Kindergarten Book

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Kindergarten Book

© All Rights Reserved

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Read Together

zero

zero balls

one

0

1

one ball

two

two balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. two), the numeral (e.g. 2) and the quantity (e.g. 2 dots, 2 balls,

2 pencils) to make sure they are the same amount.

four

Read Together

three

three balls

four

four balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. four), the numeral (e.g. 4) and the quantity (e.g. 4 dots, 4 balls,

4 pencils) to make sure they are the same amount.

five

Read Together

five

five balls

six

six balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. six), the numeral (e.g. 6) and the quantity (e.g. 6 dots, 6 balls,

6 pencils) to make sure they are the same amount.

six

Read Together

seven

seven balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. seven), the numeral (e.g. 7) and the quantity (e.g. 7 dots, 7 balls,

7 pencils) to make sure they are the same amount.

seven

Read Together

eight

eight balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. eight), the numeral (e.g. 8) and the quantity (e.g. 8 dots, 8 balls,

8 pencils) to make sure they are the same amount.

eight

Read Together

nine

nine balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. nine), the numeral (e.g. 9) and the quantity (e.g. 9 dots, 9 balls,

9 pencils) to make sure they are the same amount.

nine

Read Together

ten

10

10

ten balls

Note to Teacher: Encourage students to count and compare multiple representations of the

same number: the word (e.g. ten), the numeral (e.g. 10) and the quantity (e.g. 10 dots, 10 balls,

10 pencils) to make sure they are the same amount.

10 ten

Read Together

Numbers: 0 to 10

0

zero

one

two

three

four

five

six

seven

eight

nine

10

ten

eleven

11

Read Together

Numbers: 11 to 19

11

eleven

12

twelve

13

thirteen

14

fourteen

15

fifteen

16

sixteen

17

seventeen

18

eighteen

19

nineteen

12 twelve

Read Together

Numbers: 20 to 25

20

twenty

21

twenty-one

22

twenty-two

23

twenty-three

24

twenty-four

25

twenty-five

thirteen

13

Read Together

Numbers: 26 to 30

26

twenty-six

27

twenty-seven

28

twenty-eight

29

twenty-nine

30

thirty

14 fourteen

Read Together

Calendar

A calendar is a tool for keeping track of time and events.

month

days of

the week

Sunday

September 2008

Monday

Tuesday

Wednesday

10

14

15

16

21

22

23

28

29

30

First

Day of Fall

Field

Trip to the Park

year

Thursday

Friday

Saturday

11

12

13

17

18

19

20

24

25

26

27

Family

Breakfast

First Day

of School

What day of the week is the first day of school?

When is the first day of fall?

Note to Teacher: Use this page to help students make sense of the calendar as tool for keeping

track of time and events.

fifteen

15

Read Together

ninth, 9th

tenth, 10th

eighth, 8th

seventh,

7th

first, 1st

sixth,

6th

second,

2nd

fifth, 5th

third, 3rd

fourth, 4th

Note to Teacher: When they line up, ask students to use ordinals to identify their position in line

(e.g. first, second, etc.).

16 sixteen

Read Together

Counting

People count every day. They count to find out how many.

How many balls?

7

10 balls

10

Note to Teacher: Because counting is the foundation for much of the number work that

Kindergarteners do, encourage them to discuss why they count.

seventeen

17

Read Together

More Counting

How many students are here today?

Note to Teacher: Who Is in School Today? Session 1.1. Use this page to show that we use

numbers both to count a set of objects (1, 2, 3, . . . 20) and to describe the quantity of those

objects (the total is 20).

18 eighteen

Read Together

Ways to Count

When you count, you say one number for each object.

You need to keep track of what you are counting.

The last number you say is the total. The total tells you

how many are in the group.

Look at how some children count.

Jack puts each button in a cup

as he counts it.

Three . . .

counts it.

Four . . .

to count them.

