Kindergarten - MATH
1: Letters
Unit 1: A - A Is for Musk Ox
Lesson 1
Day 1
Activity 2 asks students to place alphabet cards in order and includes an optional extension where students place a number card beneath each letter, which requires students to use a positional relation (beneath/below). The reading section prompts students to point to the title and to the author/illustrator on the cover, which asks students to identify locations of text elements on a page. The activities require students to physically position cards relative to letters, giving direct practice with at least one spatial term.
Unit 2: H - Hondo and Fabian
Lesson 2
Day 2
Students view and use a Venn diagram made of two overlapping circles when comparing cats and dogs, so they encounter and work within circular shapes. Students follow spatial directions while forming and tracing the capital H (instructions include "start up high and bring her arm straight down," "draw a line through the middle from left to right," "begin at the top and trace down to the bottom," and "left to right"). Students are directed to point to the front cover and to point to letters on the Bingo page, using the term "front" and practicing pointing to locations on a page.
Lesson 3
Day 3
Activity 3 directs students to lay two piles of animal die-cuts in separate lines "one below the other" and to "work from left to right." The Sample Lineup image and the counting/comparing task have students arrange physical objects in rows and compare which line has more or fewer animals.
Lesson 4
Day 4
Students are asked to cut out letters and paste them under the correct letter on the Letter Sounds page, and the activity descriptions use positional language such as "below" and "under" to describe where letters and images appear. The Student Activity Page shows images placed below boxes of letters and asks students to draw lines or write in boxes to match images with letters, engaging students in actions that involve 'below/under' placement.
Unit 3: I - The Little Island
Lesson 1
Day 1
Students are asked to "draw a large circle to represent the island," so they produce and work with a named shape (circle). The skills list explicitly expects students to "use positional and directional words (e.g., in, on, out, under, off, beside, behind) to locate objects," and Activity 1 has students decide where to glue the rock and other items on their island diagram. The counting and placement tasks require students to place objects on the island, which invites use of location language.
Lesson 4
Day 4
Students are asked to act out directional motions in Activity 2: they pretend to be winds moving "around" an island and act out motions of clouds, fish, and fog using "over" and "around." Students are also asked to move like a kitten in relation to the island using the words on, under, off, beside, near, far, above, in front of, and behind.
Unit 4: T - What Do You Do With a Tail Like This?
Lesson 2
Day 2
Students cut out animal cards and tail pieces and glue the tail pieces onto the animal outlines, following indicated glue spots. The Student Activity Page explicitly labels glue areas using spatial phrasing such as "behind its tail," "near its back end," and "tail end," so students place parts at specified locations. Option 2 also asks students to start at the top of the T and drive down then cross left to right, which has students follow spatial directions.
Unit 5: L - We're Going on a Leaf Hunt
Lesson 1
Day 1
The lesson includes a science skill that tells students they can describe objects by physical properties including shape and asks students to classify objects by observable properties (including shape). In Activities, students are asked to arrange leaves in different ways and specifically prompted to try a circle or a square. The reading and vocabulary work has students generate descriptive words (adjectives) for leaves, reinforcing the practice of describing object attributes.
Lesson 5
Day 5
Students are instructed to "cut out the center circle from the paper plate," which exposes them to the shape name circle through a hands-on activity. Students glue leaves to the rim of the plate, and an optional extension asks students to make patterns as they glue, which practices describing arrangements. Option 2 asks students to identify five things in the room and think of a describing word for each, giving practice with adjectives that describe objects.
Unit 6: F - Fireflies
Lesson 1
Day 1
Activity 2 asks students to find a hidden glow-in-the-dark firefly and gives children spoken clues using directional words, with explicit examples such as "above the sofa," "under the table," and "beside the cabinet." The activity also has students take turns hiding the firefly and directing a partner to it using those positional words, giving them practice using spatial language in context.
Lesson 2
Day 2
Students are instructed to attach antennae to the top of the front egg cup (the head), paint the back section (abdomen) yellow, glue four wings to the middle section (thorax), and poke holes on each side of the middle egg to insert legs. The craft directions and identification activity ask students to place and compare parts (head, thorax, abdomen; left/right; top/back/middle). The handwriting activity also guides students to move 'up high' then 'straight down' and 'left to right,' using spatial movement language.
