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Title: Stop, Look, and Find Shapes in Our School and Community!
Description:
This is a projectbased lesson that provides many handson opportunities for students to learn about shapes in their environment. Students are challenged to find shapes in our world using everyday technology. Students review the characteristics of basic shapes such as squares, triangles, circles, etc. They will then learn how to use digital cameras to capture shapes in the environment and will create a digital book of their photos.
Standard(s): [TC2] (02) 7: Use digital tools to access and retrieve information. [TC2] (02) 8: Use digital environments to exchange ideas with individuals or groups. [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2), or Technology Education (K  2)
Title: Stop, Look, and Find Shapes in Our School and Community!
Description: This is a projectbased lesson that provides many handson opportunities for students to learn about shapes in their environment. Students are challenged to find shapes in our world using everyday technology. Students review the characteristics of basic shapes such as squares, triangles, circles, etc. They will then learn how to use digital cameras to capture shapes in the environment and will create a digital book of their photos.
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Title: A Scentsable Solution
Description:
Students will use a variety of math operations to create a flower bouquet within a budget.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3]
Subject: Mathematics (K)
Title: A Scentsable Solution
Description: Students will use a variety of math operations to create a flower bouquet within a budget.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: Shape Makers
Description:
In this Five E’s AMSTI lesson, students discover relationships between shapes. Students discover multiple ways to combine shapes to fill the area of a given shape using real and virtual pattern blocks, and share their solutions with peers. Children create puzzles for a partner and play an online game to reinforce their learning.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2)
Title: Shape Makers
Description: In this Five E’s AMSTI lesson, students discover relationships between shapes. Students discover multiple ways to combine shapes to fill the area of a given shape using real and virtual pattern blocks, and share their solutions with peers. Children create puzzles for a partner and play an online game to reinforce their learning.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: "Shape Up or Ship Out"
Description:
In this activity, students will identify shapes that architects use to build houses. Students will then explore these shapes by building a model "dream" home.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [ELA2013] (1) 34: Describe people, places, things, and events with relevant details, expressing ideas and feelings clearly. [SL.1.4] [CE] (012) 6: Respect for others [CE] (012) 8: Cooperation [CE] (012) 6: Respect for others [CE] (012) 8: Cooperation [CE] (012) 6: Respect for others [CE] (012) 8: Cooperation [TC2] (02) 9: Identify digital tools used for problem solving. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2]
Subject: Character Education (K  12), or English Language Arts (1), or Mathematics (K  1), or Technology Education (K  2)
Title: "Shape Up or Ship Out"
Description: In this activity, students will identify shapes that architects use to build houses. Students will then explore these shapes by building a model "dream" home.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: Guess My Shape
Description:
The students will make the connection between 2D and 3D shapes using modeling clay and geometric solids and participate in an interactive web lesson. Students will make predictions about what 2D shape they think will be made when they press 3D solids into modeling clay. They will then check their predictions.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
Standard(s): [ELA2013] (1) 40: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1]
Subject: English Language Arts (1), or Mathematics (K  2)
Title: Guess My Shape
Description: The students will make the connection between 2D and 3D shapes using modeling clay and geometric solids and participate in an interactive web lesson. Students will make predictions about what 2D shape they think will be made when they press 3D solids into modeling clay. They will then check their predictions.
This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.
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Title: What Can Shapes Be....
Description:
This is a handson lesson that will help students explore shapes in their environment. Students will work in diverse groups to complete this activity. Students will make a class book of their findings.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [ELA2013] (0) 31: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. [SL.K.1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1]
Subject: English Language Arts (K), or Mathematics (K  2)
Title: What Can Shapes Be....
Description: This is a handson lesson that will help students explore shapes in their environment. Students will work in diverse groups to complete this activity. Students will make a class book of their findings.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: Geometric Shadows
Description:
Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
Standard(s): [S1] (4) 3: Recognize how light interacts with transparent, translucent, and opaque materials. [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (4) 27: Classify twodimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4G2] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  4), or Science (4)
Title: Geometric Shadows
Description: Students will identify objects as translucent, transparent, or opaque. Upon seeing the shadow of the opaque object, students will identify the geometric figure created by the shadow.This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMSU Project.
