Students manipulate attribute blocks that vary by shape, size, color, and thickness and sort them into piles based on shared attributes during the "Are You in the Club?" activity. Students are asked to name each of the shapes they see and to describe a selected block using multiple attributes (for example, "It's a large, blue, thin triangle"). Students collect everyday objects, describe each with several attributes, and group the objects into categories based on shared attributes.

Students make and draw polygons on a geoboard (Activity 2) including a triangle, square, and rectangle and are asked to create polygons with specified numbers of sides (5, 6, 7, 8, 9, 10, 12) in Activity 3. The Facts and Skills sections explicitly define polygons and list triangle, square, rectangle, pentagon, hexagon and state that students should "identify triangles, squares, rectangles, pentagons, hexagons, and other polygons." The read-aloud activity has students count sides on each new shape in The Greedy Triangle and explain how the shape changes when a side is added.

Students identify and label sides, angles, and vertices using geoboard constructions and a cut-and-glue "Polygon Parts" activity (Activities 1 and the student activity page). They count and record the number of sides, angles, and vertices for named polygons (Activity 2 and the "How Many Parts" table listing triangle, square/rectangle, pentagon, hexagon, octagon, decagon). Students create and draw shapes with specified attributes (regular vs. irregular and specific numbers of sides/angles) using the geoboard and the "Creating Shapes" clues (Activity 4 and the wrapping-up drawing task).

Students are asked to count and name sides, angles, and vertices of rectangles and to explain differences between rectangles and pentagons, showing practice with identifying shapes by number of sides/angles. Students complete a worksheet sorting examples and non-examples to determine which shapes are quadrilaterals and to define a quadrilateral. Students make squares and rectangles on geoboards, create collages of quadrilaterals, and compose shapes (e.g., a square made of 2 rectangles), which provides hands-on practice drawing and constructing quadrilaterals with specified attributes (equal sides, four sides).

Students hear and solve riddles that name shapes by attributes (e.g., "I have 3 vertices and 3 angles" for triangle and "I have 6 sides" for hexagon). Students draw 12 random lines and are asked to identify and color triangles, quadrilaterals, pentagons, hexagons, and other shapes. Students copy and create shapes on a geoboard while naming the shapes they use, and the scavenger hunt requires students to find and tally circles, hexagons, pentagons, rectangles, squares, and triangles around them.

Students are asked to explore and create tessellations using triangles, squares, and hexagons (Activity 1 and Option 1) and to color and make patterns on grids composed of those shapes. Students cut out tangram pieces (which include triangles, a square, and a parallelogram) and identify and recreate animals from a story using those shapes (Activity 3). Students use web tools and printed grids to build and repeat shapes, practicing placing and arranging triangles, squares, and hexagons so they fit without overlapping.

Students use tangram pieces to create animals, which engages them with basic polygonal shapes. In Activity 1 students divide a square and are asked to name the two shapes created (rectangles or triangles). The Student Activity Pages and Activity 4 require students to draw lines to partition circles, rectangles, squares, diamonds, and triangles into halves, thirds, and fourths, and Activity 3 has students create and count squares in rectangles and produce diagonals that form triangles.

Students identify and name 2D shapes (triangle, pentagon, hexagon, square, rectangle) on the Plane and Solid Shapes page and are asked to name any shapes they don't recall. Students build a cube from a net and other solids from nets and are prompted to point to faces, edges, and vertices on those models. Students complete a Polyhedron Parts table counting faces, edges, and vertices and play a guessing game describing solids by those parts. Students also construct plane and solid shapes using marshmallows and toothpicks and then name the shapes and point to their parts.

The materials ask students to name and identify shapes and solids (square, rectangle, triangle, circle, hexagon, cube, prism, cone, pyramid, sphere) and to look at playground images to identify shapes they see. Students are required to include at least five different plane shapes and five different solid shapes, record ideas in a Shapes/Ideas table (which lists square, rectangle, triangle, circle, hexagon, octagon, cube, prism, pyramid, cone, sphere), and to draw a 2D playground plan on graph paper and label each shape. The activity also instructs students to draw shapes (using tracing templates and graph paper) and to label shapes that are 3D (for example drawing a square and labeling it as a cube).

Students use a geoboard and rubber bands to construct specific shapes: a square with 9 cm sides, a square with 15 cm sides, a rectangle with sides 6 cm and 12 cm, and a triangle with two 18 cm sides (and determine the third side is 25 cm). These tasks require students to draw and build shapes with specified side-length attributes, and to work directly with triangles and quadrilaterals (squares/rectangle).

Students are asked to draw and label circles and rectangles to represent coins and bills on practice index cards. The Project Coins and Bills page provides printable illustrations of coins (circles) and bills (rectangles) for students to cut out and place on the cereal box. The instructions repeatedly require students to place and arrange these shapes on the box and to copy their index-card drawings onto the final cereal box.

Students are asked to use a geoboard and rubber bands to create plane shapes (square, rectangle, triangle, circle, hexagon, octagon) and to show a triangle and point to its sides, angles, and vertices. The skills list explicitly states students will "Recognize and draw shapes having given attributes" and "Identify triangles, quadrilaterals, pentagons, hexagons, and cubes." Students are prompted to compose shapes (for example, make a quadrilateral out of triangles) and to discuss parts of solids (noting a prism has faces, edges, and vertices while a sphere does not).