Unit 7: E - But No Elephants
Lesson 1
Day 1
The lesson's Skills list explicitly states that students will "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)" and will "Use positional and directional words (e.g., in, on, out, under, off, beside, behind) to locate objects." Activity 2 has students arrange animal pictures left to right and answer "Who came third? Who came fifth?", which has students practice positional ordering and left/right orientation. The Student Activity Page provides cut-out animal pictures that students can manipulate to show positions relative to one another.
Lesson 2
Day 2
Students look at book illustrations and are asked to describe the position of animals using words such as "in," "on," "out," "under," "off," "beside," "behind," and "in front of," and they produce sentences describing those relations. Students name shapes (circles, rectangles, triangles), sort them into groups, count them, and order each group from smallest to largest. Students assemble a paper elephant by placing shapes relative to one another (gluing a pink circle inside a gray circle, attaching ears behind the head, placing the trunk under the eyes, and positioning eyes on the head), practicing positional language while identifying shapes.
Lesson 3
Day 3
Students are asked to point out something in the room that has the shape of a circle, rectangle, and triangle, which requires them to identify and name shapes in their environment. The instruction to have the child point out those shapes appears in the Getting Started/Review section and prompts direct shape-naming practice.
Lesson 4
Day 4
In the Getting Started review, students are asked to name something that is a circle, a rectangle, and a triangle, which explicitly asks them to identify objects by shape. The rest of the activities (retelling with puppets, wants/needs sorting, and letter-sound pages) do not include additional shape-naming or position-word practice.
Unit 8: C - Millions of Cats
Lesson 2
Day 2
Students are instructed to form ponds and lakes using different-sized blue circles, and to press a flat green circle into the middle of the lake to make an island, providing direct use of the shape name "circle" and a positional phrase "in the middle of." Students are asked to shape hills and, if they "put another hill beside it," they identify the area between as a valley, explicitly using the relational term "beside." The playdough activity directs students to create and place physical features, giving hands-on practice with creating circular shapes and positioning them relative to one another.
Lesson 3
Day 3
Students practice making and tracing the lowercase letter c (including arranging coins into a lowercase 'c') and are told that uppercase C has the same shape as lowercase c. In the Ways to Make 10 activity, students place number cards "above" each group of cats to show the number in each group.
Unit 9: G - The Real Mother Goose
Lesson 1
Day 1
The Skills section explicitly lists describing objects using shape names and describing relative positions using terms such as above, below, beside, in front of, behind, and next to. Activity 1 asks students to identify the shape of a clock face, well, button, and pancake (circle) and to look around the room to identify circles. Activity 1 also asks students to move in a circle in different ways, reinforcing the concept of a circle.
Lesson 2
Day 2
Students are asked to draw a circle in the air as part of the review, which has them identify and form a named shape. Students also cut out a "box" for each month and glue the box onto card stock, which has them handle and place rectangular/square-like shapes during the months activity.
Lesson 3
Day 3
Students are asked to identify a circular object in the room and are explicitly asked what shape the lids form, prompting them to name circles. In Activity 2 students handle round objects, sort them by size, and stamp lids to make circle prints and circle patterns, giving practice recognizing and producing the circle shape. Activity 1 describes the lowercase g as extending "below the bottom line," which uses a positional word in a physical-writing context.
Lesson 4
Day 4
Students are instructed to cut out boxes and tape or glue them under the correct letter, which requires them to place one item 'under' another. Students are also directed to line up the holes in the upper left hand corner when binding the book, which has them position parts relative to a corner.
Lesson 5
Day 5
Students are asked to identify a die-cut circle and a ball and to learn the term "sphere," showing they name shapes and spherical objects. Students are challenged to name many spheres in the environment (balls, globes, marbles, Moon, planets). Students place a ball in the room and are asked to explain where it is compared to another object, with model phrases such as "the sphere is on top of the shelf" and "the sphere is next to the dog."
Unit 10: O - Owl Babies
Lesson 1
Day 1
Students cut out and sort geometric shapes on the "Owl Pieces" page, identify circles, ovals, and triangles, and answer questions such as how many sides a triangle has. Students order shapes by size, count each category, color specific shapes, and assemble the owl by placing the cut shapes and pasting on googly eyes. The activities require students to name and describe shape attributes (e.g., difference between a circle and an oval).
Lesson 2
Day 2
Students are asked to find a circle, an oval, and a triangle in the room, and the lesson includes drawing those shapes on construction paper and index cards. Students practice the circle shape when forming the uppercase letter O and by drawing circles with an orange crayon. The poem activity has students make a triangle motion for the owl's nose and point 'way up in the tree,' which prompts shape identification and a basic vertical reference.
