere, and cylinder using real-world examples of the solids with 80% accuracy.
Justification: Students explore these shapes using concrete models, pictures, and real world examples to generalize connections among mathematics, the environment, and other subjects.
Learning Objective 3: Students will identify two out of three attributes (color, sides, size) from two-dimensional shapes square, circle, triangle, and rectangle.
Justification: Students will use memorization and recognition skills to tackle these mathematical ideas. As students identify shapes and their attributes, they discuss and justify their answers to their teacher. Students understand the attributes of each shape through recognition.

Instructional Goal 2
Represent two dimensional geometric shapes.
Learning objective 1: Students will use streamers to make large size shapes in the air with 90% accuracy.
Justification: Reinforcing the properties of two-dimensional geometric shapes while supporting gross motor development. The activity adds to the kinesthetic support young children need as they reinforce various attributes of shapes.
Learning objective 2: Students will use tangrams to classify geometric shapes into two different pictures.
Justification: Students superimpose tangrams over pictures in which the tangram shapes are illustrated. In filling the pictures, students will need to focus on the shape its size and location.
Learning objective 3: Students will be able to create a house including windows and a door using foam shapes with 90% accuracy.
Justification: Students understand and transform shapes from one form of representation to another. They interpret data by translating from paper to real life objects.

Instructional Goal 3
Use positional words correctly to describe certain situations.
Learning objective 1: Students will verbally provide examples of an objects placement using positional words, in the classroom using positional words near, far, below, above, beside, next to, across from, between with 80% accuracy.
Justification: Students need to develop spatial awareness of the environments around them. Students need to acquire this information to be able to contribute meaningfully to conversations in their community. These concepts are a essential piece of information that the student will use to explore this issue and be able to lead discussions about it.
Learning objective 2: Students will locate objects in relation to another object based on positional words they are provided with 80% accuracy.
Justification: The learning progression to use positional words requires students to recall teacher- generated examples of these words. Students then generalize these mathematical concepts demonstrating their own examples of these words. They describe and justify their examples using mathematical vocabulary. They then use their knowledge of positional words in a given situation.
Learning objective 3: The student will demonstrate knowledge of position words by decorating a shape as directed by the teacher with 80% accuracy. Justification: Knowledge about directional or positional words enhances a child’s ability to give and follow directions as well as to speak precisely. Teaching concepts first provides students with the skills necessary to perform the task. The student will apply conceptual knowledge by applying a procedure to a given situation.
Learning Objectives – 602.1.4-02

References

Standards and Curriculum. (2012, August 9). South Carolina Department of Education. Retrieved February 24, 2013, from http://ed.sc.gov/agency/se/Teacher-Effectiveness/Standards-and-Curriculum/