**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:** Look Around and What Do You See Geometry

**Description:**
Students will learn how to identify geometric figures and their attributes in the world around them.
This is a College- and Career-Ready Standards showcase lesson plan.
**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 (3)

**Title:**Look Around and What Do You See Geometry

**Description:**Students will learn how to identify geometric figures and their attributes in the world around them. This is a College- and Career-Ready Standards showcase lesson plan.

**Title:** Geometric Man

**Description:**
The students will explore angles, rays, line segments, perpendicular lines, parallel lines, and two-dimensional figures through the use of the book "Shape Up! Fun With Triangles and Other Polygons" by David A. Adler. They will also classify quadrilaterals through an interactive website.
**Standard(s): **

[MA2015] (4) 27: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

**Subject:**Mathematics (3 - 4)

**Title:**Geometric Man

**Description:**The students will explore angles, rays, line segments, perpendicular lines, parallel lines, and two-dimensional figures through the use of the book "Shape Up! Fun With Triangles and Other Polygons" by David A. Adler. They will also classify quadrilaterals through an interactive website.

**Title:** A What? A What? A Quadrilateral

**Description:**
In this lesson, students will identify the characteristics of a quadrilateral. Students will have a chance categorize quadrilaterals into subgroups such as squares, rhombuses, rectangles, and nonregular quadrilaterals. This lesson using geometric shapes for a hands-on activity and includes a quadrilateral quest via the internet at the end.
**Standard(s): **

[TC2] (3-5) 2: Use various technology applications, including word processing and multimedia software.

**Subject:**Mathematics (3 - 5), or Technology Education (3 - 5)

**Title:**A What? A What? A Quadrilateral

**Description:**In this lesson, students will identify the characteristics of a quadrilateral. Students will have a chance categorize quadrilaterals into subgroups such as squares, rhombuses, rectangles, and nonregular quadrilaterals. This lesson using geometric shapes for a hands-on activity and includes a quadrilateral quest via the internet at the end.

**Title:** It's In The Bag

**Description:**
This lesson is a unique and fun way to review perimeter, angles, and types of adjectives. Students pick an object from the classroom that will fit in a paper lunch bag. They investigate their object and fill in the attached sheet. You can then make a bulletin board out in the hall by attaching the bag (with the object in it) below or beside the info sheet. Students can come by and try to guess what object is in the bag by looking at the info sheet. They can then check their guess by looking in the bag.
**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 (3)

**Title:**It's In The Bag

**Description:**This lesson is a unique and fun way to review perimeter, angles, and types of adjectives. Students pick an object from the classroom that will fit in a paper lunch bag. They investigate their object and fill in the attached sheet. You can then make a bulletin board out in the hall by attaching the bag (with the object in it) below or beside the info sheet. Students can come by and try to guess what object is in the bag by looking at the info sheet. They can then check their guess by looking in the bag.

**Title:** Angles in the Mix

**Description:**
In this lesson, students will observe art paintings for angles - straight, right, obtuse, and acute. Using digital cameras, students will find "art" in their environment, which displays those same types of angles. They will use their photos to create a Photo Story describing the angles in their environmental art and share it with the class. Lastly, students will choose one of their photos to paint and label the angles found in their art.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.
**Standard(s): **

[MA2015] (4) 27: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

**Subject:**Arts Education (5), or English Language Arts (5), or Mathematics (3 - 4), or Technology Education (3 - 5)

**Title:**Angles in the Mix

**Description:**In this lesson, students will observe art paintings for angles - straight, right, obtuse, and acute. Using digital cameras, students will find "art" in their environment, which displays those same types of angles. They will use their photos to create a Photo Story describing the angles in their environmental art and share it with the class. Lastly, students will choose one of their photos to paint and label the angles found in their art.This lesson plan was created as a result of the Girls Engaged in Math and Science, GEMS Project funded by the Malone Family Foundation.

