Unit Plan 35 (PreK Math): Shapes Everywhere Review

Focus: Review all 2D/3D shapes and position words through art, building, and scavenger hunts; strengthen language for describing and comparing shapes in the environment.

Grade Level: PreK

Subject Area: Mathematics (Early Geometry & Spatial)

Total Unit Duration: 5 sessions (one week), 25–35 minutes per session

I. Introduction

Children revisit familiar shapes and position words by hunting for shapes indoors/outdoors, building with blocks and clay, and creating shape art. The goal is accurate naming (circle, square, triangle, rectangle; cube, sphere, cone, cylinder), simple comparisons (straight/curved, number of sides/corners), and clear use of in/on/under/next to/behind.

Essential Questions

• Where do we see shapes in our classroom and outside?
• How can we tell shapes apart using their features and position words?
• How can we build pictures and structures using many shapes?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify and name common shapes (2D and 3D) in the environment.
2. Use position words to describe where objects are (in, on, under, next to, behind, in front of).
3. Compare shapes informally (straight/curved, number of sides/corners).
4. Build and draw shapes; compose pictures/structures from multiple shapes.
5. Explain choices using simple math language and gestures/pointing.

Standards Alignment — Custom CCSS-style Pre-Kindergarten

• PK.G.1 — Name common shapes in the environment (aligns to K.G.1–2).
• PK.G.2 — Use position words accurately (aligns to K.G.1 positional language).
• PK.G.3 — Compare shapes informally (aligns to K.G.4 foundation).
• PK.G.4 — Build & draw simple shapes (aligns to K.G.5 direct).
• PK.G.5 — Compose shapes (aligns to K.G.6 direct).
• Mathematical Practices: MP.1–MP.6 threaded (perseverance, reasoning, modeling, tools, precision).

Success Criteria — Student Language

• I can point to and name circle, square, triangle, rectangle and cube, sphere, cone, cylinder.
• I can say where something is using in, on, under, next to, behind, in front of.
• I can tell one way two shapes are the same or different (e.g., straight/curved, 3 corners vs. 4 corners).
• I can build a shape or make a picture using many shapes and explain it.