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Recognizing examples of 3-D shapes in items supports a K.G.3 skill. Share with the learners there actual and ‘near’ examples of spheres, pyramids, cubes, and rectangular prisms all around us.

Recognizing examples of spatial ‘turns’ supports a K.G.2 skill. Share with the learners there is a turned or rotated image of each item on the left side that matches to the right side of the page. Encourage them to demonstrate a rotation by putting both hands out in front and then turning one hand to point towards the other.

Recognizing examples of spatial ‘flips’ supports a K.G.2 skill. Share with the learners there is a reflection or mirror image of each item on the left side that matches to the right side of the page. Encourage them to demonstrate a reflection by putting the palms of their hands together and then opening them like a book.

Recognizing examples of certain spatial positions supports a K.G.1 skill. Share with the learners there are always two position choices on each page and the target position is circled at the top. Discuss the symbols for each position. An extension for this concept can be student generated searches for items in the classroom that are ‘next to, on, or under.’

Creating equal parts of a 2-D regular shape supports 1.G.3 skills. Share that the learners may partition the shapes in fourths a few different ways, and they may make their own choices. Making equal parts on non-standard images reinforces early understanding of numerical fractions and the need for the results actually to be equal in size.

Creating equal parts of a 2-D regular shape supports 1.G.3 skills. Share that the learners may partition the shapes in half a few different ways, and they may make their own choices. Making equal parts on non-standard images reinforces early understanding of numerical fractions and the need for the results to be equal in size.

Creating equal parts of a 2-D regular shape supports 1.G.3 skills. Share that the learners may partition the shapes in thirds a few different ways, and they may make their own choices. Making equal parts on non-standard images reinforces early understanding of numerical fractions and the need for the results actually to be equal in size.