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Title: "Triangles and Things"
Description:
The Greedy Triangle, a Marilyn Burns book, will assist students in determining the simple relationships among polygons. With a wish, the Greedy Triangle is transformed into various polygons. With the addition of a side and an angle, students will be able to determine the difference among triangles, quadrilaterals, pentagons, and hexagon. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (1) 40: With guidance and support from adults, demonstrate understanding of word relationships and nuances in word meanings. [L.1.5] [ELA2013] (1) 36: Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6] [AED] VA (2) 2: Apply analogous and intermediate colors, symmetrical balance, and geometric and organic shapes in the production of works of art. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Arts Education (2), or English Language Arts (1), or Mathematics (K  2)
Title: "Triangles and Things"
Description: The Greedy Triangle, a Marilyn Burns book, will assist students in determining the simple relationships among polygons. With a wish, the Greedy Triangle is transformed into various polygons. With the addition of a side and an angle, students will be able to determine the difference among triangles, quadrilaterals, pentagons, and hexagon. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Connecting With Coordinates
Description:
This lesson will allow students to practice plotting points on a grid. Students will have an opportunity to play a coordinate game. This lesson is handson and allows for cooperative learning.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [MA2013] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2MD1] [MA2013] (2) 15: Measure the length of an object twice, using length units of different lengths for the two measurements; describe how the two measurements relate to the size of the unit chosen. [2MD2] [MA2013] (2) 22: Generate measurement data by measuring lengths of several objects to the nearest whole unit or by making repeated measurements of the same object. Show the measurements by making a line plot where the horizontal scale is marked off in wholenumber units. [2MD9] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10]
Subject: Mathematics (K  2)
Title: Connecting With Coordinates
Description: This lesson will allow students to practice plotting points on a grid. Students will have an opportunity to play a coordinate game. This lesson is handson and allows for cooperative learning.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Twisted Tangrams
Description:
In this lesson students will use a handson approach to problem solving. They will construct and manipulate tangrams to recreate animals from a story. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Standard(s): [ELA2013] (0) 16: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). [RI.K.7] [ELA2013] (0) 10: With prompting and support, ask and answer questions about key details in a text. [RI.K.1] [ELA2013] (0) 7: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). [RL.K.7] [CE] (012) 8: Cooperation [CE] (012) 10: Selfcontrol [CE] (012) 6: Respect for others [MA2013] (3) 24: Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories. [3G1] [MA2013] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in twodimensional figures. [4G1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Character Education (K  12), or English Language Arts (K), or Mathematics (K  4)
Title: Twisted Tangrams
Description: In this lesson students will use a handson approach to problem solving. They will construct and manipulate tangrams to recreate animals from a story. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
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Title: Geometric Shapes
Description:
During this lesson, students will explore shapes and become aware of shapes all around them. They will search for shapes in a variety of places and explore shapes on the Internet.
Standard(s): [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 5: Practice responsible use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [TC2] (02) 10: Design original works using digital tools. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5]
Subject: Mathematics (K), or Technology Education (K  2)
Title: Geometric Shapes
Description: During this lesson, students will explore shapes and become aware of shapes all around them. They will search for shapes in a variety of places and explore shapes on the Internet.
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Title: Shapes in the Classroom
Description:
This lesson will teach students to identify solid figures found in the classroom and in magazines. Students will also learn more about solid figures using the Internet.
Standard(s): [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2), or Technology Education (K  2)
Title: Shapes in the Classroom
Description: This lesson will teach students to identify solid figures found in the classroom and in magazines. Students will also learn more about solid figures using the Internet.
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Title: What's Inside a Pumpkin?
Description:
As part of a study on pumpkins, students will discover what's inside a pumpkin by observing a pumpkin, making individual booklets, and tasting baked pumpkin seeds.
Standard(s): [S1] (0) 1: Classify objects as solids or liquids. [TC2] (02) 10: Design original works using digital tools. [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 15: Order three objects by length; compare the lengths of two objects indirectly by using a third object. [1MD1] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 1: Use addition and subtraction within 100 to solve one and twostep word problems involving situations of adding to, taking from, putting together, taking apart, and comparing with unknowns in all positions, e.g., by using drawings and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [2OA1] [ELA2013] (0) 41: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. [L.K.6]
Subject: English Language Arts (K), or Mathematics (K  2), or Science (K), or Technology Education (K  2)
Title: What's Inside a Pumpkin?
Description: As part of a study on pumpkins, students will discover what's inside a pumpkin by observing a pumpkin, making individual booklets, and tasting baked pumpkin seeds.
