Students are instructed to draw a large circle to represent the island on butcher paper, explicitly producing a circular shape. Students cut a circle from gray construction paper and glue that circle to the island to represent the rock, physically manipulating a circle shape. These tasks require students to create and place circular shapes in their work.

Students are asked to classify objects by observable physical properties, including shape, in the Skills section. Students are instructed to gather leaves and to arrange the leaves in different ways, with explicit examples to "try a circle or a square." Activity 2 has students sort and group leaves and make patterns (rows, circles, squares) which involves recognizing and organizing around simple geometric forms.

Students lay out a collection of leaves, examine their features, and are guided to sort the leaves according to attributes such as shape and size. The activity has students create groups (for example, small, medium, large) and count the number of leaves in each group. The lesson prompts students to think of other features they could use to sort the leaves, which could include distinguishing different shapes.

The Skills section explicitly tells students to identify and describe shapes and lists specific shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). The Student Activity Page includes line drawings (animals in dashed-line boxes) and the activities ask students to cut out and manipulate pictures, indicating some fine-motor and identification practice that could be paired with shape work.

Students are asked to name shapes aloud: the teacher prompts the child to name circles, rectangles, and triangles from the cut-out shapes. Students sort the shapes into groups by shape and count how many of each shape they have. Students order each shape group from smallest to largest and assemble the shapes into an elephant, working with multiple sizes of the same shape.

Students are asked to point out something in the room that has the shape of a circle, rectangle, and triangle, requiring them to identify and name these shapes in real-world objects. The Getting Started review has the child locate and label those shapes aloud during the activity.

In the Getting Started review students are asked to name something they encountered that is a circle, a rectangle, and a triangle, requiring them to identify and label those shapes in real-world examples. That prompt directly engages students in naming at least three basic shapes. No other activities explicitly target naming or identifying shapes.

Students use blue playdough to form ponds and lakes described as "different-sized blue circles," and are instructed to press a small ball of green playdough flat to form an island (a flat circle). Students shape hills and valleys and make rivers by rolling blue playdough like a snake and flattening it, providing practice forming and manipulating rounded and elongated forms.

The Skills list explicitly includes the learning goal: "Correctly name shapes regardless of their orientations or overall size." Activity 1 asks students to identify the circular shape of a clock, a well, a button, and a pancake and to look around the room to find circles. Activity 1 also explicitly tells students that circles "can be big or small" and has them recognize and move in circular paths, reinforcing recognition of the shape across sizes.

Students are asked to identify a circular object in the room and to name the shape that a collection of lids form. Students put round objects in order from smallest to largest and are asked to sort them into groups. Students dip lids in paint and stamp them to make circles, experimenting with different sizes and making circle patterns or shapes out of circles.

Students are shown a die-cut circle and a ball and asked to identify each shape, with explicit labeling of the ball as a "sphere" and the die-cut as a 2-dimensional circle. Students are prompted to name as many spheres as they can (balls, globes, marbles, light bulbs, the Moon, planets), which exposes them to spheres of different sizes. Students use the word "sphere" in a spatial game by describing where the sphere is compared to other objects, reinforcing the shape name in context.

Students cut out 'Owl Pieces' and sort the circles, ovals, and triangles into categories. Students are asked to talk about each shape, identify that a triangle has three sides, and explain the difference between a circle and an oval. Students order shapes within their categories by size, count each category, and color shapes designated as biggest or smallest before assembling the owl.

In Getting Started the child is asked to find a circle, an oval, and a triangle shape in the room. The Special Note directs an adult to draw a triangle, an oval, and a circle on construction paper and on index cards, creating explicit shape examples. Activity 2 asks the child what shape the letter O is (a circle) and provides tracing/drawing practice for circles and forming the uppercase O; the poem includes motions that make large circles (eyes) and a triangle (nose).

Students are asked to identify and name a circle, an oval, and a triangle by finding those shapes in the room during review and by responding to index cards in Activity 2. In Activity 2 students verbally name shapes, answer questions about shape attributes (e.g., which has three flat sides), and move to the correct large paper shape when shown a card or when the teacher names the shape. The activity also switches between showing the shape and naming the shape, and includes an optional challenge where the child calls out shapes by name.