**Title:** Congruent and Similar Figures

**Description:**
This lesson provides a variety of hands-on activities for the students to understand the difference between congruent and similar figures. Students will use geoboards, pattern blocks, and the Internet to explore the difference. The activities can be used to reach all learning types.
**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:**Arts Education (5), or Mathematics (3), or Technology Education (3 - 5)

**Title:**Congruent and Similar Figures

**Description:**This lesson provides a variety of hands-on activities for the students to understand the difference between congruent and similar figures. Students will use geoboards, pattern blocks, and the Internet to explore the difference. The activities can be used to reach all learning types.

**Title:** Capturing Polygons

**Description:**
During this lesson students discover the different types of polygons. They use a variety of methods to learn to identify polygons. They realize that polygons are everywhere as they search for polygons around the school.
**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 (3), or Technology Education (3 - 5)

**Title:**Capturing Polygons

**Description:**During this lesson students discover the different types of polygons. They use a variety of methods to learn to identify polygons. They realize that polygons are everywhere as they search for polygons around the school.

**Title:** Quadrilaterals

**Description:**
During this lesson students explore the Internet to learn about quadrilaterals. Students create the different types of quadrilaterals and use technology to learn how to classify quadrilaterals.
**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 (3), or Technology Education (3 - 5)

**Title:**Quadrilaterals

**Description:**During this lesson students explore the Internet to learn about quadrilaterals. Students create the different types of quadrilaterals and use technology to learn how to classify quadrilaterals.

**Title:** ABC's of Geometry

**Description:**
During this lesson students explore the world of geometry on the Internet. Students create their own list of terms by navigating geometry sites. Students also reinforce what they have learned using interactive Internet sites.
**Standard(s): **

[ELA2015] (4) 43: Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases, including those that signal precise actions, emotions, or states of being (e.g., *quizzed, whined, stammered*) and that are basic to a particular topic (e.g., *wildlife, conservation,* and *endangered* when discussing animal preservation). [L.4.6]

**Subject:**English Language Arts (4), or Mathematics (3), or Technology Education (3 - 5)

**Title:**ABC's of Geometry

**Description:**During this lesson students explore the world of geometry on the Internet. Students create their own list of terms by navigating geometry sites. Students also reinforce what they have learned using interactive Internet sites.

**Title:** Geo Picture

**Description:**
During this lesson students use their imagination to create a fascinating picture using only straight lines. Students have the opportunity to illustrate their designs on an interactive Internet site.
**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 (3), or Technology Education (3 - 5)

**Title:**Geo Picture

**Description:**During this lesson students use their imagination to create a fascinating picture using only straight lines. Students have the opportunity to illustrate their designs on an interactive Internet site.

**Title:** Shapes on the Way Home

**Description:**
This reproducible chart, from an Illuminations lesson, prompts students to search for and list shapes they find as they walk home from school. They record each shape's name, where it was found and whether it is a plane or solid figure.
**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:**Shapes on the Way Home

**Description:**This reproducible chart, from an Illuminations lesson, prompts students to search for and list shapes they find as they walk home from school. They record each shape's name, where it was found and whether it is a plane or solid figure.

**Thinkfinity Partner:**Illuminations

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

**Title:** Working with Shapes

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students review different geometric terms. They explore these and other geometric concepts by modeling on the geoboard.
**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:**Arts,Mathematics

**Title:**Working with Shapes

**Description:**In this lesson, one of a multi-part unit from Illuminations, students review different geometric terms. They explore these and other geometric concepts by modeling on the geoboard.

**Thinkfinity Partner:**Illuminations

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

**Title:** Building with Triangles

**Description:**
This unit of four lessons, from Illuminations, focuses on triangles and their properties. Each investigation begins with an open-ended question that challenges students to become actively involved in mathematical experiments, ideas, discussions, manipulative materials, tools, and techniques.
**Standard(s): **

[MA2015] (4) 27: Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles. [4-G2]

**Subject:**Mathematics

**Title:**Building with Triangles

**Description:**This unit of four lessons, from Illuminations, focuses on triangles and their properties. Each investigation begins with an open-ended question that challenges students to become actively involved in mathematical experiments, ideas, discussions, manipulative materials, tools, and techniques.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8

**Title:** Getting to Know the Shapes

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students discover the uses of geometry and measurement in the world of architecture as they are introduced to a project in which they design a clubhouse.
**Standard(s): **

[MA2015] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

**Subject:**Arts,Mathematics

**Title:**Getting to Know the Shapes

**Description:**In this lesson, one of a multi-part unit from Illuminations, students discover the uses of geometry and measurement in the world of architecture as they are introduced to a project in which they design a clubhouse.