Lesson 3
Day 3
In the Review section, students are asked to find a circle, an oval, and a triangle in the room. Activity 2 has students identify and name circle, oval, and triangle, describes characteristics (three flat sides, equally round, flattened circle), and asks students to go to a named or shown shape using varied motions. Activity 1 and its options reference the oval and compare lowercase and uppercase O shapes, reinforcing shape recognition.
Lesson 4
Day 4
The Getting Started section instructs the child to make a circle, an oval, and a triangle in the air with her finger, which has the child produce and name basic shapes. The activities include pages with decorative borders and icons, but no explicit guidance to name other shapes beyond the three air-drawn shapes.
Lesson 5
Day 5
Students are instructed to draw and label shapes when they follow the step-by-step drawing: a large oval (body), a circle (head), ovals for wings/feet/tummy, and a triangle beak. The drawing directions use positional language such as "on top of the oval" for the head and "on the sides of the large oval" for the wings. In Activity 1 students physically place owl counters "in the tree" or "in the sky," moving them to show changes in position while answering questions.
Unit 11: S - Seasons of Arnold's Apple Tree
Lesson 1
Day 1
The lesson's Skills list explicitly asks students to "correctly name shapes regardless of their dimensions or overall size" and to "identify shapes as either two-dimensional (lying in a plane, 'flat') or three-dimensional ('solid')." In Activity 2, students are asked to name a solid ball as a sphere and to compare a flat map (two-dimensional) with a spherical globe (three-dimensional) while handling the ball/globe and map.
Lesson 3
Day 3
In Activity 2 (Ten Little Apples) students place pom‑pom apples into two tree outlines labeled implicitly as a left tree and a right tree, count apples in each tree, and are told to move one apple at a time "to the right tree." The student activity page provides two identical tree outlines that students use to represent the two positions. The directions ask students how many apples are in the "other" tree and to write equations after moving apples between the left and right trees.
Lesson 5
Day 5
Activity 1 has students form a sphere from playdough, distinguish it from a die-cut circle, and hunt for examples of circles and spheres around the house. Students group found items with the playdough circle or sphere and are prompted to label each item aloud as "circle" or "sphere." The teacher (or parent) holds each item up and reinforces the terms "circle" or "sphere," directly engaging students in naming shapes.
Unit 12: D - Dinosaurs Big and Small
Lesson 1
Day 1
The Skills section explicitly lists comparing and sorting common objects by one physical attribute, giving shape as an example. Activity 1 directs students to lay pieces of yarn next to each other and to place index cards next to the yarns, which has students position items relative to one another. Activity 2 has students remove and assemble dinosaur puzzle pieces, which requires arranging parts in relation to other parts.
Lesson 2
Day 2
Students decorate dinosaur feet with a variety of shapes and adhesive foam stickers and are instructed to add triangle claws, which requires selecting and using specific shape types. The image description lists stars, circles, squares, and hexagons on the craft, indicating students will handle and place named shapes during the activity.
Unit 13: P - Harold and the Purple Crayon
Lesson 1
Day 1
Students are asked to identify shapes in the book (e.g., buildings as rectangles and windows as squares) and to explain attributes that make a rectangle or square (two long and two short sides; four equal sides). Students are prompted to find squares and rectangles in the room and to sort and count cut‑out purple squares and rectangles. The lesson's skills list explicitly includes identifying and describing two‑ and three‑dimensional shapes and correctly naming shapes regardless of orientation.
Lesson 2
Day 2
Students are asked to point out a square and a rectangle in the room, which requires naming shapes. Students are asked what shape the moon is in the story and to identify illustrations of moon phases (full, half, crescent, sliver, new), which practices recognizing a circle and parts of a circle. Students cut out phase pictures and glue a title in the middle of a large black circle and glue pictures around it in a clockwise order, which has them place items relative to a central point and arrange items spatially (e.g., in the middle, around).
Lesson 3
Day 3
Students are asked to identify a square and a rectangle in the room and to explain the difference between the two shapes. Students match flat shapes (square, rectangle) to corresponding solids by deciding which solid (cube, rectangular prism) matches a square or rectangle and by tracing the bottom of each shape. Students build and examine a cube and rectangular prism (cutting/folding nets), name them, and count faces, edges, and corners.
Lesson 4
Day 4
Students are shown a square, rectangle, cube, and rectangular prism and are asked to name each shape. Students are asked to identify which shapes are flat and which are solids, practicing shape identification and classification.