The lesson explicitly instructs the child to make a circle, an oval, and a triangle in the air with her finger, which requires naming and producing those shapes. The activity list also includes visual decorations (owl icons) but no additional shape-naming tasks are provided.

In the step-by-step drawing activity, students are told to "draw a large oval," "draw a circle on top of the oval," and "add a triangle beak," and to add additional ovals for wings, feet, and a tummy. These instructions name shapes and require students to produce and use those shapes while drawing the owl.

The lesson's Skills list explicitly includes "Correctly name shapes regardless of their dimensions or overall size (M)." In Activity 2, students handle a ball or globe and are asked to recall the name for a solid ball (sphere) and to compare a two-dimensional map with a three-dimensional globe. These parts require students to name at least one 3-D shape and to distinguish 2-D versus 3-D forms.

Students are asked to identify a die-cut circle and to form a sphere from playdough, providing explicit practice distinguishing the two shapes. Students go on a five-minute circle-and-sphere hunt around the house, grouping found items with the circle or the sphere and then reviewing each item while an adult names it "circle" or "sphere."

Students are instructed to decorate dinosaur feet with a variety of shapes and adhesive foam stickers, and to add triangle claws, which requires them to handle and place specific shape pieces. The Student Activity image explicitly shows shapes such as stars, circles, squares, and hexagons used in the craft. The activities involve students selecting and applying shapes to a craft project.

The Skills list explicitly states students will "Correctly name shapes regardless of their orientations or overall size." Activity 2 asks students to identify the buildings as rectangles, point out square windows, describe the attributes that make a rectangle or square, and identify squares and rectangles in the room. Activity 2 also has students sort the purple cutouts into two groups (squares and rectangles) and count each group.

Students are asked to point out a square and a rectangle in the room, prompting identification of those shapes in their environment. Students examine and label moon-phase illustrations (full moon, half moon, crescent, sliver, new moon) and cut and glue the phase pictures into a circular diagram, engaging them in recognizing circles and parts of circles. The student pages include illustrated and labeled shapes that students handle and place, providing direct naming practice for those specific shapes.

Students are asked to identify a square and a rectangle in the room and explain the difference (4 equal sides vs. 2 longer and 2 shorter), giving direct practice naming those shapes. Students match 2D shapes to 3D solids by deciding which solid (cube or rectangular prism) corresponds to the square or rectangle, tracing the bottom of each solid, and counting faces, edges, and corners. Students cut out and assemble nets for a cube and a rectangular prism, giving hands-on experience recognizing those shapes in different forms.

During the review, students are shown a square, rectangle, cube, and rectangular prism and are asked to name each one. Students are also asked to identify which shapes are flat (2D) and which are solids (3D). In Activities, students use provided building cutouts to construct a neighborhood map and are encouraged to use purple shapes to form a collage, which involves handling and placing shape-like pieces.

The lesson directs the child to review and name square, rectangle, cube, and rectangular prism and to "name or show an example of each." Students build a square, cube, and rectangular prism using toothpicks and marshmallows and count their edges, corners, and faces. The activity includes modifying a square into a longer rectangle by attaching an additional toothpick, which requires students to produce and recognize a different-sized rectangle.

The Skills section explicitly tells students to "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)." It also directs students to "Identify shapes as two-dimensional... or three-dimensional" and to "Analyze and compare two- and three-dimensional shapes, in different sizes and orientations." These statements require students to name shapes and consider their sizes and orientations.

Students are asked to recall and name 3-D shapes (sphere, cube, rectangular prism) and to identify a can as a cylinder by noting its circular faces and round side. Students count faces on different solids and touch the faces, reinforcing naming by attributes (e.g., cylinder has 2 faces, sphere 0). Students stack marshmallows and search the house for other cylinders of different sizes and forms (pencils, cups, tubes), recognizing that the overall shape remains a cylinder despite size or missing flat faces.

The Skills section explicitly directs students to "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)," which indicates students will name and describe a range of 2-D and 3-D shapes. The Skills list also tells students to "Identify shapes as two-dimensional ... or three-dimensional," so students practice classifying and naming shape types.