Eight . . .

Note to Teacher: Who Is in School Today? Session 2.5. Use these examples in your first

discussion about strategies for counting the objects in the Counting Jar and whenever you

discuss how students count.

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19

Read Together

Counting Jar

Step 1. Count how many.

Cubes

Hugo

Beth

Note to Teacher: Who Is in School Today? Session 2.1. Encourage students to use this page

when they are working on the Counting Jar to help them remember the steps of the activity.

20 twenty

Read Together

More

Who has more?

Emmas card

Jasons card

Hugos cube tower

Who has more? How do you know?

Rebeccas cube train

Russells cube train

Note to Teachers: Counting and Comparing, Sessions 2.4 and 2.5. As you review this page

and the following two pages with students, ask them to find a card or create a cube tower that is

more, fewer, or equal to a given quantity.

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21

Read Together

Fewer

Who has fewer?

Jaes card

Kaitlyns card

Tammys cube tower

Who has fewer?

Carmens cube train

Note to Teachers: Counting and Comparing, Sessions 2.4 and 2.5. As you review this page,

the previous page, and the following page with students, ask them to find a card or create a cube

tower that is more, fewer, or equal to a given quantity.

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Read Together

Equal

Who has fewer?

Mias card

Victors card

5 is the same amount as 5. 5 is equal to 5.

Tammys cube tower

6 is the same amount as 6. 6 is equal to 6.

Can you show the same amount as Beth?

Beths cube train

Note to Teachers: Counting and Comparing, Sessions 2.4 and 2.5. As you review this page

and the previous two pages with students, ask them to find a card or create a cube tower that is

more, fewer, or equal to a given quantity.

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Read Together

Brad grabbed four handfuls of cubes.

7

4

5

3

He put the towers in order from fewest to most.

Green is the

smallest tower.

3 is the fewest.

Yellow is the

biggest tower.

7 is the most.

cubes are in your tower?

Note to Teacher: Counting and Comparing, Sessions 2.10 and 2.11. Use this example to help

students think about ordering quantities from fewest to most.

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Read Together

One More

Here are five stars.

6

One more is eight.

had 1 more, how many

apples would you have?

Note to Teacher: Measuring and Counting, Session 2.3. As students work on the concepts

of one more and one fewer, find and use other contexts, including the number line, that illustrate

what happens when you add one more or take one away.

25

Read Together

One Fewer

Here are five stars.

had 1 fewer, how many

apples would you have?

1

Note to Teacher: Measuring and Counting, Session 2.3. As students work on the concepts

of one more and one fewer, find and use other contexts, including the number line, that illustrate

what happens when you add one more or take one away.

26

Read Together

Five Tiles

These students are looking at

this arrangement of 5 tiles.

Heres how they know that

there are 5.

1

3

1

2

I counted

5 tiles.

1

1 and 3

and 1 is 5.

5

2

I saw 2,

2, and 1.

First I saw

3, then 4, 5.

2215

Note to Teacher: Measuring and Counting, Sessions 4.1, 4.2, 4.4, 4.7, 4.9 and How Many

Do You Have?, Sessions 1.1, 1.2, 1.3, 1.4, 1.6, and 1.7. Use this page to discuss the fact that

there are different ways to arrange a certain quantity of tiles, and to show students that there

are different ways to see and describe the arrangements numerically.

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Read Together

Ways to Make 6

There are different ways to make a number.

Here are some ways to make 6.

These students tossed 6 two-color counters.

Some landed on the red side. Some landed on the

yellow side.

Six Tiles

These students arranged 6 tiles.

3 and 3

1 and 5

2 and 2 and 2

3 and 3

1 and 2 and 3

Note to Teacher: How Many Do You Have?, Session 4.6. Use these pages to help students

see that there are certain combinations that make a number, no matter which material they are

using or what game they are playing. Encourage students to find combinations that appear more

than once.

