The Skills section explicitly lists shape identification and description, naming squares, circles, triangles, rectangles, hexagons (2-D) and cubes, cones, cylinders, and spheres (3-D). The lesson therefore asks students to identify and describe both flat shapes and solid shapes by name.

Students manipulate playdough to form landforms: they roll blue playdough like a snake and press it flat to make rivers and use flattened blue circles for ponds and lakes. Students press a small ball of green playdough flat to make an island and also shape green playdough into rounded hunks to make hills. The instructions describe forming both flattened (planar) pieces and rounded (solid-like) pieces through hands-on modeling.

The Skills list explicitly states that students will "Identify shapes as two-dimensional (lying in a plane \"flat\") or three-dimensional (solid)." The Skills list also names both 2D shapes (squares, circles, triangles, rectangles, hexagons) and 3D shapes (cubes, cones, cylinders, and spheres). In Activity 1, students look at illustrations and identify the face of a clock, a well, a button, and a pancake as circles, and they search the room for circles and practice moving in circular paths.

In Getting Started the child is prompted to identify a circular object in the room. Activity 2 presents a collection of tops and lids, asks the child what shape the lids form, has the child order the objects from smallest to largest, sort them into groups, and then dip lids in paint to stamp circles on paper. The child is asked to make circle patterns or shapes out of the stamped circles, practicing recognition and production of circular shapes.

Students are shown a die-cut circle and a ball and are asked to identify each shape and describe similarities and differences. Students are told that the die-cut circle is a 2-dimensional shape with length and width and that the ball is a 3-dimensional shape because it also has depth, and the term "sphere" is introduced. Students practice naming and locating spheres (e.g., saying "the sphere is on top of the shelf") and are challenged to list real-world spherical objects.

The Skills list explicitly names both two-dimensional shapes (squares, circles, triangles, rectangles, hexagons) and three-dimensional shapes (cubes, cones, cylinders, and spheres). In Activity 1, students cut out, sort, count, color, and assemble flat shape cutouts (circles, ovals, triangles) to construct an owl, and the Student Activity Page description states students use geometric shapes to assemble the owl.

Students are asked to find a circle, an oval, and a triangle in the room. The teacher prepares a triangle, an oval, and a circle on construction paper and on index cards for students to see and use. Students practice drawing circles as part of the letter O activity and make a triangle shape with their fingers during the poem motions.

Students cut out and glue a paper tree onto construction paper and follow step-by-step drawing directions that use ovals, circles, and a triangle to create a flat (2D) owl. Students also manipulate physical beans as owl counters, moving them between the paper tree and the sky during counting and problem-solving activities, which provides experience with solid (3D) objects. The drawing guide explicitly names 2D shapes (oval, circle, triangle) as parts of the owl illustration.

The Skills list explicitly includes: "Identify shapes as either two-dimensional (lying in a plane, 'flat') or three-dimensional ('solid')." In Activity 2 students are shown a flat world map and a spherical globe and are asked to compare them, with the teacher explaining that one is two-dimensional and one is three-dimensional. Students are asked to recall and name the solid ball as a "sphere," and to point out the equator and poles on the globe while noting the map is flat.

Students are shown a die-cut circle and told that drawings on flat paper are circular while the real Sun is a ball (sphere). Students form a sphere from playdough to represent the ball shape. Students move around the house on a timed hunt finding real examples and group each item with either the circle or the sphere. Students hold up found items and are prompted to say "circle" or "sphere" to reinforce the distinction between flat and ball-shaped objects.

Students roll playdough into a ball and then flatten it, and press household or outdoor objects into the playdough to make imprints, giving them hands-on experience with a solid form and a flattened imprint. Students decorate dinosaur feet with a variety of adhesive foam shapes (triangles, circles, squares, hexagons, stars) and work with traceable/drawn letter shapes on the activity page, exposing them to multiple two-dimensional shape outlines.

The Skills list explicitly states that students should "Identify shapes as two-dimensional (lying in a plane, 'flat') or three-dimensional ('solid')." Activity 2 has students identify rectangles and squares in book illustrations, explain differences (sides equal vs unequal), sort cut-out purple squares and rectangles into two groups, and count them. The lesson also notes cutting out and later assembling a cube and rectangular prism before Lesson 3, indicating upcoming work with three-dimensional models.

Students are asked to point out a square and a rectangle in the room, prompting them to locate and name plane shapes. In the moon activity, students answer "What shape is the moon?" and work with illustrations of circular phases (full moon, half moon, crescent, sliver, new moon). Students cut out phase shapes and glue labeled pictures into a circular diagram, providing practice handling and recognizing flat shape illustrations.

In Activity 3, students are asked to identify a square and a rectangle and are told these are "flat shapes" that can be drawn on paper. Students are shown a cube and a rectangular prism, asked which 3D shape matches the square or rectangle, and are given the names "cube" and "rectangular prism." Students trace the bottoms of each solid to observe that the cube's bottom is a square and the prism's bottom is a rectangle, and they count the number of flat sides, edges, and corners; nets for constructing a cube and a prism are provided for hands-on assembly.