The lesson asks students to name a can and a paper towel roll as cylinders and to compare what is the same and different between them, explicitly noting that the shape is the same despite different sizes. Students assemble and observe a three-dimensional die-cut cone and are asked to name it and describe its features (round base, pointy top). Students examine pictures of instruments and identify which instruments have cylinder shapes and which have cone or cone-like shapes, including noting that some instruments combine both shapes.

The review prompt asks the child to "name an example of a cylinder and a cone," which directly asks students to identify two geometric solids. No other activity or student page text references naming shapes or practicing shape identification across different orientations or sizes.

The lesson asks students to name the shape of Little Blue and Little Yellow (noting they are similar to a circle) and to identify what shape they would be in solid form (a sphere). Activity 2 has students look at two small balls and answer that they are spheres, and the Skills list includes identifying shapes as two-dimensional or three-dimensional. These items ask students to recognize and name circle-like and sphere shapes and to distinguish 2D vs 3D forms.

Students are directed to form each section of dough or Playdoh into a ball and are asked to identify the shape they have made (spheres). The activity has students create and label three colored spheres (blue, yellow, and green) and discuss the shape name aloud.

Activity 1 asks students to identify and name specific shapes (circle, triangle, square, rectangle, hexagon) and to count their sides and corners. Students are asked to find and name shapes in quilt pictures and to sort a collection of shapes by type. Students compose and decompose shapes (e.g., use 6 triangles to make a hexagon, cut a square into two triangles) and create a paper quilt using provided shapes in various patterns.

The Getting Started review asks the child to identify a circle, triangle, square, and rectangle in the room and challenges the child to draw a hexagon. The Quilt coloring activity has the child color a pattern made up of squares and triangles, which requires the child to attend to and mark those shapes. The review also prompts the child to look for shapes in the environment, which has them practice naming common geometric shapes by label.

Students are asked in the review to identify a square, triangle, rectangle, and hexagon after the teacher draws them, prompting verbal naming and description. In Activity 2, students match five die-cut shapes to cards with the shape names and then identify shapes from teacher-given clues (e.g., "I have three corners"), practicing naming shapes and using shape attributes. The Student Activity Page lists shape names (hexagon, rectangle, square, circle, triangle), supporting direct practice matching names to shapes.

Students are asked to identify and trace five dashed-line shapes (triangle, square, circle, rectangle, hexagon) on the "Shape Tracing" page during review. The instructions tell students to choose a shape, identify it, trace it, and then identify and trace all five shapes in random order. Students also choose and reproduce simple shapes (heart, leaf, apple) for a sewing activity, practicing drawing and following shape outlines.

Students are asked to name a collection of solid shapes (cylinder, sphere, cube, cone, rectangular prism) and paper shapes from a previous lesson. Students distinguish which shapes are two-dimensional versus three-dimensional and match flat shapes to corresponding solids (e.g., circle to sphere, square to cube). Students respond to spoken clues by traveling to the correct shape and saying the shape name (cone, square, cylinder, triangle, circle, cube, rectangular prism, hexagon, rectangle).

Students are asked to draw and cut circles for the turkey body and head and to cut a triangular orange nose (Activity 2). The Student Activity Page description notes the turkey is composed of basic geometric shapes — a circle for the head, an oval for the body, and triangular shapes for the beak — and students color and assemble those shapes. The handprint turkey activity requires students to manipulate and glue those shape pieces into a composite image.

Students are instructed to "Draw large circles for the eyes" and to "Use three rectangles to make a stovepipe hat," so students produce and encounter shapes by name (circle, rectangle). The directions also specify cutting strips about 1"x3", giving students practice making shapes of a particular size while following shape labels.

In Activity 1 students are shown five rectangular strips of different lengths and are asked to name their shape and to order and glue them to form a tree, which has students identify rectangles of different sizes. Students are asked to identify a brown square trunk (about 3" x 3") and are told that a square has four equal sides. Students use and stick various foam shapes onto the tree while being asked about the number of sides, the shape's name, and what makes each shape unique.