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Read Together

Here are some more ways to make 6.

Total of Six

These students made 6 by using two number cards.

5 1

2 4

These students made 6 with red and blue crayons.

Note to Teacher: How Many Do You Have?, Session 4.6. Use these pages to help students

see that there are certain combinations that make a number, no matter which material they are

using or what game they are playing. Encourage students to find combinations that appear more

than once.

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Read Together

1. Listen to the story.

Act it out

Draw pictures

Use cubes

Note to Teacher: How Many Do You Have?, Session 2.5. Encourage students to use this

page in order to remember the steps for solving story problems.

30 thirty

Read Together

Here is a story about children at a library.

Three children were reading books at the library.

What happened in this story?

taking away part of a group?

Note to Teacher: How Many Do You Have?, Sessions 3.3 and 3.5. After reviewing this

page and the following three pages, ask students to visualize, act out, and solve these story

problems, as well as the others you create.

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Read Together

Heres the story.

There were 3 children reading books at the library.

Then 2 more children came to the library to read.

How many children in all were reading at the library?

Here are some ways students solved this problem.

These students acted

out the story.

1, 2, 3;

4, 5

1

3 and 2 is 5.

I took 2 more cubes.

Then I counted them.

Note to Teacher: How Many Do You Have?, Sessions 3.3 and 3.5. After reviewing this page,

the previous page, and the following two pages, ask students to visualize, act out, and solve these

story problems, as well as others you create.

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Read Together

A Story Problem

About Books

Here is a story about books.

Corey was looking for books in the library.

She saw 5 books on the table.

What happened in this story?

taking away part of a group?

Note to Teacher: How Many Do You Have?, Sessions 3.3 and 3.5. After reviewing this

page, the previous two pages, and the following page, ask students to visualize, act out,

and solve these story problems, as well as others you create.

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Read Together

About Books

Corey was looking for books in the library.

She saw 5 books on the table.

Corey took 2 of the books from the table to read.

How many books were left on the table?

These students acted

out the story.

1, 2, 3

I put 5 cubes

together.

Manuel

used cubes.

1

2 cubes and counted

the cubes left.

I drew 5 books. Then

I crossed out 2 books

and counted how many

books were left.

Note to Teacher: How Many Do You Have?, Sessions 3.3 and 3.5. After reviewing this page

and the previous three pages, ask students to visualize, act out, and solve these story problems,

as well as the others you create.

34 thirty-four

Read Together

Here is a story problem.

I have 6 crayons.

Some are red. Some are blue.

How many of each could I have?

How many red? How many blue?

There are many solutions.

Here are some solutions.

Can you find other combinations of blue and

red crayons?

Note to Teacher: How Many Do You Have? Session 4.4. Use this page to help students

make sense of a new type of problem, called How Many of Each?, that they will solve in this

Investigation and throughout first grade.

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Read Together

Measurement

You can measure to find out . . .

How big is

my shoe?

Who is

taller?

How long is

the table?

Note to Teacher: Measuring and Counting, Investigation 1. Use this page to facilitate a

discussion about the many purposes of measurement.

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Read Together

Shorter or Longer

These students used a tower of 10 cubes to measure

some objects in their classroom.

Some objects were shorter than the 10 cubes.

Some objects were longer than the 10 cubes.

Shorter

Longer

This crayon

is shorter.

My hand

is shorter.

This book

is longer.

My arm

is longer.

What can you find that is longer than 10 cubes?

Note to Teacher: Counting and Comparing, Session 2.1. Students can consider these

visual representations of the concepts of shorter and longer either before or after they

have looked for objects that are shorter or longer than ten cubes.

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Read Together

These students used cubes to measure the length of

some objects in their classroom.

This book is

13 cubes long.

This comb is

7 cubes long.

Note to Teacher: Measuring and Counting, Session 1.2. Students can consider these

examples of using cubes to measure objects. Ask them to compare the lengths. Which object

is the longest? Which is the shortest?

