**Title:** Look Around, What do You See? Origamis!

**Description:**
Students will make origamis using Japanese paper folding techniques. This lesson will enhance the students ability to understand geometry concepts.
This is a College- and Career-Ready Standards showcase lesson plan.
**Standard(s): **

[MA2015] (4) 28: Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry. [4-G3]

**Subject:**Mathematics (1 - 4)

**Title:**Look Around, What do You See? Origamis!

**Description:**Students will make origamis using Japanese paper folding techniques. This lesson will enhance the students ability to understand geometry concepts. This is a College- and Career-Ready Standards showcase lesson plan.

**Title:** Ye Ole Angles and More

**Description:**
Students will explore shapes and their attributes through a variety of resources including web sites, story books and manipulatives.
Students will create a presentation of a shape adventure.
**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 (2)

**Title:**Ye Ole Angles and More

**Description:**Students will explore shapes and their attributes through a variety of resources including web sites, story books and manipulatives. Students will create a presentation of a shape adventure.

**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:** "Bursting with Math"

**Description:**
Using "Starburst" jelly beans to sort, graph and add.
**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:**"Bursting with Math"

**Description:**Using "Starburst" jelly beans to sort, graph and add.

**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:** Searching Solid Shapes

**Description:**
Students will identify solid shapes and work in groups to search for solid shapes (sphere, cylinder, cube, and cone) that have been hidden on the playground. They will create a photostory about their shape to be displayed on the class's webpage.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:**Character Education (K - 12), or Mathematics (K - 2), or Technology Education (K - 2)

**Title:**Searching Solid Shapes

**Description:**Students will identify solid shapes and work in groups to search for solid shapes (sphere, cylinder, cube, and cone) that have been hidden on the playground. They will create a photostory about their shape to be displayed on the class's webpage.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:** Who's Line Is It Anyway?

**Description:**
In this lesson students will learn about line of symmetry in real life objects. An interactive web lesson is used to engage students and give a multitude of real life examples with some interactive practice. The lesson also includes an art activity in the extension.
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:**Arts Education (1), or English Language Arts (K - 1), or Mathematics (1 - 2)

**Title:**Who's Line Is It Anyway?

**Description:**In this lesson students will learn about line of symmetry in real life objects. An interactive web lesson is used to engage students and give a multitude of real life examples with some interactive practice. The lesson also includes an art activity in the extension. 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:** 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:** Lucky Charms Graphs

**Description:**
This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.
**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:**Lucky Charms Graphs

**Description:**This culminating lesson will use Lucky Charms cereal for review of sorting, counting, tally marks, and graphing. This is a fun and tasty way for students to learn about math.

**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:** Math in the Outdoors: A Geometric Scavenger Hunt

**Description:**
Math activities taught outdoors enable students to learn important math skills as they explore their natural environment. This lesson will allow students to associate math experiences directly with life situations.
**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 (2), or Technology Education (3 - 5)

**Title:**Math in the Outdoors: A Geometric Scavenger Hunt

**Description:**Math activities taught outdoors enable students to learn important math skills as they explore their natural environment. This lesson will allow students to associate math experiences directly with life situations.

**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:** 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:** Making Triangles

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use 45- and 90-degree angles to create triangles and develop an understanding of the relationship between angles and the shape of a triangle. Students use their knowledge of numbers, measurement, and geometry to design a virtual path using two different angles to help a ladybug reach its hiding place under a leaf.
**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:**Making Triangles

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use 45- and 90-degree angles to create triangles and develop an understanding of the relationship between angles and the shape of a triangle. Students use their knowledge of numbers, measurement, and geometry to design a virtual path using two different angles to help a ladybug reach its hiding place under a leaf.