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Title: Tantalizing Tangrams
Description:
This is an introductory lesson using tangrams. Students will observe the seven geometric shapes that make up the tangram in a variety of ways that exhibit spatial relationships. They will have handson experiences using these tangrams to create new shapes. Finally, they will try to make the seven shapes form a square.
Standard(s): [TC2] (02) 4: Identify safe use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [AED] VA (0) 1: Use selected materials to produce works of art. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Arts Education (K), or Mathematics (K  2), or Technology Education (K  2)
Title: Tantalizing Tangrams
Description: This is an introductory lesson using tangrams. Students will observe the seven geometric shapes that make up the tangram in a variety of ways that exhibit spatial relationships. They will have handson experiences using these tangrams to create new shapes. Finally, they will try to make the seven shapes form a square.
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Title: Getting Into "Shape"
Description:
Through observation and hands on activity, students identify plane shapes that make up geometric solids (space shapes).
Standard(s): [TC2] (02) 1: Identify basic parts of various technology systems. [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 3: Demonstrate correct posture and finger placement while using a technology system. [TC2] (02) 10: Design original works using digital tools. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics (K  2), or Technology Education (K  2)
Title: Getting Into "Shape"
Description: Through observation and hands on activity, students identify plane shapes that make up geometric solids (space shapes).
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Title: Comparing Sets
Description:
In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested.
Standard(s): [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (1) 1: Use addition and subtraction within 20 to solve word problems involving situations of adding to, taking from, putting together, taking apart, and comparing, with unknowns in all positions, e.g., by using objects, drawings, and equations with a symbol for the unknown number to represent the problem. (See Appendix A, Table 1.) [1OA1] [MA2013] (2) 13: Explain why addition and subtraction strategies work, using place value and the properties of operations. (Explanations may be supported by drawings or objects.) [2NBT9]
Subject: Language Arts,Mathematics Title: Comparing Sets
Description: In this lesson, one of a multipart unit from Illuminations, a children s book sets the stage for encouraging students to review counting back. Students write subtraction problems and model them with cubes. They then compare sets and record differences in the form of a table. The additive identity is reviewed in the context of comparing equal sets. Several pieces of literature appropriate for use with this lesson are suggested. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Helping Ladybug Hide with Arrows and Angles
Description:
In this lesson, one of a multipart unit from Illuminations, students use a Java applet to hide a ladybug under a leaf. This requires experimentation, planning, and understanding of spatial relationships and visual memory.
Standard(s): [MA2013] (0) 8: Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. (Drawings need not show details, but should show the mathematics in the problem. This applies wherever drawings are mentioned in the Standards.) [KOA1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
Subject: Mathematics Title: Helping Ladybug Hide with Arrows and Angles
Description: In this lesson, one of a multipart unit from Illuminations, students use a Java applet to hide a ladybug under a leaf. This requires experimentation, planning, and understanding of spatial relationships and visual memory. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: My Pet
Description:
In this lesson, one of a multipart unit from Illuminations, students develop and use spatial relationships and spatial memory by creating a map of a pet. The students use visual and spatial skills, measure with nonstandard units, and describe '' trips'' around their pet using directional and positional words.
Standard(s): [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (0) 17: 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. [KG1] [MA2013] (1) 18: Organize, represent, and interpret data with up to three categories; ask and answer questions about the total number of data points, how many in each category, and how many more or less are in one category than in another. [1MD4] [MA2013] (2) 23: Draw a picture graph and a bar graph (with singleunit scale) to represent a data set with up to four categories. Solve simple puttogether, takeapart, and compare problems using information presented in a bar graph. (See Appendix A, Table 1.) [2MD10] [SS2010] LWT (0) 8: Recognize maps, globes, and satellite images. [SS2010] LWT1 (1) 8: Identify land masses, bodies of water, and other physical features on maps and globes.
Subject: Mathematics,Social Studies Title: My Pet
Description: In this lesson, one of a multipart unit from Illuminations, students develop and use spatial relationships and spatial memory by creating a map of a pet. The students use visual and spatial skills, measure with nonstandard units, and describe '' trips'' around their pet using directional and positional words. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Geoboards
Description:
In this lesson, one of a multipart unit from Illuminations, students identify and recognize triangles using multiple representations, locate triangles in their environment, and construct triangles. Students use geoboards to explore the characteristics of triangles.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics Title: Geoboards
Description: In this lesson, one of a multipart unit from Illuminations, students identify and recognize triangles using multiple representations, locate triangles in their environment, and construct triangles. Students use geoboards to explore the characteristics of triangles. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: How Big Is Your Heart?
