**Title:** Stop, Look, and Find Shapes in Our School and Community!

**Description:**
This is a project-based lesson that provides many hands-on 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): **

[MA2015] (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. [2-G3]

**Subject:**Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Stop, Look, and Find Shapes in Our School and Community!

**Description:**This is a project-based lesson that provides many hands-on 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.

**Title:** A Scents-able 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): **

[MA2015] (0) 19: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). [K-G3]

**Subject:**Mathematics (K)

**Title:**A Scents-able 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.

**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): **

[MA2015] (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. [2-G3]

**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.

**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, GEMS-U Project.
**Standard(s): **

[MA2015] (1) 20: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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.") [1-G2]

**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, GEMS-U Project.

**Title:** Guess My Shape

**Description:**
The students will make the connection between 2-D and 3-D shapes using modeling clay and geometric solids and participate in an interactive web lesson. Students will make predictions about what 2-D shape they think will be made when they press 3-D 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): **

[MA2015] (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. [2-G1]

**Subject:**English Language Arts (1), or Mathematics (K - 2)

**Title:**Guess My Shape

**Description:**The students will make the connection between 2-D and 3-D shapes using modeling clay and geometric solids and participate in an interactive web lesson. Students will make predictions about what 2-D shape they think will be made when they press 3-D solids into modeling clay. They will then check their predictions. This lesson plan was created by exemplary Alabama Math Teachers through the AMSTI project.

**Title:** What Can Shapes Be....

**Description:**
This is a hands-on 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, GEMS-U Project.
**Standard(s): **

[MA2015] (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. [2-G1]

**Subject:**English Language Arts (K), or Mathematics (K - 2)

**Title:**What Can Shapes Be....

**Description:**This is a hands-on 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, GEMS-U Project.

**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, GEMS-U Project.
**Standard(s): **

[MA2015] (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. [2-G3]

**Subject:**Mathematics (K - 4), or Credit Recovery Science (4), or Science (1)

**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, GEMS-U Project.

**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): **

[MA2015] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5]

**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.

**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): **

[MA2015] (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. [2-G3]

**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.

**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 hands-on experiences using these tangrams to create new shapes. Finally, they will try to make the seven shapes form a square.
**Standard(s): **

[MA2015] (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. [2-G3]

**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 hands-on experiences using these tangrams to create new shapes. Finally, they will try to make the seven shapes form a square.

**Title:** Getting Into "Shape"

**Description:**
Through observation and hands on activity, students identify plane shapes that make up geometric solids (space shapes).
**Standard(s): **

[MA2015] (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. [2-G3]

**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).

**Title:** Comparing Sets

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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.) [2-NBT9]

**Subject:**Language Arts,Mathematics

**Title:**Comparing Sets

**Description:**In this lesson, one of a multi-part 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

**Title:** Helping Ladybug Hide with Arrows and Angles

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [1-G3]

**Subject:**Mathematics

**Title:**Helping Ladybug Hide with Arrows and Angles

**Description:**In this lesson, one of a multi-part 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

**Title:** My Pet

**Description:**
In this lesson, one of a multi-part 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): **

[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 multi-part 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

**Title:** Geoboards

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [2-G3]

**Subject:**Mathematics

**Title:**Geoboards

**Description:**In this lesson, one of a multi-part 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

**Title:** How Big Is Your Heart?

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (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. [2-G3]

**Subject:**Mathematics,Science

**Title:**How Big Is Your Heart?

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3]

**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

**Title:** Macaroni Math

**Description:**
In this seven-lesson 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): **

[MA2015] (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. [1-G3]

**Subject:**Mathematics

**Title:**Macaroni Math

**Description:**In this seven-lesson 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

**Title:** Designing a Virtual Path

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (2) 16: Estimate lengths using units of inches, feet, centimeters, and meters. [2-MD3]

**Subject:**Mathematics

**Title:**Designing a Virtual Path

**Description:**In this lesson, one of a multi-part 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

**Title:** Order, Order

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students seriate objects and review the meaning of ordinal numbers. They describe orderings in words and pictures.
**Standard(s): **

[MA2015] (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*. [K-G1]

**Subject:**Mathematics

**Title:**Order, Order

**Description:**In this lesson, one of a multi-part 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

**Title:** Making Rectangles

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (0) 19: Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid"). [K-G3]

**Subject:**Mathematics

**Title:**Making Rectangles

**Description:**In this lesson, one of a multi-part 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

**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): **

[MA2015] (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. [1-G3]

**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

**Title:** Three Sides

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students identify and recognize triangles using multiple representations. Students use attribute-blocks and engage in several activities while exploring the characteristics of triangles.
**Standard(s): **