**Thinkfinity Partner:**Illuminations

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

**Title:** Shapes at Work

**Description:**
The purpose of this lesson, from Science NetLinks, is to look for shapes in both the natural and designed world; to investigate the ways in which shapes can be used; to design and build structures using appropriate shapes. In this lesson, students record shapes that they find around them, identifying those that can be used to solve practical problems and build larger structures. Students will explore the uses of various shapes and record their findings in a science journal. It would also be helpful to display class findings on a bulletin board entitled Shapes We Have Used (or Made).
**Standard(s): **

[MA2015] (3) 25: Partition shapes into parts with equal areas. Express the area of each part as a unit fraction of the whole. [3-G2]

**Subject:**Mathematics

**Title:**Shapes at Work

**Description:**The purpose of this lesson, from Science NetLinks, is to look for shapes in both the natural and designed world; to investigate the ways in which shapes can be used; to design and build structures using appropriate shapes. In this lesson, students record shapes that they find around them, identifying those that can be used to solve practical problems and build larger structures. Students will explore the uses of various shapes and record their findings in a science journal. It would also be helpful to display class findings on a bulletin board entitled Shapes We Have Used (or Made).

**Thinkfinity Partner:**Science NetLinks

**Grade Span:**3,4,5

**Title:** Making Virtual Triangles

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students identify and recognize triangles using multiple representations and interactive electronic geoboards to explore the characteristics of triangles.
**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:**Making Virtual Triangles

**Description:**In this lesson, one of a multi-part unit from Illuminations, students identify and recognize triangles using multiple representations and interactive electronic geoboards to explore the characteristics of triangles.

**Thinkfinity Partner:**Illuminations

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

**Title:** Eye Spy Shapes

**Digital Tool:**
Skitch **Web Address URL:**
http://play.google.com/store/apps/details?id=com.evernote.skitch **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]**Digital Tool Description:** This tool allows students to apply what they have learned about geometric shapes in a creative way. Students will use the application Skitch to take photos of geometric shapes represented in real world items. Then the students will use the drawing portion of the application to create new shapes inside of the real world items that they have found.

**Title:**Eye Spy Shapes

**Digital Tool:**Skitch

**Digital Tool Description:**This tool allows students to apply what they have learned about geometric shapes in a creative way. Students will use the application Skitch to take photos of geometric shapes represented in real world items. Then the students will use the drawing portion of the application to create new shapes inside of the real world items that they have found.

**Title:** Exploring Quadrilaterals

**Digital Tool:**
Nearpod **Web Address URL:**
http://np1.nearpod.com/presentation.php?id=1459749 **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]**Digital Tool Description:** Nearpod is a learning tool teachers can use to help create PowerPoint slides that keep the students engaged. It provides ways for the teachers to access their students to see if they are learning the information through interactive drawing, class polls, and quizzes.

**Title:**Exploring Quadrilaterals

**Digital Tool:**Nearpod

**Digital Tool Description:**Nearpod is a learning tool teachers can use to help create PowerPoint slides that keep the students engaged. It provides ways for the teachers to access their students to see if they are learning the information through interactive drawing, class polls, and quizzes.

**Title:** Nonagon/Podcasting Tool

**Digital Tool:**
Video/Wiki **Web Address URL:**
http://tmbw.net/wiki/Nonagon **Standard(s): **

[MA2015] (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. [3-G1]**Digital Tool Description:** The nonagon video serves to introduce geometric figures. It is part of a larger site on podcasting complete with scripts and links if students would like to create a podcast after learning about geometry.
Other family night podcasts: http://tmbw.net/wiki/Category:Friday_Night_Family_Podcast_Episodes
Full version of Nonagon with puppet intro explaining various shapes.

**Title:**Nonagon/Podcasting Tool

**Digital Tool:**Video/Wiki

**Digital Tool Description:**The nonagon video serves to introduce geometric figures. It is part of a larger site on podcasting complete with scripts and links if students would like to create a podcast after learning about geometry. Other family night podcasts: http://tmbw.net/wiki/Category:Friday_Night_Family_Podcast_Episodes Full version of Nonagon with puppet intro explaining various shapes.

**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:** Design Your Own Space Probe

**Description:**
Activity. Students design a space probe that will gather extreme weather information on a planet they choose.
**Standard(s): **

[MA2015] (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. [3-G1]

**Subject:**Mathematics,Science

**Title:**Design Your Own Space Probe

**Description:**Activity. Students design a space probe that will gather extreme weather information on a planet they choose.

**Thinkfinity Partner:**National Geographic Education

**Grade Span:**2,3,4,5