Unit 14: B - Blueberries for Sal
Lesson 1
Day 1
Students shape two pieces of aluminum foil into shallow bowl shapes to resemble tin pails, giving them practice handling and referring to an object with a simple shape. Students draw number cards and place one beside each pail, then place and count pom‑pom "blueberries" in and between the pails, using the word "beside" in the placement directions. Students divide 10 blueberries between the two pails in many ways, physically arranging items in relation to the pails.
Lesson 3
Day 3
Students are instructed to place 10 "blueberries" into one pail and then put additional blueberries "in" a second pail to represent numbers 11–19, which has students physically placing objects into containers. Option 2 directs students to use a die-cut of a lowercase b and a blue marker and to "make as many b letters as possible inside the die-cut shape," prompting students to write inside a defined area. These directions involve students using spatial language related to "in/inside" while manipulating objects and writing within boundaries.
Unit 15: R - Rain
Lesson 1
Day 1
Students manipulate die-cut objects (sun, raindrops, clouds, trees, grass, road, car, flowers, fence) and place them on a blue construction-paper sky mat to recreate the story. The instructions explicitly tell students to "Place the gray sky on top of the blue sky" and to place die-cuts "on the mat," using positional language such as "on" and "on top of." These placement activities require students to arrange objects relative to one another in a scene.
Lesson 3
Day 3
Students are asked to point to each object in the rain scene and use a describing word (for example, "purple flowers"), which practices verbal description of objects. Students manipulate die-cuts to match pages and arrange/glue die-cuts on butcher paper, which has them place objects relative to one another. Handwriting and tracing directions use positional language such as starting at the half line and working from top to bottom when forming the letter r.
Unit 16: N - Night in the Country
Lesson 3
Day 3
In Activity 3, students look through Night in the Country to identify landforms (river, fields, road, hills) and create models of these features in sand or a pan, and the directions explicitly tell students to "make fields by flattening a rectangular area," exposing students to the term rectangular. In Activity 1, students practice handwriting the lowercase n using positional descriptions relative to guide lines (start at the half line, kiss the middle line, go to the bottom line), so students attend to relative placement along lines. Students also name landform features as they work, which requires verbal labeling of objects in the environment.
Unit 17: M - Marshmallow
Lesson 1
Day 1
The lesson's Skills list explicitly requires students to "Identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres)" and to "Identify shapes as two-dimensional ... or three-dimensional." The lesson also asks students to "Analyze and compare two- and three-dimensional shapes ... using informal language to describe their similarities, differences, parts, and other attributes." These items show students will practice naming and describing shapes and distinguishing 2D vs. 3D forms.
Lesson 3
Day 3
Activity 2 directs students to "form a line of marshmallows next to the animal from top to bottom" and to count and record lengths, which requires placing objects relative to a toy. The Student Activity Page and handwriting directions reference positions such as "at the top" and "bottom line" and instruct students to start at the half line and descend to the bottom line. Activity 3 has students stack marshmallows and attach ears/feet "along the sides," requiring placement of parts relative to the body.
Lesson 5
Day 5
Students are asked to recall and name three-dimensional shapes (sphere, cube, rectangular prism) and are introduced to the cylinder by examining a can and a marshmallow. Students test how the can rolls, count and touch the flat faces of shapes (e.g., cube = 6, cylinder = 2), and are instructed to move around the house to find other examples of cylinders.
Unit 18: U - Umbrella
Lesson 4
Day 4
Students see a labeled rectangle in the Origami Fan Student Activity Page (Step 1 shows a rectangle representing a piece of paper), so they handle and follow directions for a specific shape. In the Cloudy Skies activity students are asked to "notice the different shapes of clouds" and to make cloud shapes from cotton balls that match what they observe outside. The fan-folding steps require students to fold and manipulate a rectangular sheet, reinforcing the rectangle shape through hands-on work.
Unit 19: J - Jump Frog Jump
Lesson 1
Day 1
Students read and talk about illustrated captions that use positional language such as "The frog was under the fly," "The kids put the basket over the frog," and "The turtle slid into the pond," so they practice using words that describe relative position (under/over/into). Students cut out and place story sequence pictures and are asked to put the first picture on the left side of their workspace, so they practice arranging objects in space and using left/right placement. The Skills list explicitly asks students to use common prepositions (e.g., to, from, in, out, on, off), indicating students will practice positional vocabulary.
