Math Centers Kindergarten | 2D & 3D SHAPES

Grade Levels
PreK - 1st
Standards
Formats Included
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  1. Looking for some new kindergarten math centers for the entire year that will keep your students engaged in learning and hits ALL the standards? I have you covered with these MATH "Salad Bar" or "Cafe" Centers. Students love it and YOU WILL TOO! Each center comes with a recipe card (task card) to
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Description

Looking for a NEW way to engage your students to be able to describe and identify 2D or 3D shapes in kindergarten? Creating a Math Cafe or Math "Salad Bar" is an engaging way to hit target skills, ignite the students learning and free you up to monitor learning or remediate. You can use the "recipe" cards as task cards, set up a math cafe in your room for easy clean up, or just use the printables in small or whole group. These have the standards in mind!

►What is in this download?

Focus: 2D & 3D Shapes | Geometry

Pg. 1 Cover

Pg. 2 Table of Contents

Pg. 3 Standards

Pg. 4-6 Unit 9 Suggestions, and Links

Pg. 7 Materials List Needed for Activities

Pg. 8-12 Task Cards (“Recipe Cards”) 1 Blank, 1 Teacher Station, 1 Computer Station, 1 ipad Station and the first COUNT AND COLOR 1 card to go with pg. 13

Pg. 15-17 Count and Color 2 Shapes Printable

Pg. 18-21 Flip It! GAME

Pg. 22-25 2D Shape Sort

Pg. 26-27 Spin a 2D Shape (Task Cards, Printables, Answer Key)

Pg. 28-29 Spin a 3D Shape (Task Cards, Printables, Answer Key)

Pg. 30-31 2D Shapes Name it!

Pg. 32-33 3D Shapes

Pg. 34-35 Trace & Color the Shape

Pg. 36-37 Shape Scavenger Hunt

Pg. 38-39 50/50

Pg. 40-42 Count and Graph Shapes (with Answer Key)

Pg. 43-45 Count Corners (with Answer Key)

Pg. 46-48 Count the Faces(with Answer Key)

Pg. 49-51 Count the Edges (with Answer Key)

Pg. 52-55 Count and Graph Shapes

Pg. 56-58 Roll Slide Stack

Pg. 59-60 Shape Game Roll 1

Pg. 61-62 Shape Game Roll 2

Pg. 65-66 2D 3D Shapes ASSESSMENT and Recording Sheet

Pg. 67-69 2D Shape Monsters with Title for Display

Pg. 70-74 EXTRA Activities

Pg. 75-100 POSTERS (2D & 3D)

Pg. 101-109 Posters for Math Setup Display

Pg. 110-122 PHOTOS of Set Up, Time Block Suggestion

Pg. 123 Credits

Check out the PREVIEW!

⭐ Encourage Critical Thinking Skills

Click HERE for the YOUTUBE VIDEO Tutorial of how to set up your manipulatives.

Material needed to complete all activities:

Pencils

Dice

Dry Erase Markers

Pattern Blocks

3D Shape Objects

Crayons

Paperclips (small and large)

ipads

computers (optional)

Plastic Sleeves (Optional)

RELATED PRODUCTS

Unit 1 Kindergarten Math Centers Numbers 1-5

Unit 2 Kindergarten Math Centers Numbers 1-10

Unit 3 Kindergarten Math Centers Sorting and Classifying

Unit 4 Kindergarten Math Centers Addition within 5

Unit 5 Kindergarten Math Centers Counting Sets to 20

Unit 6 Kindergarten Math Centers Measurement and Data

Unit 7 Kindergarten Math Centers Addition and Subtraction Word Problems

Unit 8 Graphs and Data

Unit 10 (in under construction)

Unit 11 Kindergarten Math Centers COMPARING NUMBERS

Unit 12 Kindergarten Math Centers Addition to 10

Unit 13 Kindergarten Math Centers SUBTRACTION to 10

Unit 14 Under Construction

What is a Math Café?

I like to keep all of my math manipulatives in one place, and hold students responsible for cleaning up after their activity. You can make your Math Café (or Buffet or Salad Bar) out of a bookcase or a rolling cart. A student pulls out the manipulative cart (Café). Students choose a recipe card (task card - with the material list, number of people who can participate in the math activity, picture cues, and directions), choose their partners if required, fill their tray with materials, do the activity anywhere in the room, and easily clean up by using a tray to hold their materials. You float around and take notes. One task card is labeled “Teacher’s Group.” This can be used when you see a student needs extra help with a concept. They will sit with you to review the concept, if you give them the card. There are also ipad, computer and blank recipe cards.

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Total Pages
120+
Answer Key
Included
Teaching Duration
1 month
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Standards

to see state-specific standards (only available in the US).
Look for and make use of structure. Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 × 8 equals the well remembered 7 × 5 + 7 × 3, in preparation for learning about the distributive property. In the expression 𝑥² + 9𝑥 + 14, older students can see the 14 as 2 × 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 – 3(𝑥 – 𝑦)² as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers 𝑥 and 𝑦.
Attend to precision. Mathematically proficient students try to communicate precisely to others. They try to use clear definitions in discussion with others and in their own reasoning. They state the meaning of the symbols they choose, including using the equal sign consistently and appropriately. They are careful about specifying units of measure, and labeling axes to clarify the correspondence with quantities in a problem. They calculate accurately and efficiently, express numerical answers with a degree of precision appropriate for the problem context. In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
Use appropriate tools strategically. Mathematically proficient students consider the available tools when solving a mathematical problem. These tools might include pencil and paper, concrete models, a ruler, a protractor, a calculator, a spreadsheet, a computer algebra system, a statistical package, or dynamic geometry software. Proficient students are sufficiently familiar with tools appropriate for their grade or course to make sound decisions about when each of these tools might be helpful, recognizing both the insight to be gained and their limitations. For example, mathematically proficient high school students analyze graphs of functions and solutions generated using a graphing calculator. They detect possible errors by strategically using estimation and other mathematical knowledge. When making mathematical models, they know that technology can enable them to visualize the results of varying assumptions, explore consequences, and compare predictions with data. Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve problems. They are able to use technological tools to explore and deepen their understanding of concepts.
Model with mathematics. Mathematically proficient students can apply the mathematics they know to solve problems arising in everyday life, society, and the workplace. In early grades, this might be as simple as writing an addition equation to describe a situation. In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptions and approximations to simplify a complicated situation, realizing that these may need revision later. They are able to identify important quantities in a practical situation and map their relationships using such tools as diagrams, two-way tables, graphs, flowcharts and formulas. They can analyze those relationships mathematically to draw conclusions. They routinely interpret their mathematical results in the context of the situation and reflect on whether the results make sense, possibly improving the model if it has not served its purpose.
Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

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