[MA2015] (1) 20: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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.") [1-G2]

**Subject:**Mathematics

**Title:**Three Sides

**Description:**In this lesson, one of a multi-part unit from Illuminations, students identify and recognize triangles using multiple representations. Students use attribute-blocks and engage in several activities while exploring the characteristics of triangles.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**Title:** Ladybug Mazes

**Description:**
In this lesson, one of a multi-part 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): **

[MA2015] (0) 21: Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. [K-G5]

**Subject:**Mathematics

**Title:**Ladybug Mazes

**Description:**In this lesson, one of a multi-part 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

**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): **

[ELA2015] (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

**Title:** Figuring in Football

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students examine the influences of pattern, symmetry, and design in the real-world 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): **

[MA2015] (1) 20: Compose two-dimensional shapes (rectangles, squares, trapezoids, triangles, half-circles, and quarter-circles) or three-dimensional 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.") [1-G2]

**Subject:**Mathematics

**Title:**Figuring in Football

**Description:**In this lesson, one of a multi-part unit from Illuminations, students examine the influences of pattern, symmetry, and design in the real-world 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

**Title:** Handy Map

**Description:**
This lesson, one of a multi-part 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): **

[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 multi-part 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

**Title:** Investigating Shapes

**Description:**
In this five-lesson 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): **

[MA2015] (2) 25: Partition a rectangle into rows and columns of same-size squares, and count to find the total number of them. [2-G2]

**Subject:**Mathematics

**Title:**Investigating Shapes

**Description:**In this five-lesson 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

**Title:** Teaching Shapes Using Read-Alouds, Visualization, and Sketch to Stretch

**Description:**
Visual clues in winter-themed books used in this lesson encourage students to make real-world math connections.
**Standard(s): **

[ELA2015] (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 Read-Alouds, Visualization, and Sketch to Stretch

**Description:**Visual clues in winter-themed books used in this lesson encourage students to make real-world math connections.

**Thinkfinity Partner:**ReadWriteThink

**Grade Span:**K,1,2

**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): **

[MA2015] (0) 18: Correctly name shapes regardless of their orientations or overall size. [K-G2]**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.

**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): **

[MA2015] (0) 22: Compose simple shapes to form larger shapes. [K-G6]

**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.

**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 two-part tangram example from Illuminations demonstrates the potential for high-quality experiences provided by computer 'shape' environments for students as they learn concepts described in the Geometry Standard. Problem-solving 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): **

[MA2015] (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. [2-G3]

**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 two-part tangram example from Illuminations demonstrates the potential for high-quality experiences provided by computer 'shape' environments for students as they learn concepts described in the Geometry Standard. Problem-solving 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

**Title:** Learning Geometry and Measurement Concepts by Creating Paths and Navigating Mazes: Hiding Ladybug

**Description:**
This stand-alone 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): **

[MA2015] (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. [4-OA5]

**Subject:**Mathematics

**Title:**Learning Geometry and Measurement Concepts by Creating Paths and Navigating Mazes: Hiding Ladybug

**Description:**This stand-alone 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

**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): **

[MA2015] GEO (9-12) 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. [G-CO5]

**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

**Title:** Investigating the Concept of Triangle and Properties of Polygons: Creating Polygons

**Description:**
**Standard(s): **

[MA2015] (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. [2-G3]

**Subject:**Mathematics

**Title:**Investigating the Concept of Triangle and Properties of Polygons: Creating Polygons

**Description:**

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2

**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): **

[MA2015] (0) 22: Compose simple shapes to form larger shapes. [K-G6]

**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

**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): **

[MA2015] GEO (9-12) 38: Identify the shapes of two-dimensional cross-sections of three-dimensional objects, and identify three-dimensional objects generated by rotations of two-dimensional objects. [G-GMD4]

**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

**Title:** Dynamic Paper Tool

**Description:**
Create customized activity sheets for your classroom! Nets of 3-D shapes, tessellations, coordinate graphs, and more - all based on your input.
**Standard(s): **

[MA2015] (6) 24: Represent three-dimensional 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 real-world and mathematical problems. [6-G4]

**Subject:**Mathematics

**Title:**Dynamic Paper Tool

**Description:**Create customized activity sheets for your classroom! Nets of 3-D 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

**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): **

[MA2015] (1) 19: Distinguish between defining attributes (e.g., triangles are closed and three-sided) versus non-defining attributes (e.g., color, orientation, overall size); build and draw shapes to possess defining attributes. [1-G1]

**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