Description:
In this lesson, one of a multipart unit from Illuminations, students explore the size of their hearts. They do this by measuring the length, width, and circumference of their fists and relating this to the size of their hearts.
Standard(s): [S1] (1) 5: Identify parts of the human body, including the head, neck, shoulders, arms, spine, and legs. [S1] (3) 6: Identify structures and functions of the muscular and skeletal systems of the human body. [S1] (5) 8: Identify major body systems and their functions, including the circulatory system, respiratory system, excretory system, and reproductive system. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 15: Directly compare two objects, with a measurable attribute in common, to see which object has "more of" or "less of" the attribute, and describe the difference. [KMD2] [MA2013] (0) 16: Classify objects into given categories; count the number of objects in each category, and sort the categories by count. (Limit category counts to be less than or equal to 10.) [KMD3] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 16: Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of samesize length units that span it with no gaps or overlaps. Limit to contexts where the object being measured is spanned by a whole number of length units with no gaps or overlaps. [1MD2] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics,Science Title: How Big Is Your Heart?
Description: In this lesson, one of a multipart unit from Illuminations, students explore the size of their hearts. They do this by measuring the length, width, and circumference of their fists and relating this to the size of their hearts. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Get the Turtle to the Pond
Description:
This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Mathematics Title: Get the Turtle to the Pond
Description: This lesson, from Illuminations, provides opportunities for creative problem solving while encouraging young students to estimate length and angle measure. Students are asked to enter a sequence of LOGO commands to help the turtle get to the pond. Children can write their own solutions using LOGO commands and input them into the computer. The turtle then moves and leaves a trail or path according to the instructions given. Two possible solutions or paths that students might have produced can be seen. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Macaroni Math
Description:
In this sevenlesson unit, from Illuminations, students use pasta shapes to explore '' take away'' subtraction in several different contexts (counting, sets, number line, balanced equations and inverse of addition). They also decompose numbers and explore both the zero property and the relationship between addition and subtraction.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
Subject: Mathematics Title: Macaroni Math
Description: In this sevenlesson unit, from Illuminations, students use pasta shapes to explore '' take away'' subtraction in several different contexts (counting, sets, number line, balanced equations and inverse of addition). They also decompose numbers and explore both the zero property and the relationship between addition and subtraction. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Designing a Virtual Path
Description:
In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2MD3]
Subject: Mathematics Title: Designing a Virtual Path
Description: In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to design a virtual path that enables a ladybug to hide under a leaf. They also develop navigational skills by testing to see if their path is accurate and then revising their solutions. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Order, Order
Description:
In this lesson, one of a multipart unit from Illuminations, students seriate objects and review the meaning of ordinal numbers. They describe orderings in words and pictures.
Standard(s): [MA2013] (0) 17: 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. [KG1]
Subject: Mathematics Title: Order, Order
Description: In this lesson, one of a multipart unit from Illuminations, students seriate objects and review the meaning of ordinal numbers. They describe orderings in words and pictures. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Making Rectangles
Description:
In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to plan the steps necessary to draw rectangles of different sizes. As they experiment, students begin to understand the relationship between the shape of a rectangle and the lengths of its sides. They also develop a sense of the amount of turn in a right angle.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3]
Subject: Mathematics Title: Making Rectangles
Description: In this lesson, one of a multipart unit from Illuminations, students use their knowledge of numbers, measurement, and geometry to plan the steps necessary to draw rectangles of different sizes. As they experiment, students begin to understand the relationship between the shape of a rectangle and the lengths of its sides. They also develop a sense of the amount of turn in a right angle. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Going Places
Description:
This unit of seven lessons, from Illuminations, engages students in activities that use measurement and geometry. Students investigate various areas and objects they see each day to apply ideas of navigating in space and understanding the relationships among these various elements.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3]
Subject: Mathematics,Social Studies Title: Going Places