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Read Together

Look at these patterns.

any patterns around you?

Note to Teacher: What Comes Next? Session 1.1. This page includes a variety of patterns.

Ask students to describe the images and to explain why they think each is or is not a pattern.

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Read Together

Look at these cube patterns.

What color cube comes next?

Note to Teacher: What Comes Next? Sessions 2.1 and 2.2. After students have had

some opportunities to create their own patterns, you can use these examples of AB, ABC,

and AAB patterns to give students practice describing patterns and determining what

comes next in the sequence.

40 forty

Read Together

Making Patterns

These students used many different objects to make

patterns. They describe their patterns in different

ways. How do they describe their patterns?

This is red, yellow,

red, yellow, over and

over and over.

and a trapezoid and then

did it again and again.

red comes after yellow.

How are these patterns alike?

Note to Teacher: What Comes Next? Sessions 2.1 and 2.2. Once students have had the

opportunity to construct their own patterns using a variety of materials, you can read them

the students descriptions of these patterns, ask them to determine what comes next, and

ask them to compare the patterns.

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Read Together

These students used different objects to make patterns.

One-Two Patterns

Arrow Patterns

Note to Teacher: What Comes Next? Session 2.9. Once students have had an opportunity to

make patterns using a variety of materials, they can describe patterns, determine what comes

next, and compare patterns.

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Read Together

The unit is the part of a pattern that repeats.

Note to Teacher: What Comes Next? Sessions 3.1 and 3.2. Use this page to help students

understand how to identify the unit of a pattern.

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Read Together

Todays Question

Here are some data from a Kindergarten class.

Todays Question

Would you rather play inside or outside?

Inside

Outside

Note to Teacher: After students have had a number of opportunities to do Todays Question,

they can examine a set of data about another group of people. Then, ask, What do you think

wed find out if we answered this question? Collect and discuss the data.

44 forty-four

Read Together

Marys Survey

Do you like to

play soccer?

find out who else likes soccer.

Mary recorded their responses on

this chart.

Do you like to play soccer?

YES

NO

How many do not like to play soccer?

Note to Teacher: Sorting and Surveys, Sessions 3.1, 3.2, and 3.3. Use this and the following

page to review the data collection process: choosing a topic, asking a survey question, collecting

and recording responses, and describing the resulting data. Encourage students to compare the

different ways to record data.

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Read Together

Jacks Survey

Do you like

spaghetti?

like spaghetti.

Jack recorded their responses

on a class list chart.

Do you like spaghetti?

Y

Abby

Beth

Brad

Carmen

Corey

Cindy

Dennis

Emma

Hugo

Y

N

Y

N

N

N

N

Y

Jack

Jason

Jennifer

Kaitlyn

Kyle

Manuel

Mary

Russell

Timothy

N

Y

N

N

Y

Y

Sometimes

N

N

Yes: 7

No: 10

Sometimes: 1

Note to Teacher: Sorting and Surveys, Sessions 3.1, 3.2, and 3.3. Use this and the previous

page to review the data collection process: choosing a topic, asking a survey question, collecting

and recording responses, and describing the resulting data. Encourage students to compare the

different ways to record data.

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Read Together

These students are describing attribute blocks.

Its big.

This block

is blue.

Its thin.

Its a square.

This block is red.

Its small.

Its a circle.

Its thick.

How would you describe

this attribute block?

Note to Teacher: Who Is In School Today?, Session 2.2.

After reviewing this page, ask students to carefully examine

and describe other attribute blocks that you hold up.

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Read Together

Cindy and Hugo compared their bicycles.

Cindys Bike

Hugos Bike

wheels and your bike

has two wheels.

Both of our

bikes have long

seats.

I have a basket

on my bicycle. Yours

doesnt have one.

Our bikes are different

colors. Mine is silver

and yours is green.

Look at these two buttons.