Lesson 4
Day 4
Students divide a paper plate into four equal parts to construct a circular life-cycle diagram and glue items into each quadrant. Students are instructed to cut a circle from black construction paper for the froglet stage and to glue googly eyes (small circles) to represent eggs. The image and directions explicitly reference a circular diagram and the act of creating and placing circular shapes.
Lesson 5
Day 5
In Activity 1, students are asked to count out 16 frogs and lay them in rows of 10, which has them arrange objects spatially. In Activity 3, students are instructed to draw a picture of their animal "in the space above the question," explicitly using the positional term "above."
Unit 20: K - Kindness
Lesson 2
Day 2
Students trace and cut three circles of varying sizes from provided stencils and glue smaller pink circles onto larger white circles to form ears, showing direct work with circle shapes. Students glue the pink pearl nose "on top of" the whiskers and glue ears to the "back of the spoon," and Option 2 explicitly tells students to place one pipe cleaner "in front of her," demonstrating use of some positional language in activity directions.
Unit 21: V - Zin! Zin! Zin! A Violin
Lesson 1
Day 1
The Skills section explicitly instructs students to identify and describe shapes (squares, circles, triangles, rectangles, hexagons, cubes, cones, cylinders, and spheres). The Skills also require students to identify shapes as two-dimensional (flat) or three-dimensional (solid). The Skills include sorting common objects into categories (e.g., shapes) which implies practice recognizing and naming shapes.
Lesson 3
Day 3
Students are asked to name the shape of a can (cylinder) and a paper towel roll, distinguish between two-dimensional and three-dimensional shapes, and describe characteristics of a cone (round bottom and pointy top). They assemble and observe a die-cut cone and are prompted to think of cone-shaped objects (ice cream cone, traffic cone, party hat). Students examine pictures of instruments and identify which instruments have cylinder shapes and which have cone or cone-like shapes, and are encouraged to identify other shapes they notice.
Lesson 4
Day 4
The Review asks the child to "name an example of a cylinder and a cone," prompting students to identify and name those two 3-D shapes. The Senses Web activity places a labeled central circle for the instrument and five connected outer circles for observations, which situates an object in a center-and-surround layout that could be described spatially.
Unit 22: Y - Little Blue and Little Yellow
Lesson 2
Day 2
Students are asked to divide dough or playdoh into parts and form each part into a ball, and the prompt explicitly asks what shape she has made (spheres). The activity also has students make small balls of blue, yellow, and green playdoh, reinforcing the identification of that 3-D shape through hands-on creation.
Lesson 5
Day 5
In Activity 1 students count out 10 stickers that are described as circles and place them in a straight line. Students cross off specific circle numbers (e.g., "circle number 10") and answer how many circles remain, writing equations such as 10-1=9. These actions require students to identify and refer to the stickers using the shape name "circle."
Unit 23: W - George Washington's Birthday
Lesson 2
Day 2
Students are asked to glue the title box "at the top of a piece of construction paper" and to glue each picture onto the paper with the correct name "underneath each," which uses and models positional placement. Students are also guided to find the USA on a world map, which has them locate an object in the environment.
Unit 24: Q - The Quilt Story
Lesson 1
Day 1
Students are asked to identify and name shapes (circle, triangle, square, rectangle, hexagon) and to count sides and corners in the Sorting Shapes activity. Students sort collections of shapes by type, color, number of sides, and number of corners, and they compose shapes to form larger shapes (e.g., two squares side-by-side make a rectangle; six triangles make a hexagon). The sight word "under" is taught and the instructions use the phrase "side-by-side" when demonstrating how to combine shapes.
Lesson 2
Day 2
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 and its description specify a pattern made of squares and triangles for students to color, providing additional practice with shape recognition.
Lesson 3
Day 3
Students are asked to identify shapes after an adult draws a square, triangle, rectangle, and hexagon and to tell something about each one. In Activity 2 students match die-cut shapes to cards with the shape names, recall shape names, and respond to clues about shape properties (sides, corners, equal sides). The reading activities explicitly teach and have students practice the sight word "under," including pointing out and reading the word in the story.
Lesson 4
Day 4
Students are asked to identify and trace five named shapes (triangle, square, circle, rectangle, hexagon) on the "Shape Tracing" page, practicing shape names and recognition. In the stitching activity, students choose a simple shape to sew as a patch (examples: heart, leaf, apple) and work on a burlap square, reinforcing selecting and forming a shape by hand. These tasks require students to name shapes and reproduce their outlines through tracing or sewing.