**Thinkfinity Partner:**Illuminations

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

**Title:** Describing Designs

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students create designs and describe them to classmates, using fractional and geometric terms. The lesson provides a context for using the vocabulary terms horizontal, vertical, square, rectangle, triangle, diagonal, one-half, and one-fourth. Several pieces of literature appropriate for use with this lesson are suggested.
**Standard(s): **

[MA2015] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). [5-G1]

**Subject:**Arts,Language Arts,Mathematics

**Title:**Describing Designs

**Description:**In this lesson, one of a multi-part unit from Illuminations, students create designs and describe them to classmates, using fractional and geometric terms. The lesson provides a context for using the vocabulary terms horizontal, vertical, square, rectangle, triangle, diagonal, one-half, and one-fourth. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

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

**Title:** Mathematics and Children's Literature

**Description:**
In this five-lesson unit, from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. Five pieces of literature are applied to teaching a wide range of topics in the mathematics curriculum, from sorting and classifying to the meaning of averages.
**Standard(s): **

[ELA2015] (8) 9: By the end of the year, read and comprehend literature, including stories, dramas, and poems, at the high end of Grades 6-8 text complexity band independently and proficiently. [RL.8.10]

**Subject:**Language Arts,Mathematics

**Title:**Mathematics and Children's Literature

**Description:**In this five-lesson unit, from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. Five pieces of literature are applied to teaching a wide range of topics in the mathematics curriculum, from sorting and classifying to the meaning of averages.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5,6,7,8

**Title:** Geometric Solids and Their Properties

**Description:**
In this five-lesson unit from Illuminations, students analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. After being introduced to shapes, they look for patterns, construct a solid, and build a shape jacket.
**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:**Geometric Solids and Their Properties

**Description:**In this five-lesson unit from Illuminations, students analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. After being introduced to shapes, they look for patterns, construct a solid, and build a shape jacket.

**Thinkfinity Partner:**Illuminations

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

**Title:** Making a Shape Jacket

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate and use nets--jackets for geometric solids that can be folded to create the surface of the solid, representing a polyhedron in two dimensions.
**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

**Title:**Making a Shape Jacket

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate and use nets--jackets for geometric solids that can be folded to create the surface of the solid, representing a polyhedron in two dimensions.

**Thinkfinity Partner:**Illuminations

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

**Title:** Seeing Geometry in Art

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the geometric figures Wassily Kandinsky used in his art. Students use paintings printed during a previous lesson to connect their knowledge of geometric shapes and terms with Kandinsky s use of geometric figures. Several pieces of literature appropriate for use with this lesson are suggested.
**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:**Arts,Mathematics

**Title:**Seeing Geometry in Art

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the geometric figures Wassily Kandinsky used in his art. Students use paintings printed during a previous lesson to connect their knowledge of geometric shapes and terms with Kandinsky s use of geometric figures. Several pieces of literature appropriate for use with this lesson are suggested.

**Thinkfinity Partner:**Illuminations

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

**Title:** Constructing a Three-Dimensional Model

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students build a three dimensional model of a clubhouse from two dimensional blueprints designed in an earlier lesson. In addition, they solve problems related to constructing and decorating their clubhouse.
**Standard(s): **

[MA2015] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

**Subject:**Arts,Mathematics

**Title:**Constructing a Three-Dimensional Model

**Description:**In this lesson, one of a multi-part unit from Illuminations, students build a three dimensional model of a clubhouse from two dimensional blueprints designed in an earlier lesson. In addition, they solve problems related to constructing and decorating their clubhouse.

**Thinkfinity Partner:**Illuminations

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

**Title:** Shape Search

**Description:**
This reproducible activity sheet, from an Illuminations lesson, prompts students to list all the shapes they can find in photos of various man-made structures. They are also asked to list the number of sides each shape has.
**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:**Arts,Mathematics

**Title:**Shape Search

**Description:**This reproducible activity sheet, from an Illuminations lesson, prompts students to list all the shapes they can find in photos of various man-made structures. They are also asked to list the number of sides each shape has.