Description: This unit of seven lessons, from Illuminations, engages students in activities that use measurement and geometry. Students investigate various areas and objects they see each day to apply ideas of navigating in space and understanding the relationships among these various elements. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Three Sides
Description:
In this lesson, one of a multipart unit from Illuminations, students identify and recognize triangles using multiple representations. Students use attributeblocks and engage in several activities while exploring the characteristics of triangles.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2]
Subject: Mathematics Title: Three Sides
Description: In this lesson, one of a multipart unit from Illuminations, students identify and recognize triangles using multiple representations. Students use attributeblocks and engage in several activities while exploring the characteristics of triangles. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Ladybug Mazes
Description:
In this lesson, one of a multipart unit from Illuminations, students plan a series of moves that navigate a ladybug through a maze. Their plans turn the ladybug at the appropriate corners and keep it on a path without crossing the walls. This activity helps students gain experience in estimating length and angle measures.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5]
Subject: Mathematics Title: Ladybug Mazes
Description: In this lesson, one of a multipart unit from Illuminations, students plan a series of moves that navigate a ladybug through a maze. Their plans turn the ladybug at the appropriate corners and keep it on a path without crossing the walls. This activity helps students gain experience in estimating length and angle measures. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Going on a Shape Hunt: Integrating Math and Literacy
Description:
Students participate in a scavenger hunt for shapes; reading, writing, and discussion of shapes encourage literacy and math skills.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [ELA2013] (0) 9: Actively engage in group reading activities with purpose and understanding. [RL.K.10] [ELA2013] (0) 13: With prompting and support, ask and answer questions about unknown words in a text. [RI.K.4] [ELA2013] (0) 14: Identify the front cover, back cover, and title page of a book. [RI.K.5] [ELA2013] (0) 25: Use a combination of drawing, dictating, and writing to compose informative or explanatory texts in which they name what they are writing about and supply some information about the topic. [W.K.2] [ELA2013] (1) 32: Ask and answer questions about key details in a text read aloud or information presented orally or through other media. [SL.1.2] [ELA2013] (1) 36: Produce complete sentences when appropriate to task and situation. (See Grade 1 Language standard 37 for specific expectations.) [SL.1.6] [ELA2013] (2) 19: By the end of year, read and comprehend informational texts, including history/social studies, science, and technical texts, in the Grades 23 text complexity band proficiently, with scaffolding as needed at the high end of the range. [RI.2.10] [ELA2013] (2) 34: Produce complete sentences when appropriate to task and situation in order to provide requested detail or clarification. (See Grade 2 Language standards 35 and 37 for specific expectations.) [SL.2.6]
Subject: Language Arts Title: Going on a Shape Hunt: Integrating Math and Literacy
Description: Students participate in a scavenger hunt for shapes; reading, writing, and discussion of shapes encourage literacy and math skills. Thinkfinity Partner: ReadWriteThink Grade Span: K,1,2
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Title: Figuring in Football
Description:
In this lesson, one of a multipart unit from Illuminations, students examine the influences of pattern, symmetry, and design in the realworld by looking at a football field. A football field has numerous figures that a young student can easily distinguish and others that can be rotated or embedded, which may call on spatial skills of a more challenging nature. Students identify congruent and similar geometric figures and recognize that rotations, translations, and reflections do not change geometric figures.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2]
Subject: Mathematics Title: Figuring in Football
Description: In this lesson, one of a multipart unit from Illuminations, students examine the influences of pattern, symmetry, and design in the realworld by looking at a football field. A football field has numerous figures that a young student can easily distinguish and others that can be rotated or embedded, which may call on spatial skills of a more challenging nature. Students identify congruent and similar geometric figures and recognize that rotations, translations, and reflections do not change geometric figures. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Handy Map
Description:
This lesson, one of a multipart unit from Illuminations, engages students in creating a map of their hands. It provides purpose for using directional or positional words with mapping. The teacher draws an outline of his or her hands and begins mapping them using words the students suggest. This allows the teacher to assess positional concepts students currently know and to build on that knowledge. Students then create a simple map.
Standard(s): [MA2013] (0) 17: 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. [KG1] [SS2010] LWT (0) 8: Recognize maps, globes, and satellite images. [SS2010] LWT (0) 10: Apply vocabulary related to giving and following directions.