Lesson 5
Day 5
Students are shown household examples of solid shapes (cylinder, sphere, cube, cone, rectangular prism) and are asked to name each shape. Students are asked to classify shapes as two-dimensional or three-dimensional and to match flat shapes to corresponding solids (for example, circle–sphere, square–cube). Students spread shapes around a floor area and travel to the correct shape when given attribute-based clues, saying the name of the shape.
Unit 25: X - An Extraordinary Egg
Lesson 1
Day 1
The Skills section explicitly states that students should "Know that objects can be described in terms of the materials they are made of ... and their physical properties (e.g., color, size, shape, weight, texture...)." The lesson also asks students to observe common objects using the five senses, which could involve noticing physical properties including shape.
Lesson 2
Day 2
Students are asked to examine a chicken egg and respond to guided prompts including "What shape is it?," which asks them to describe the object's shape. During uppercase X practice, students are told to form the letter by "starting up high and to the left and bringing his arm down in a diagonal line to the right," which requires them to use spatial/directional language and position lines relative to each other. Option 2 asks students to place two pencils or other straight objects into an X and trace it, engaging them in arranging objects in relation to one another.
2: Holidays
Unit 27: Halloween
Lesson 3
Day 3
Students cut two circles for eyes with a hole punch and glue the white ghost die-cut on the outside of a folded card. Directions tell students to line up the googly eyes with the holes, place the eyes on the dark page when opened, and to glue a piece of white paper "below the eyes." The instructions also refer to placing the ghost "on the outside of the card" and writing on the "inside front cover."
Unit 28: Thanksgiving
Lesson 1
Day 1
The Student Activity Page for the turkey identifies basic geometric shapes explicitly (a circle for the head, an oval for the body, triangular shapes for the beak, and dots/lines for eyes and legs), so students encounter and can name those shapes. In the handprint turkey and turkey-feather craft activities, students cut, place, and glue shape pieces and handprints, including directions to place the body in the center of the half-circle of handprints and to slip feather ends slightly under the body, so students practice placing parts relative to one another.
Lesson 3
Day 3
Students are instructed to roll a ½ sheet of construction paper into a cone shape to create a cornucopia, which uses the shape name "cone." The text also describes a cornucopia as a "horn-shaped container," giving another shape descriptor students encounter. Students write or draw items on die-cut food pieces and tape or staple these foods to the inside opening of the cornucopia, engaging with placement of objects on the craft.
Lesson 4
Day 4
Students are instructed to "Draw large circles for the eyes" and to "Use three rectangles to make a stovepipe hat," explicitly naming and using shapes. Students cut strips about 1"x3" to form the beard, and they are told to position the eye cutouts to "match the location of your eyes," which requires placing shapes on the mask. The craft steps require students to identify, cut, and assemble geometric shapes (circles, rectangles) as part of making the mask.
Unit 29: Christmas
Lesson 1
Day 1
Activity 1 asks students to name rectangles and identify a square, triangle, and star while discussing the number of sides and what makes each shape unique. Students are asked to put the rectangular strips in order from shortest (at the top) to longest (at the bottom) and glue them to form a tree, and to glue a triangle and a star to the top of the tree. Students decorate the tree by sticking foam shapes to the branches, during which they are prompted to talk about features of each shape.
Lesson 3
Day 3
In Option 2 (Northern Lights Art) students are asked to include some white dots/circles to represent stars, which explicitly names and uses the shape 'circle.' In Option 1 (Five Little Bells) students string five bells on a pipe cleaner and then add remaining bells to the original five, so students physically arrange objects in a line or 'in a row.' These parts of the activities give students chances to make and manipulate at least one named shape and to place objects relative to one another.
Unit 30: February Celebrations
Lesson 3
Day 3
Students fold, cut, glue, and assemble multiple heart-shaped pieces (Steps 1–9) including gluing a pink heart to a red heart, adding pink die-cut hearts around the edge, attaching hearts "to the ears," and adding small red hearts "for the feet." Activity directions ask students to place pieces "on the body," "around the edge," and "at the edge," and to match broken heart halves in the "Fixing Broken Hearts" activity.
Lesson 5
Day 5
Students cut card stock into fourths and fold each fourth in half, creating smaller cards, which shows work with halves and fourths. Students place a googly eye and a red heart cut from construction paper on the front of the card, and the image description notes a large eye at the top, a heart in the middle, and the word "You!" at the bottom.