**Thinkfinity Partner:**Illuminations

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

**Title:** Shapes Art

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. They listen to the poem Shapes from Shel Silverstein s A Light in the Attic and then recognize, draw, and describe geometric figures.
**Standard(s): **

[ELA2015] (3) 21: Read with sufficient accuracy and fluency to support comprehension. [RF.3.4]

**Subject:**Language Arts,Mathematics

**Title:**Shapes Art

**Description:**In this lesson, one of a multi-part unit from Illuminations, students participate in activities in which they focus on connections between mathematics and children s literature. They listen to the poem Shapes from Shel Silverstein s A Light in the Attic and then recognize, draw, and describe geometric figures.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5

**Title:** Who Was Wassily Kandinsky?

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students explore the geometric figures Wassily Kandinsky used in his art. Students participate in a scavenger hunt to become familiar with Kandinsky s works and the geometric figures used in his paintings.
**Standard(s): **

[MA2015] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

**Subject:**Arts,Mathematics

**Title:**Who Was Wassily Kandinsky?

**Description:**In this lesson, one of a multi-part unit from Illuminations, students explore the geometric figures Wassily Kandinsky used in his art. Students participate in a scavenger hunt to become familiar with Kandinsky s works and the geometric figures used in his paintings.

**Thinkfinity Partner:**Illuminations

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

**Title:** Patterns That Grow: Looking Back and Moving Forward

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use logical thinking to create, identify, extend, and translate patterns. They make patterns with numbers and shapes and then explore patterns in a variety of mathematical contexts. The lesson includes a link to an interactive online shape tool.
**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:**Patterns That Grow: Looking Back and Moving Forward

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use logical thinking to create, identify, extend, and translate patterns. They make patterns with numbers and shapes and then explore patterns in a variety of mathematical contexts. The lesson includes a link to an interactive online shape tool.

**Thinkfinity Partner:**Illuminations

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

**Title:** Rectangles and Parallelograms

**Description:**
In this lesson, from Illuminations, students use dynamic software to examine the properties of rectangles and parallelograms and then identify what distinguishes a rectangle from a more general parallelogram. Using spatial relationships, they examine the properties of two- and three-dimensional shapes. The lesson links to a virtual manipulative that allows students to compare rectangles and parallelograms.
**Standard(s): **

[MA2015] (4) 26: Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-dimensional figures. [4-G1]

**Subject:**Mathematics

**Title:**Rectangles and Parallelograms

**Description:**In this lesson, from Illuminations, students use dynamic software to examine the properties of rectangles and parallelograms and then identify what distinguishes a rectangle from a more general parallelogram. Using spatial relationships, they examine the properties of two- and three-dimensional shapes. The lesson links to a virtual manipulative that allows students to compare rectangles and parallelograms.

**Thinkfinity Partner:**Illuminations

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

**Title:** Study the Shapes

**Description:**
In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate geometric shapes in the classroom and complete a chart describing the characteristics of several geometric solids.
**Standard(s): **

[MA2015] (5) 23: Use a pair of perpendicular number lines, called axes, to define a coordinate system with the intersection of the lines (the origin) arranged to coincide with the 0 on each line and a given point in the plane located by using an ordered pair of numbers, called its coordinates. Understand that the first number indicates how far to travel from the origin in the direction of one axis, and the second number indicates how far to travel in the direction of the second axis, with the convention that the names of the two axes and the coordinates correspond (e.g., *x*-axis and *x*-coordinate, *y*-axis and *y*-coordinate). [5-G1]

**Subject:**Mathematics

**Title:**Study the Shapes

**Description:**In this lesson, one of a multi-part unit from Illuminations, students use an online, interactive activity to analyze characteristics and properties of three-dimensional geometric shapes; develop mathematical arguments about geometric relationships; and use visualization, spatial reasoning, and geometric modeling to solve problems. Students investigate geometric shapes in the classroom and complete a chart describing the characteristics of several geometric solids.