Students are shown a square, rectangle, cube, and rectangular prism and asked to name each one. Students are then asked explicitly, "Which ones are flat shapes? Which ones are solids?," prompting them to distinguish between flat (two-dimensional) and solid (three-dimensional) examples. The activities also invite using purple shapes to form a picture, providing additional practice with flat shapes.

The lesson has students review and name or show examples of a square, rectangle, cube, and rectangular prism. Students construct a square from toothpicks and marshmallows and then build a cube, and they construct a rectangle and then a rectangular prism. Students count edges, corners, and faces of the constructed solids.

The Skills section explicitly lists both "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)" and "Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid")." The shapes named include clear examples of two-dimensional shapes (squares, circles, triangles, rectangles, hexagons) and three-dimensional shapes (cubes, cones, cylinders, spheres). These statements indicate students are expected to work with and name both flat and solid shapes.

In Activity 1 the child is shown a ball, cube, and rectangular prism and explicitly asked whether these shapes are two-dimensional (flat) or three-dimensional (solid). The child examines a can, identifies circles on the top and bottom, learns the name cylinder, and tests how it rolls compared to a sphere. The child is asked to count faces for sphere (0), cube (6), rectangular prism (6), and cylinder (2), identify a marshmallow as a three-dimensional cylinder, and find other real-world examples of cylinders around the house.

The Skills section explicitly lists: "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). (M)" and separately: "Identify shapes as two-dimensional (lying in a plane, 'flat') or three-dimensional ('solid'). (M)." The listed examples include both flat shapes (squares, circles, triangles, rectangles, hexagons) and solid shapes (cubes, cones, cylinders, spheres), which names both categories students are expected to recognize.

In Activity 2 students are shown a can and asked to name its shape (cylinder) and to decide whether it is two-dimensional (flat) or three-dimensional (solid), with the expected response that the cylinder is three-dimensional. Students assemble a die-cut cone and are asked whether the cone is flat or solid and to name it (cone), and they observe its round base and pointy top. Students examine pictures of instruments and identify which instruments have cylinder shapes and which have cone-like shapes, noting that some instruments have both shapes.

Students are prompted in review to name an example of a cylinder and a cone, directly engaging them with 3D shape labels. Students are given real instruments to observe (examples listed: piano, tambourine, recorder, drum) and are asked to draw a picture of the instrument on the Senses Web, providing opportunity to observe solid objects. Students draw and describe the instrument using senses, which reinforces noticing properties of tangible objects.

In Activity 2 students are asked to name the shape of Little Blue and Little Yellow (noted as similar to a circle) and are then asked what shape they would be in their solid form (answer: a sphere). The teacher shows two small balls and asks students "What shape are these? (spheres)" and has students manipulate the balls so they can observe and handle a three-dimensional object. The activity explicitly contrasts the characters' flat outline with their solid form and provides hands-on experience with spheres.

Students make dough or use Playdoh, divide it into colors, and form each portion into a ball. The lesson asks the child what shape she has made and provides the term "spheres," and the Playdoh option has students create small balls of each color.

Students are asked to identify and describe a range of shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres) in the Skills section. In Activity 1, students name shapes, count sides and corners, sort shapes by type or other attributes, and compose shapes (e.g., use two squares to make a rectangle, use six triangles to make a hexagon). In Activity 2, students design a paper quilt using flat shapes, reinforcing identification and manipulation of two-dimensional figures.

Students are asked to identify a circle, triangle, square, and rectangle in the room, providing direct practice recognizing common flat shapes. Students are challenged to draw a hexagon, which practices producing two-dimensional figures. Students color a quilt pattern made up of squares and triangles, giving additional experience working with 2D shapes.

Activity 1 directs students to handle and name physical solids (cylinder, sphere, cube, cone, rectangular prism) and paper shapes, then asks which are two-dimensional (flat) and which are three-dimensional (solid). The activity asks students to identify flat shapes that correspond to solids (e.g., circle–sphere, square–cube) and to move to the correct shape when given spoken clues that explicitly distinguish "I am a solid shape..." versus "I am a flat shape...". These tasks require students to sort, name, and verbally classify shapes as flat or solid.

The lesson has students handle a real chicken egg and respond to the prompt, "What shape is it?" as they describe color, size, weight, texture, and flexibility. Students perform hands-on tests (shake, float/sink, magnet) and crack the egg to observe its interior, engaging with its physical, solid properties. Students construct an "extraordinary egg" by covering a balloon with papier-mâché, forming and drying a three-dimensional model they later pop and remove, which gives practice manipulating a solid form.

Students cut paper sails and glue them to popsicle-stick masts, producing flat paper pieces for the boat. Students assemble the boat using a plastic tub for the body and lumps of playdough to attach masts, handling solid materials and sailing the assembled boat in water. The image and directions show triangular sails (flat shapes) and a constructed boat (a solid object) that students build and observe.

Students are asked to roll a 1/2 sheet of construction paper into a cone shape and secure it, producing a three-dimensional horn (cornucopia). Students handle die-cut food pieces and write or draw on them before taping or stapling them to the cornucopia opening, which involves working with flat paper shapes. The activities require students to manipulate both a constructed cone and flat cutouts, providing hands-on interaction with 3D and 2D physical objects.