Students sort attribute blocks into groups based on shape, size, color, and thickness and are asked to name and explain their groups. Students are prompted to describe a chosen block using multiple attributes (e.g., "large thin red circle") and to tell how blocks are the same and different. Students draw a self-portrait and label observable attributes (e.g., "brown, curly hair," "blue eyes") and compare attributes with others.

Students sort attribute blocks into groups of squares, circles, rectangles, and triangles and are asked whether color, size, or thickness matter for membership (Activity 1, Activity 2). Students use a geoboard and rubber bands to build squares, rectangles (including composing rectangles from squares), and subdivide a square into triangles (Activity 2, Activity 3, Wrapping Up). Students cut, color, and place shapes into 'club' columns and explain why shapes belong (triangles have three sides) and name shapes using defining properties (Activity 3, Activity 4).

Students count and label corners and sides of squares, rectangles, triangles, and circles (Activity 1), and identify straight versus curved sides. Students build shapes with pipe cleaners and straws and make specified examples (3 squares of different sizes, 2 triangles of different shapes, 3 rectangles of different shapes, 2 circles of different sizes). Students locate and compare shapes in real-world photos and on a walk, and trace shapes and write their names during wrap-up.

Students are asked to create patterns that include circles and squares and to name the shapes as they use them. Students build and draw circles using geoboards and rubber bands, cut and reassemble paper plates, and trace canned-food bottoms to produce circles and then divide them into halves and quarters. Students complete a "Circle Parts" worksheet that has them connect shape pictures to labels (whole, half, quarter) and divide pictured circles into halves and fourths.

Students use a geoboard and rubber bands to build a large square and to divide it into halves and fourths, and they name the resulting shapes (rectangles, triangles, squares). Students cut and match shape cards to real-world objects, find and color squares, circles, triangles, half circles, quarter circles, and rectangles in a beach picture, and cut out provided shapes to assemble their own pictures. Students play "I Spy" with shape prompts (sometimes including color), practicing recognition of shapes in different contexts and orientations.

Students cut out and sort real-world object cards into groups (cubes, cones, prisms, cylinders, spheres) and are asked to name their groups and explain how the objects are alike. Students compare specific examples (e.g., a die vs. a tissue box; a party hat vs. a can) and are prompted to explain differences such as a cube having square faces, a cone having one circular end, a cylinder having two circular ends, and a sphere having no flat sides. Students answer prompts like "Why do you think this is a cone and not a sphere?" and provide verbal descriptions of parts of 3D shapes. Students also match shape names to cards and glue them to labeled sheets, reinforcing identification by attributes rather than by picture alone.

Students cut out and complete exhibit poster cards that ask for whether a shape is 2D/3D and for numbers of sides and corners (square, rectangle, triangle, circle, half/quarter circle) and descriptions of 3D shapes (cube, cone, prism, cylinder, sphere). Students create physical examples of shapes using geoboards, rubber bands, play dough, construction paper, pipe cleaners, and straws, and label each example. Students collect real-world artifacts, sort them by shape name, and verbally explain identification by describing parts and numbers of parts (e.g., "This shape has four corners") including a blindfolded identification activity where they name shapes by touch and describe their parts.

Students are asked to draw base-10 blocks, with modeled instruction on how to draw a ten rod and a unit block. The guidance specifies that the ten rod should be a long rectangle and the unit block should be a small square. The directions also tell the instructor to remind the student of the differences between a rectangle and a square.

Students are asked to "Build and draw shapes to possess defining attributes" in the Skills list and are given geoboards and rubber bands to make specific shapes (square, rectangle, triangle, half circle, quarter circle). Students compose shapes with attribute blocks (e.g., make a rectangle using 2 squares; make a square using 4 squares) and divide shapes on paper to create target shapes, drawing lines and coloring the parts. Students count sides and corners (e.g., create a triangle, count 3 sides and 3 corners, then add a side to make a four-sided shape), directly practicing defining attributes like number of sides and corners.