NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

Student Name _________________________

Topic A: Two-Dimensional Flat Shapes

Date 1 Date 2 Date 3
Topic A
Rubric Score: Time Elapsed:
Topic B
Topic C
Materials: (S) Paper cutouts of typical triangles, squares,
rectangles, hexagons, and circles; paper cutouts of variant shapes and difficult distracters (see
Geometry Progression, p.6)

1. (Hold up a rectangle. Use different shapes for each student.) Point to something in this room that is
the same shape and use your words to tell me all about it. How do you know they are the same
shape?
2. (Place several typical, variant, and distracting shapes on the desk. Be sure to include three or four
triangles.) Please put all the triangles in my hand. How can you tell they were all triangles?
3. (Hold up a rectangle.) How is a triangle different from this rectangle? How is it the same?
4. (Place five typical shapes in front of the student.) Put the circle next to the rectangle. Put the square
below the hexagon. Put the triangle beside the square.

What did the student do? What did the student say?

1.

2.

3.

4.

Topic B: Three-Dimensional Solid Shapes

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.1
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

Rubric Score: ___________ Time Elapsed: ____________

Materials: 1 cone; 3 cylinders (wooden or plastic); a variety of real solid shapes, e.g., soup can, paper towel
roll, party hat, ball, dice, or an unsharpened cylindrical (not hexagonal prism) pencil

1. (Hand a cylinder to the student.) Point to something in this room that is the same solid shape, and
use your words to tell me all about it.
2. (Place seven solid shapes in front of the student including three cylinders: wooden, plastic, realia.)
Put all the cylinders in this box.
3. (Show a cone.) How is the cylinder you are holding different from this cone? How is it the same?
4. (Place the set of solid shapes in front of the student.) Put the cube in front of the cylinder. Put the
sphere behind the cone. Put the cone above the cube.

What did the student do? What did the student say?

1.

2.

3.

4.

Topic C: Two-Dimensional and Three-Dimensional Shapes

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.2
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

Rubric Score: ___________ Time Elapsed: ____________

Materials: Set of flat and solid shapes (do not use the paper cutouts from Topic A, but rather both
commercial flat shapes and classroom flat shapes, such as a piece of colored construction paper,
a CD sleeve, or a name tag)

1. Can you sort these shapes into one group of flat shapes and one group of solid shapes?
2. Tell me about your groups. What is the same about both groups? What is different?
3. Can you sort these shapes a different way? Tell me about your new groups. What is the same? What
is different?

What did the student do? What did the student say?

1.

2.

3.

End-of-Module Assessment Task Topics A–C

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.3
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

Standards Addressed
Classify objects and count the number of objects in each category.
K.MD.3 Classify objects into given categories; count the numbers of objects in each category
and sort the categories by count. (Limit category counts to be less than or equal to 10.)
Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones,
cylinders, and spheres).
K.G.1 Describe objects in the environment using names of shapes, and describe the relative
positions of these objects using terms such as above, below, beside, in front of, behind,
and next to.
K.G.2 Correctly name shapes regardless of their orientations or overall size.
K.G.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional
(“solid”).
Analyze, compare, create, and compose shapes.
K.G.4 Analyze and compare two- and three-dimensional shapes, in different sizes and
orientations, using informal language to describe their similarities, differences, parts
(e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of
equal length).

Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe and quantify steps that illuminate the gradually
increasing understandings that students develop on their way to proficiency. In this chart, this progress is
presented from left (Step 1) to right (Step 4). The learning goal for each student is to achieve Step 4 mastery.
These steps are meant to help teachers and students identify and celebrate what the student CAN do now
and what they need to work on next.

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.4
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

A Progression Toward Mastery

Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item Little evidence of Evidence of some Evidence of some Evidence of solid
reasoning without reasoning without reasoning with a reasoning with a
a correct answer. a correct answer. correct answer or correct answer.
(1 point) (2 points) evidence of solid (4 points)
reasoning with an
incorrect answer.
(3 points)
Topic A The student: The student: The student: The student correctly:
 Is unable to select,  Sorts indicated  Identifies a shape  Identifies and
K.G.1 position, or describe shapes randomly, from the describes several
indicated shapes. resulting in some environment, but is attributes of the
K.G.2 correct and some unable to discuss its shape from the
 Takes considerable
K.G.4 time to complete incorrect shapes in attributes. environment that
tasks, looks to the the group.  Sorts most of the match the shape
teacher for help  Struggles to select, indicated shapes. being shown to him.
often. position, and  Correctly selects  Sorts all indicated
describe indicated both of the shapes from several
shapes. indicated shapes, typical, variant, and
but places them in distracting shapes.
the wrong position.  Selects indicated
shape, and
positions this shape
below, next to, or
beside another
indicated shape.

Topic B The student: The student: The student: The student correctly:
 Is unable to select,  Sorts indicated  Identifies a solid  Identifies and
K.G.1 position, or describe solids randomly, from the describes several
indicated shapes. resulting in some environment, but is attributes of the
K.G.2 correct and some unable to discuss its solid from the
 Takes considerable
K.G.4 time to complete incorrect solids in attributes. environment that
tasks, looks to the the group.  Sorts most of the match the solid
teacher for help  Struggles to select, indicated solids. being shown to him.
often. position, and  Correctly selects  Sorts all indicated
describe indicated both of the solids.
solids. indicated solids, but  Selects indicated
places them in the solid, and positions
wrong position. this solid above, in
front of, or behind
the indicated solid.

Topic C The student: The student: The student: The student:

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.5
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

A Progression Toward Mastery

 Incorrectly groups  Can sort the shapes  Is able to sort the  Correctly sorts the
K.G.3 the shapes. into a group, but is shapes into two shapes into two
 Is not able to not able to verbalize groups, but may or groups, and is able
K.MD.3 reasoning. may not be able to to clearly state the
verbalize reasoning,
or reasoning is not  Cannot make a verbalize reasoning. reason the shapes
sound. second grouping.  Is able to sort the belong to each
shapes a second group.
time, but is unable  Is able to sort the
to verbalize shapes again
reasoning. according to a
different attribute,
and is able to state
such attribute.

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.6
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 NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task K•2

Class Record Sheet of Rubric Scores: Module 2

Student Names: Topic A: Topic B: Topic C: Next Steps:
Two-Dimensional Three-Dimensional Two-Dimensional
Flat Shapes Solid Shapes and Three-
Dimensional
Shapes

Module 2: Two-Dimensional and Three-Dimensional Shapes

Date: 12/2/23 2.S.7
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© 2014 Common Core, Inc. Some rights reserved. commoncore.org Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.