The lesson asks students to form a lowercase t with tape by placing a longer piece vertically and a shorter piece horizontally near the top, guiding the child to place and trace the assembled pieces. The tape activity has students physically join two tape pieces to create a single symbol and then trace the composite shape with their finger. The pin-the-tail activity has students cut out tail shapes and place them onto a larger monkey picture, which also involves positioning smaller shapes onto a larger figure.

Students cut out, lay out, and name circles, rectangles, and triangles and then assemble those shapes by gluing them together to form a paper elephant according to the assembly diagram. The assembly directions explicitly direct students to attach ears (circles), a head (large circle), a trunk (rectangle), legs (rectangles) and a tail (triangle) to create a single composite figure. The activity also has students sort and order the shapes before assembling, reinforcing identification of the component shapes used in the composition.

The lesson explicitly asks the child to take a handful of coins and arrange them into a lowercase letter c (Activity 1, Option 2). The lesson also prompts the child to compare the uppercase C and lowercase c, noting that they are the same shape but different sizes, which engages students in comparing and forming a larger visible shape from smaller objects.

Students are asked to identify that the lids form circles and to order the round objects from smallest to largest. Students dip lids in paint and stamp circles on paper, and are invited to make circle patterns or to "make a shape out of circles." The activity prompts students to sort the objects and to tell how they decided to group them.

Students cut out shapes on the "Owl Pieces" page, sort circles, ovals, and triangles, and order them by size. Students assemble the owl as shown in the diagram and paste on the googly eyes, using multiple simple shapes to create a single larger figure. Students also color and count shape pieces, reinforcing recognition before and during the composition activity.

Students follow the step-by-step drawing guide that has them draw a large oval for the body, a circle for the head, ovals for wings and feet, an oval tummy, and a triangle beak, thereby combining these simple shapes into a single larger figure (an owl). The drawing instructions pair illustrations with each step so students actively place and join multiple simple shapes to create the completed owl form.

Students cut out and fold a geometric net to construct a cube and a rectangular prism using the provided 'Cut Out Cube' and 'Cut Out Prism' activity pages. Students trace the bottoms of the assembled solids and match the square to the cube and the rectangle to the rectangular prism. Students count faces, edges, and corners of the assembled solids, using the assembly process to relate multiple flat faces to a larger 3D shape.

Students are asked to cut out and place building illustrations onto butcher paper to "create a little map of a neighborhood," which requires arranging smaller picture pieces into a larger map. The Purple Collage activity tells students they "might consider using the purple shapes to form a picture," inviting them to combine multiple shapes to make a single artwork. Multiple student activity pages show buildings and community pieces separated by dotted lines, suggesting cutting and pasting those pieces to compose a larger scene.

Students are given 12 toothpicks and 8 marshmallows and shown how to construct a square, then assisted as they construct a cube, which requires composing faces into a larger 3D shape. Students are prompted to make a rectangle by starting with a square and attaching an additional toothpick for length, then to construct a rectangular prism. Students count edges, corners, and faces of the cube and rectangular prism, indicating they assemble smaller parts into larger shapes and analyze the results.

Activity 3 asks students to construct a rabbit out of marshmallows using a diagram and toothpicks, directing them to stack two large marshmallows for the body and head and attach mini marshmallows for ears, feet, and tail. The image description describes the rabbit as built from repeated simple cylindrical shapes (main body and head, ears, feet, arms) assembled into one larger figure. The instructions require students to join multiple simple parts (marshmallows) together to form a single, larger object.

Students are asked to stack two and three marshmallows and to describe what shape the stacked marshmallows make, noting that the stacked pieces form a taller cylinder. Students identify and count faces on 3-D shapes (sphere, cube, rectangular prism, cylinder) and find real-world examples of cylinders around the house. Students are prompted to observe how joining two circular faces with a tube creates a cylinder (can example).

Students trace, cut, and glue three provided circle stencils (one larger white circle and two smaller pink circles) and then glue the smaller circles onto the larger ones to form ears. Students attach those circle combinations to the spoon and add other parts (eyes, nose, whiskers) to compose a mouse puppet. The activity requires students to place and combine simple circular shapes as parts of a larger representational object.

Students assemble a die-cut cone by bending tabs, twisting a larger curved piece into a cone shape, and taping a circular cap to the large end, which has them join cut shapes to make a new form. Students compare real objects (can, paper towel roll) to identify cylinders and examine the cone they built, describing round bottoms and pointy tops. Students look at instrument pictures and identify which instruments contain cylinder- or cone-like parts, and are prompted to notice instruments that have both shapes.

The skills list explicitly includes "Compose simple shapes to form larger shapes" and gives the example of joining two triangles to make a rectangle. Activity 1 asks students to use 2 squares to create a rectangle, use 6 triangles to make a hexagon, use 2 rectangles to create a square, and to cut a square diagonally into two triangles and then put the triangles back together to recreate the square. Activity 2 has students design a paper quilt by arranging and gluing shapes to form larger patterns.

The review asks students to identify a circle, triangle, square, and rectangle in the room and challenges them to draw a hexagon. Activity 3 presents a quilt pattern composed of squares and triangles that students color according to a key. The student activity pages provide repeated visual exposure to simple shapes (models and tracing) through the letter-writing and quilt coloring tasks.

Students are asked to form an X by placing two pencils (or other pairs of straight objects) together and then tracing the X, and they practice making the capital letter X in the air using two diagonal strokes. During the papier-mâché egg activity, students tear tissue into strips and squares and paste overlapping pieces until the balloon is covered, effectively combining many small shapes to create a larger egg form. The student activity page also has tracing and freehand practice for the uppercase X shape.

The Student Activity Page explicitly describes a turkey composed of basic geometric shapes: a circle for the head, an oval for the body, and triangular shapes for the beak. Activity 2 directs students to draw and cut a large circle and a smaller circle, glue them together, cut a triangular nose, and glue these shapes to form a turkey body and face. The Turkey Research activity asks students to cut feather shapes and glue them onto a turkey body, requiring students to assemble multiple cut shapes into a single larger figure.

Students are instructed to "Use three rectangles to make a stovepipe hat. Assemble it and glue it on," which requires combining multiple simple shapes into a single larger object. Students draw large circles for the eyes and have a grown-up cut them out to align with their own eyes, which involves placing and matching simple shapes on a base plate. Students trim a rectangle containing the handprint turkey and glue that rectangle onto a folded piece of construction paper to form the front of a card, combining shapes to create a finished product.

Students are given five rectangular strips and asked to order and glue them from shortest to longest onto paper to form the shape of a tree, which requires composing multiple rectangles into a single larger figure. They glue a cut green triangle and a yellow star to the top and a brown square for the trunk, combining separate simple shapes to create the complete tree. Students decorate the tree by sticking foam shapes onto the branches, placing smaller shapes onto a larger composed figure while discussing the number of sides and names of each shape.

Activity 3 has students cut out a hat template, trace it on construction paper, cut it out, and glue it to a paper plate face. Students glue a row of cotton balls and continue around the plate to create a beard, and add googly eyes, a pom‑pom nose, and yarn for a smile. These steps require students to assemble multiple parts into a single finished Santa face.

In Activity 2 students fold and cut heart shapes from construction paper, cut additional heart shapes (ears, beak, feet), and glue those hearts together to assemble a mouse-shaped valentine. In Activity 3 students cut apart heart shapes into two pieces and then physically match and mend the halves to make whole hearts again. These tasks require students to manipulate and join smaller shapes to create larger composite figures or whole shapes.