ALEX Lesson Plans
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
Title: Are You a Square or a Rectangle?
Description:
During a handson, inquiry approach lesson, students will discover the difference between standard and nonstandard units of measure. 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) 1: With prompting and support, ask and answer questions about key details in a text. [RL.K.1] [CE] (012) 8: Cooperation [CE] (012) 10: Selfcontrol [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) 4: Identify safe use of technology systems and applications. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 14: Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object. [KMD1] [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) 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: Character Education (K  12), or English Language Arts (K), or Mathematics (K  2), or Technology Education (K  2)
Title: Are You a Square or a Rectangle?
Description: During a handson, inquiry approach lesson, students will discover the difference between standard and nonstandard units of measure. This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
Title: Congruent Figures
Description:
This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several handson activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.
Standard(s): [TC2] (02) 2: Identify applications and operations of various technology systems. [TC2] (02) 7: Use digital tools to access and retrieve information. [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [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) 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) 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) 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: Congruent Figures
Description: This lesson is an introduction to a unit about congruent shapes. Students will begin by listening to a book about shapes. They will then complete several handson activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
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.
Thinkfinity Lesson Plans
Save to ALEX 
Share

Show Details
Title: Creating, Describing, and Analyzing Patterns
Description:
In this fourlesson unit from Illuminations, students develop their understanding and use of patterns as they analyze relationships and make predictions. Students use interactive math applets to learn about repeating and growing patterns.
Standard(s): [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]
Subject: Mathematics Title: Creating, Describing, and Analyzing Patterns
Description: In this fourlesson unit from Illuminations, students develop their understanding and use of patterns as they analyze relationships and make predictions. Students use interactive math applets to learn about repeating and growing patterns. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
Title: Multiple Patterns
Description:
In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table.
Standard(s): [MA2013] (0) 2: Count forward beginning from a given number within the known sequence (instead of having to begin at 1). [KCC2] [MA2013] (0) 3: Write numbers from 0 to 20. Represent a number of objects with a written numeral 020 (with 0 representing a count of no objects). [KCC3] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [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) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [KG5] [MA2013] (1) 5: Relate counting to addition and subtraction (e.g., by counting on 2 to add 2). [1OA5] [MA2013] (1) 7: Understand the meaning of the equal sign, and determine if equations involving addition and subtraction are true or false. [1OA7] [MA2013] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1OA8] [MA2013] (1) 13: Given a twodigit number, mentally find 10 more or 10 less than the number without having to count; explain the reasoning used. [1NBT5] [MA2013] (3) 10: Use place value understanding to round whole numbers to the nearest 10 or 100. [3NBT1]
Subject: Mathematics Title: Multiple Patterns
Description: In this lesson, one of a multipart unit from Illuminations, students explore patterns that involve doubling. They use objects and numbers in their exploration and record them using a table. Thinkfinity Partner: Illuminations Grade Span: K,PreK,1,2
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
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
ALEX Podcasts
Save to ALEX 
Share

Show Details
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.
Save to ALEX 
Share

Show Details
Title: Traveling Numbers
Overview:
This podcast shows the various places numbers can be found when traveling. It also shows the shapes that can be found in traffic signs. Standard(s):
[MA2013] (0) 4: Understand the relationship between numbers and quantities; connect counting to cardinality. [KCC4] [MA2013] (0) 5: Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 120, count out that many objects. [KCC5] [MA2013] (0) 6: Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. (Include groups with up to ten objects.) [KCC6] [MA2013] (0) 7: Compare two numbers between 1 and 10 presented as written numerals. [KCC7] [MA2013] (0) 18: Correctly name shapes regardless of their orientations or overall size. [KG2] [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]
Traveling Numbers Overview: This podcast shows the various places numbers can be found when traveling. It also shows the shapes that can be found in traffic signs.
Thinkfinity Interactive Games
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
Title: Investigating the Concept of Triangle and the Properties of Polygons: Making Triangles
Description:
This twopart example from Illuminations describes activities using interactive geoboards to help students identify simple geometric shapes, describe their properties, and develop spatial sense. This first part, Making Triangles, focuses attention on the concept of triangle, helping students understand the mathematical meaning of a triangle and the idea of congruence, or sameness, in geometry. In the next part, Creating Polygons, students make and compare a variety of polygons, describing the salient properties of the shapes they create. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The eexamples are part of the electronic version of the PSSM document.
Standard(s): [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] (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: Mathematics Title: Investigating the Concept of Triangle and the Properties of Polygons: Making Triangles
Description: This twopart example from Illuminations describes activities using interactive geoboards to help students identify simple geometric shapes, describe their properties, and develop spatial sense. This first part, Making Triangles, focuses attention on the concept of triangle, helping students understand the mathematical meaning of a triangle and the idea of congruence, or sameness, in geometry. In the next part, Creating Polygons, students make and compare a variety of polygons, describing the salient properties of the shapes they create. eMath Investigations are selected eexamples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The eexamples are part of the electronic version of the PSSM document. Thinkfinity Partner: Illuminations Grade Span: K,1,2
Thinkfinity Learning Activities
Save to ALEX 
Share

Show Details
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
Save to ALEX 
Share

Show Details
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

