**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:** Digging In For Dirt Day!

**Description:**
This lesson is managed through stations that students will rotate around every 20- 30 minutes. Each second grade teacher conducts one station. Parent volunteers can also be used to manage stations. Students will use an auger to gather soil, produce a soil painting, make a dirt cup to represent layers of soil, do a Shake It Up! activity to examine how soil settles, and examine local soil.
This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U Project.
**Standard(s): **

[ELA2015] (2) 23: Write informative or explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section. [W.2.2]

**Subject:**English Language Arts (2), or Mathematics (K - 2), or Credit Recovery Science (2), or Science (4), or Technology Education (K - 2)

**Title:**Digging In For Dirt Day!

**Description:**This lesson is managed through stations that students will rotate around every 20- 30 minutes. Each second grade teacher conducts one station. Parent volunteers can also be used to manage stations. Students will use an auger to gather soil, produce a soil painting, make a dirt cup to represent layers of soil, do a Shake It Up! activity to examine how soil settles, and examine local soil. This lesson plan was created as a result of the Girls Engaged in Math and Science University, GEMS-U 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:** 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:** 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 hands-on activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent 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:**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 hands-on activities, including sorting shapes, using their bodies to form congruent shapes, and using activities on the Internet to practice forming congruent shapes.

**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:** Many Sets of Buttons

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students classify buttons and make disjointed and overlapping Venn diagrams. In an extension, they make and record linear patterns.
**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:**Many Sets of Buttons

**Description:**In this lesson, one of a multi-part unit from Illuminations, students classify buttons and make disjointed and overlapping Venn diagrams. In an extension, they make and record linear patterns.

**Thinkfinity Partner:**Illuminations

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

**Title:** Creating, Describing, and Analyzing Patterns

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

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

**Subject:**Mathematics

**Title:**Creating, Describing, and Analyzing Patterns

**Description:**In this four-lesson 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

**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:** Ready, Set, Let's Dough! It's a Matter of System

**Description:**
In this Science NetLinks lesson, students look at a complex system when they create their own play dough by taking several parts and creating a whole. Through their constructions, students gain an understanding that individual parts are used to make a whole.
**Standard(s): **

[MA2015] (0) 20: Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices or "corners"), and other attributes (e.g., having sides of equal length). [K-G4]

**Subject:**Mathematics, Science

**Title:**Ready, Set, Let's Dough! It's a Matter of System

**Description:**In this Science NetLinks lesson, students look at a complex system when they create their own play dough by taking several parts and creating a whole. Through their constructions, students gain an understanding that individual parts are used to make a whole.

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**K,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:** 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:** How Many More?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students write subtraction problems, model them with sets of fish-shaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. 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] (1) 8: Determine the unknown whole number in an addition or subtraction equation relating three whole numbers. [1-OA8]

**Subject:**Mathematics

**Title:**How Many More?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students write subtraction problems, model them with sets of fish-shaped crackers, and communicate their findings in words and pictures. They record differences in words and symbols. 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:** 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:** 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:** Investigating the Concept of Triangle and the Properties of Polygons: Making Triangles

**Description:**
This two-part 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. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document.
**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:**Mathematics

**Title:**Investigating the Concept of Triangle and the Properties of Polygons: Making Triangles

**Description:**This two-part 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. e-Math Investigations are selected e-examples from the electronic version of the Principles and Standards of School Mathematics (PSSM). The e-examples are part of the electronic version of the PSSM document.

**Thinkfinity Partner:**Illuminations

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

**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:** Illuminations Activities

**Description:**
This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics.
**Standard(s): **

[MA2015] (2) 14: Measure the length of an object by selecting and using appropriate tools such as rulers, yardsticks, meter sticks, and measuring tapes. [2-MD1]

**Subject:**Mathematics

**Title:**Illuminations Activities

**Description:**This Web page, from Illuminations, allows users to access all of Illuminations' online, interactive activities. The activities span the grades and encompass all areas of mathematics.

**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