Subject: Mathematics,Social Studies Title: Handy Map
Description: This lesson, one of a multipart unit from Illuminations, engages students in creating a map of their hands. It provides purpose for using directional or positional words with mapping. The teacher draws an outline of his or her hands and begins mapping them using words the students suggest. This allows the teacher to assess positional concepts students currently know and to build on that knowledge. Students then create a simple map. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Investigating Shapes
Description:
In this fivelesson unit, from Illuminations, students identify characteristics of triangles, manipulate electronic geoboards to construct triangles, and name the triangles relative locations. In addition, through music and observation, students identify triangles in their environment. These lessons are especially appropriate for students in prekindergarten and kindergarten.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2]
Subject: Mathematics Title: Investigating Shapes
Description: In this fivelesson unit, from Illuminations, students identify characteristics of triangles, manipulate electronic geoboards to construct triangles, and name the triangles relative locations. In addition, through music and observation, students identify triangles in their environment. These lessons are especially appropriate for students in prekindergarten and kindergarten. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Teaching Shapes Using ReadAlouds, Visualization, and Sketch to Stretch
Description:
Visual clues in winterthemed books used in this lesson encourage students to make realworld math connections.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [ELA2013] (0) 9: Actively engage in group reading activities with purpose and understanding. [RL.K.10] [ELA2013] (0) 23: Read emergentreader texts with purpose and understanding. [RF.K.4] [ELA2013] (1) 19: With prompting and support, read informational texts appropriately complex for Grade 1. [RI.1.10] [ELA2013] (1) 30: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. [W.1.8]
Subject: Language Arts Title: Teaching Shapes Using ReadAlouds, Visualization, and Sketch to Stretch
Description: Visual clues in winterthemed books used in this lesson encourage students to make realworld math connections. Thinkfinity Partner: ReadWriteThink Grade Span: K,1,2
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Title: Shapes All Around Us
Digital Tool:
Stop, Look, and Find Shapes In Our Environment ALEX Podcast Web Address URL:
http://alex.state.al.us/podcast_view.php?podcast_id=943 Standard(s):
[MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] Digital Tool Description: This podcast gives students a preview of shapes in their environment. Students explore their school to find shapes in their everyday environment.
The video will be used as an introduction to teach students to identify and name shapes in the environment.
Title: Shapes All Around Us Digital Tool: Stop, Look, and Find Shapes In Our Environment ALEX Podcast Digital Tool Description: This podcast gives students a preview of shapes in their environment. Students explore their school to find shapes in their everyday environment.
The video will be used as an introduction to teach students to identify and name shapes in the environment.
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Title: Stop, Look, and Find Shapes In Our Environment
Overview:
This podcast gives students a preview of shapes in their environment. Students explore their school to find shapes in their everyday environment while using digital cameras to take pictures of their findings. Standard(s):
[TC2] (02) 8: Use digital environments to exchange ideas with individuals or groups. [TC2] (02) 10: Design original works using digital tools. [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6]
Stop, Look, and Find Shapes In Our Environment Overview: This podcast gives students a preview of shapes in their environment. Students explore their school to find shapes in their everyday environment while using digital cameras to take pictures of their findings.
Web Resources
Lesson Plans
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Title: Am I a Circle, Square, Triangle, or Rectangle?
Description:
This is a lesson plan for teaching students to identify circles, squares, triangles, and rectangles and
to be able to talk about shapes.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2]
Am I a Circle, Square, Triangle, or Rectangle?
http://school.family...
This is a lesson plan for teaching students to identify circles, squares, triangles, and rectangles and
to be able to talk about shapes.
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Title: Education World  Circles, Squares, Triangles and Rectangles
Description:
This web site contains a variety of activities for teaching students about shapes.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1]
Education World  Circles, Squares, Triangles and Rectangles
http://www.education...
This web site contains a variety of activities for teaching students about shapes.
Interactives/Games
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Title: IXL Math  Identify Circles, Squares, and Triangles
Description:
This page asks students to select a circle, square, or triangle.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2]
IXL Math  Identify Circles, Squares, and Triangles
http://www.ixl.com/m...
This page asks students to select a circle, square, or triangle.
Learning Activities
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Title: Circle, Triangle, Rectangle, Square...
Description:
This lesson reinforces the idea of shapes in the environment by asking students to use twodimensional shapes (e.g., circle, triangle, square, rectangle, oval) to create a picture.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2]
Circle, Triangle, Rectangle, Square...
http://www.fldoe.org...
This lesson reinforces the idea of shapes in the environment by asking students to use twodimensional shapes (e.g., circle, triangle, square, rectangle, oval) to create a picture.