How are they the same?

How are they different?

Note to Teacher: Sorting and Surveys, Session 2.4. Ask students to compare other pairs of

objects, and to describe what is the same and different about them.

48 forty-eight

Read Together

Sorting Buttons

Timothy sorted these buttons in different ways.

Round

Not Round

Blue

Not Blue

4 holes

2 holes

4 holes?

Note to Teacher: Sorting and Surveys, Session 2.3. Ask students if they can think of

another way to sort these eight buttons. They can also do some sorting of buttons themselves.

Ask student if they can make up a Can You Find questions for a button in their collection.

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Read Together

Note to Teacher: Make a Shape, Build a Block, Sessions 1.1 and 3.1. This is an opportunity

for students to recognize shapes in their environment and for them to look, as a class, for

shapes in an outdoor scene.

50 fifty

Read Together

Where Is It?

The trash can is under the table.

The flag is between the chalkboard and the door.

The rocking chair is next to the library books.

Note to Teacher: Use this page to provide students with practice in describing spatial

relationships (e.g. near, far, above, below, etc.)

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Read Together

2-D Shapes

2-D, or two-dimensional, shapes are flat. They can

be drawn on a sheet of paper or other flat surface.

Here are some 2-D shapes.

Circle

Oval

Triangle

Square

Rectangle

Rhombus

Note to Teacher: Make a Shape, Build a Block, Investigation 1. Encourage students to

discuss why they think a shape does or does not belong in a particular category.

52 fifty-two

Read Together

Describing Triangles

These students are describing the triangles they made.

This triangle

has 3 corners.

Mine has

3 sides.

to make the roof

of a house.

Note to Teacher: Make a Shape, Build a Block, Investigation 1. Ask students to consider

these descriptions of 2-D shapes. Encourage them to describe these and other 2-D shapes,

and to notice attributes, such as the number of corners (or vertices), the number of sides, and

whether the sides are straight or curved.

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Read Together

Describing Squares

These students are describing the squares they made.

I made a square.

It has four sides.

This square

has 4 corners.

1, 2, 3, 4.

My shape

looks like a slice

of bread.

Note to Teacher: Make a Shape, Build a Block, Investigation 1. Ask students to consider

these descriptions of 2-D shapes. Encourage them to describe these and other 2-D shapes,

and to notice attributes, such as the number of corners (or vertices), the number of sides, and

whether the sides are straight or curved.

54 fifty-four

Read Together

Describing Circles

These students are describing the circles they made.

I made a circle.

It doesnt have any

corners. It is curved,

not straight.

This circle

is round.

This looks

like a wheel on

my bike.

Note to Teacher: Make a Shape, Build a Block, Investigation 1. Ask students to consider

these descriptions of 2-D shapes. Encourage them to describe these and other 2-D shapes,

and to notice attributes, such as the number of corners (or vertices), the number of sides, and

whether the sides are straight or curved.

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Read Together

Describing Rectangles

These students are describing the rectangles they made.

This rectangle

has 4 corners.

1, 2, 3, 4.

four sides but theyre

not all the same.

My shape looks

like a door.

Note to Teacher: Make a Shape, Build a Block, Investigation 1. Ask students to consider

these descriptions of 2-D shapes. Encourage them to describe these and other 2-D shapes,

and to notice attributes, such as the number of corners (or vertices), the number of sides, and

whether the sides are straight or curved.

56 fifty-six

Read Together

triangle

trapezoid

square

rhombuses

hexagon

block pictures?

Ricardos picture

Sarahs picture

Note to Teacher: Make a Shape, Build a Block, Sessions 1.6 and 2.2. To help students

become familiar with the shapes and names of shapes in the pattern block sets, ask questions

about these pictures, such as, How many red trapezoids do you see? and How many shapes

with 4 sides do you see?

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Read Together

Shapes can be filled with other shapes.

Small shapes can fit into larger shapes.