**Thinkfinity Partner:**Illuminations

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

**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:** 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:** Number and Operations Web Links

**Description:**
This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Number and Operations Web Links

**Description:**This collection of Web links, reviewed and presented by Illuminations, offers teachers and students information about and practice in concepts related to arithmetic. Users can read the Illuminations Editorial Board's review of each Web site, or choose to link directly to the sites.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,1,2,3,4,5,6,7,8,9,10,11,12

**Title:** Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**
Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. 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. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.
**Standard(s): **

[MA2015] (5) 26: Classify two-dimensional figures in a hierarchy based on properties. [5-G4]

**Subject:**Mathematics

**Title:**Communicating about Mathematics Using Games: Playing Fraction Tracks

**Description:**Mathematical games can foster mathematical communication as students explain and justify their moves to one another. In addition, games can motivate students and engage them in thinking about and applying concepts and skills. This e-example from Illuminations contains an interactive version of a game that can be used in the grades 3-5 classroom to support students' learning about fractions. 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. Given their interactive nature and focused discussion tied to the PSSM document, the e-examples are natural companions to the i-Math investigations.

**Thinkfinity Partner:**Illuminations

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

**Title:** Concentration

**Description:**
This student interactive from Illuminations allows students to play the classic game of Concentration by themselves or against a friend. The interactive can be used to review numbers, shapes, multiplication facts, fractions, decimals, and percents.
**Standard(s): **

[MA2015] (4) 23: Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint, and understand concepts of angle measurement. [4-MD5]

**Subject:**Mathematics

**Title:**Concentration

**Description:**This student interactive from Illuminations allows students to play the classic game of Concentration by themselves or against a friend. The interactive can be used to review numbers, shapes, multiplication facts, fractions, decimals, and percents.

**Thinkfinity Partner:**Illuminations

**Grade Span:**K,PreK,1,2,3,4,5

**Title:** Isometric Drawing Tool

**Description:**
Create dynamic drawings on isometric dot paper with this interactive tool. Draw 2-D and 3-D figures using edges, faces, or cubes that you can shift, rotate, color, or decompose.
**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:**Isometric Drawing Tool

**Description:**Create dynamic drawings on isometric dot paper with this interactive tool. Draw 2-D and 3-D figures using edges, faces, or cubes that you can shift, rotate, color, or decompose.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12

**Title:** Fractal Tool

**Description:**
This student interactive, from Illuminations, illustrates iteration graphically. Students can view preset iterations of various shapes and/or choose to create their own iterations.
**Standard(s): **

[MA2015] AL1 (9-12) 35: Write arithmetic and geometric sequences both recursively and with an explicit formula, use them to model situations, and translate between the two forms.* [F-BF2]

**Subject:**Mathematics

**Title:**Fractal Tool

**Description:**This student interactive, from Illuminations, illustrates iteration graphically. Students can view preset iterations of various shapes and/or choose to create their own iterations.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8,9,10,11,12

**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

**Title:** Penguins: Built to Swim

**Description:**
Activity. Students conduct a series of experiments to test how the physical characteristics of penguins help them to swim and dive.
**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:**Geography,Mathematics,Science

**Title:**Penguins: Built to Swim

**Description:**Activity. Students conduct a series of experiments to test how the physical characteristics of penguins help them to swim and dive.

**Thinkfinity Partner:**National Geographic Education

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

**Title:** IGD: Area of a Rectangle

**Description:**
This student interactive, from Illuminations, allows students to see interactively how to find the area of a rectangle by manipulating the length of two opposite sides of a rectangle. They discover that as the measurement of the base changes, the area of the rectangle remains base times height.
**Standard(s): **

[MA2015] (6) 21: Find the area of right triangles, other triangles, special quadrilaterals, and polygons by composing into rectangles or decomposing into triangles and other shapes; apply these techniques in the context of solving real-world and mathematical problems. [6-G1]

**Subject:**Mathematics

**Title:**IGD: Area of a Rectangle

**Description:**This student interactive, from Illuminations, allows students to see interactively how to find the area of a rectangle by manipulating the length of two opposite sides of a rectangle. They discover that as the measurement of the base changes, the area of the rectangle remains base times height.

**Thinkfinity Partner:**Illuminations

**Grade Span:**3,4,5,6,7,8