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Title: The Shape of Things
Description:
This lesson is designed to help children see how a few simple shapes make up many of things we have in the world. It includes activities to give students experience with identifying and naming shapes.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2]
The Shape of Things
http://www.mathsolut...
This lesson is designed to help children see how a few simple shapes make up many of things we have in the world. It includes activities to give students experience with identifying and naming shapes.
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Title: IXL Math  Identify Circles, Squares, and Triangles
Description:
This page asks students to select a circle, square, or triangle.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2]
IXL Math  Identify Circles, Squares, and Triangles
http://www.ixl.com/m...
This page asks students to select a circle, square, or triangle.
Thinkfinity Interactive Games
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Title: Developing Geometry Understandings and Spatial Skills through Puzzlelike Problems with Tangrams
Description:
Describing figures and visualizing what they look like when they are transformed through rotations or flips or are put together or taken apart in different ways are important aspects of geometry in the lower grades. This twopart tangram example from Illuminations demonstrates the potential for highquality experiences provided by computer 'shape' environments for students as they learn concepts described in the Geometry Standard. Problemsolving tasks that involve physical manipulatives as well as virtual manipulatives afford many students an entry into mathematics that they might not otherwise experience.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 20: Compose twodimensional shapes (rectangles, squares, trapezoids, triangles, halfcircles, and quartercircles) or threedimensional shapes (cubes, right rectangular prisms, right circular cones, and right circular cylinders) to create a composite shape, and compose new shapes from the composite shape. (Students do not need to learn formal names such as "right rectangular prism.") [1G2] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics Title: Developing Geometry Understandings and Spatial Skills through Puzzlelike Problems with Tangrams
Description: Describing figures and visualizing what they look like when they are transformed through rotations or flips or are put together or taken apart in different ways are important aspects of geometry in the lower grades. This twopart tangram example from Illuminations demonstrates the potential for highquality experiences provided by computer 'shape' environments for students as they learn concepts described in the Geometry Standard. Problemsolving tasks that involve physical manipulatives as well as virtual manipulatives afford many students an entry into mathematics that they might not otherwise experience. Thinkfinity Partner: Illuminations Grade Span: K,1,2
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Title: Learning Geometry and Measurement Concepts by Creating Paths and Navigating Mazes: Hiding Ladybug
Description:
This standalone applet is part of the Illuminations lesson titled '' Helping Ladybug Hide with Arrows and Angles.'' In the lesson, students use this applet to hide a ladybug under a leaf.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3] [MA2013] (4) 5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. [4OA5]
Subject: Mathematics Title: Learning Geometry and Measurement Concepts by Creating Paths and Navigating Mazes: Hiding Ladybug
Description: This standalone applet is part of the Illuminations lesson titled '' Helping Ladybug Hide with Arrows and Angles.'' In the lesson, students use this applet to hide a ladybug under a leaf. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Shape Cutter
Description:
This student interactive, from Illuminations, allows students to explore how they can decompose shapes and recompose them to make other shapes. Students draw and cut shapes, and also use slides, turns, and flips to move the cut pieces around.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1] [MA2013] (1) 21: Partition circles and rectangles into two and four equal shares; describe the shares using the words halves, fourths, and quarters; and use the phrases half of, fourth of, and quarter of. Describe the whole as two of, or four of the shares. Understand for these examples that decomposing into more equal shares creates smaller shares. [1G3] [MA2013] GEO (912) 2: Represent transformations in the plane using, e.g., transparencies and geometry software; describe transformations as functions that take points in the plane as inputs and give other points as outputs. Compare transformations that preserve distance and angle to those that do not (e.g., translation versus horizontal stretch). [GCO2] [MA2013] GEO (912) 3: Given a rectangle, parallelogram, trapezoid, or regular polygon, describe the rotations and reflections that carry it onto itself. [GCO3] [MA2013] GEO (912) 5: Given a geometric figure and a rotation, reflection, or translation, draw the transformed figure using, e.g., graph paper, tracing paper, or geometry software. Specify a sequence of transformations that will carry a given figure onto another. [GCO5]
Subject: Mathematics Title: Shape Cutter
Description: This student interactive, from Illuminations, allows students to explore how they can decompose shapes and recompose them to make other shapes. Students draw and cut shapes, and also use slides, turns, and flips to move the cut pieces around. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8,9,10,11,12