These students used pattern blocks to

make this flower.

I used

seven

shapes.

My flower

is all red.

I used

triangles,

trapezoids,

and blue

rhombuses.

Note to Teacher: Make a Shape, Build a Block, Session 2.2. Ask students to compare the

different ways to fill the flower. Which way used the most blocks? Which way used the fewest

blocks? If students want to find other ways to fill the flower puzzle, provide them with an outline.

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Read Together

3-D Shapes

3-D, or three-dimensional, shapes are solid objects. If they

are small, you can pick them up and hold them. Here are

some 3-D shapes.

Cubes

Cylinders

Rectangular Prisms

Cones

Pyramids

Spheres

Triangular Prisms

Note to Teacher: Make a Shape, Build a Block, Investigation 3. Encourage students to

discuss why they think a shape does or does not belong in a particular category.

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Read Together

Describing Cubes

These students are describing cubes.

This block

looks like a blank

number cube.

square faces, but the

squares are bigger.

I counted them: front,

back, side, side, top,

bottom. Thats 6.

It has

squares on

the sides.

I can build a

tower with

these cubes.

Note to Teacher: Make a Shape, Build a Block, Session 3.2. Ask students to consider these

descriptions of 3-D shapes. Encourage them to describe these and other 3-D shapes, and to

notice attributes, such as the number of faces, and the shape of faces.

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Read Together

These students are describing triangular prisms.

It has flat

sides and pointy

corners.

This block looks

like a ramp.

counted them: 2 triangles

on the front and back, a

long rectangle on top, and

2 rectangles underneath.

like a seesaw.

Note to Teacher: Make a Shape, Build a Block, Session 3.2. Ask students to consider these

descriptions of 3-D shapes. Encourage them to describe these and other 3-D shapes, and to

notice attributes, such as the number of faces, and the shape of faces.

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Read Together

Describing Cylinders

These students are describing cylinders.

It will roll

across the

table.

This looks

like a

rolling pin.

It has

circles on

the ends.

This block

will roll too.

It looks like

a can.

It has big

circles on the top

and bottom.

Note to Teacher: Make a Shape, Build a Block, Session 3.2. Ask students to consider these

descriptions of 3-D shapes. Encourage them to describe these and other 3-D shapes, and to

notice attributes, such as the number of faces, and the shape of faces.

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Read Together

Describing Cones

These students are describing cones.

This cone

looks like an ice

cream cone.

of those orange

things they use

for construction.

It has a circle

on the bottom and a

point at the top.

This cone

looks like a

noisemaker.

It has a

small circle at

the bottom

and a long,

skinny point.

Note to Teacher: Make a Shape, Build a Block, Session 3.2. Ask students to consider these

descriptions of 3-D shapes. Encourage them to describe these and other 3-D shapes, and to

notice attributes, such as the number of faces, and the shape of faces.

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Read Together

The shapes on the sides of a block are called faces.

These students are looking for faces that are the same.

This side

is a square.

I have one

with a square

face, too.

Our blocks

match.

a rectangle face

the same size.

My block has

the same

rectangle.

Can you find a Geoblock with

a face that matches this shape?

Note to Teacher: Make A Shape, Build a Block, Sessions 3.2

and 3.5. Encourage students to see if they can find other blocks

with faces that match the ones held by the students on this page.

64 sixty-four

Read Together

Build a Block

Shapes can be made from other shapes.

Small shapes can fit together to make

larger shapes.

These students used smaller Geoblocks

to build this one.

This ramp is covered with an

upside-down ramp.

My blocks look

like a sandwich.

How else can you build this block using the Geoblocks?

Note to Teacher: Make a Shape, Build a Block, Session 3.6. Before or after they do the

Build a Block activity, students can look at these examples of ways to make a Geoblock and

he students descriptions of them. Encourage them to find ways to build this block with

different numbers of blocks.

sixty-five

65

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