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Title: Investigating the Concept of Triangle and Properties of Polygons: Creating Polygons
Description:
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (2) 24: Recognize and draw shapes having specified attributes such as a given number of angles or a given number of equal faces. (Sizes are compared directly or visually, not compared by measuring.) Identify triangles, quadrilaterals, pentagons, hexagons, and cubes. [2G1] [MA2013] (2) 25: Partition a rectangle into rows and columns of samesize squares, and count to find the total number of them. [2G2] [MA2013] (2) 26: Partition circles and rectangles into two, three, or four equal shares; describe the shares using the words halves, thirds, half of, a third of, etc.; and describe the whole as two halves, three thirds, or four fourths. Recognize that equal shares of identical wholes need not have the same shape. [2G3]
Subject: Mathematics Title: Investigating the Concept of Triangle and Properties of Polygons: Creating Polygons
Description: Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
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Title: Patch Tool
Description:
This student interactive from Illuminations allows students to create patches like those used in quilting. Triangles, squares, parallelograms, and other shapes are available.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6]
Subject: Mathematics Title: Patch Tool
Description: This student interactive from Illuminations allows students to create patches like those used in quilting. Triangles, squares, parallelograms, and other shapes are available. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5
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Title: Geometric Solids
Description:
This student interactive, from Illuminations, allows students to explore various geometric solids and their properties. Students can virtually manipulate and color each solid to investigate properties such as the number of faces, edges, and vertices. Students can explore tetrahedrons, cubes, octahedrons, dodecahedrons, icosahedrons, and irregular polyhedrons.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] GEO (912) 38: Identify the shapes of twodimensional crosssections of threedimensional objects, and identify threedimensional objects generated by rotations of twodimensional objects. [GGMD4]
Subject: Mathematics Title: Geometric Solids
Description: This student interactive, from Illuminations, allows students to explore various geometric solids and their properties. Students can virtually manipulate and color each solid to investigate properties such as the number of faces, edges, and vertices. Students can explore tetrahedrons, cubes, octahedrons, dodecahedrons, icosahedrons, and irregular polyhedrons. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12
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Title: Dynamic Paper Tool
Description:
Create customized activity sheets for your classroom! Nets of 3D shapes, tessellations, coordinate graphs, and more  all based on your input.
Standard(s): [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 19: Identify shapes as twodimensional (lying in a plane, "flat") or threedimensional ("solid"). [KG3] [MA2013] (0) 20: Analyze and compare two and threedimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [KG4] [MA2013] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (6) 3: Use ratio and rate reasoning to solve realworld and mathematical problems, e.g., by reasoning about tables of equivalent ratios, tape diagrams, double number line diagrams, or equations. [6RP3] [MA2013] (6) 9: Understand a rational number as a point on the number line. Extend number line diagrams and coordinate axes familiar from previous grades to represent points on the line and in the plane with negative number coordinates. [6NS6] [MA2013] (6) 24: Represent threedimensional figures using nets made up of rectangles and triangles, and use the nets to find the surface area of these figures. Apply these techniques in the context of solving realworld and mathematical problems. [6G4]
Subject: Mathematics Title: Dynamic Paper Tool
Description: Create customized activity sheets for your classroom! Nets of 3D shapes, tessellations, coordinate graphs, and more  all based on your input. Thinkfinity Partner: Illuminations Grade Span: K,1,2,3,4,5,6,7,8,9,10,11,12
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Title: Pan Balance  Shapes
Description:
This student interactive, from Illuminations, provides an interesting environment in which students can consider the concept of equivalence. The interactive pan balance uses multiple shapes with different values, allowing students to investigate what happens as different shapes are placed on the balance.
Standard(s): [S1] (1) 1: Select appropriate tools and technological resources needed to gather, analyze, and interpret data. [S1] (1) 2: Identify basic properties of objects. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [MA2013] (0) 17: 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. [KG1] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [MA2013] (0) 22: Compose simple shapes to form larger shapes. [KG6] [MA2013] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and threesided) versus nondefining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1G1]
Subject: Mathematics Title: Pan Balance  Shapes
Description: This student interactive, from Illuminations, provides an interesting environment in which students can consider the concept of equivalence. The interactive pan balance uses multiple shapes with different values, allowing students to investigate what happens as different shapes are placed on the balance. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2,3,4,5,6,7,8

