The student is expected to: (A) create two-dimensional shapes based on given attributes, including number of sides and vertices (B) classify and sort three-dimensional solids, including spheres, cones, cylinders, rectangular prisms (including cubes as special rectangular prisms), and triangular prisms, based on attributes using formal geometric language (C) classify and sort polygons with 12 or fewer sides according to attributes, including identifying the number of sides and number of vertices (D) compose two-dimensional shapes and three-dimensional solids with given properties or attributes and (E) decompose two-dimensional shapes such as cutting out a square from a rectangle, dividing a shape in half, or partitioning a rectangle into identical triangles and identify the resulting geometric parts. The student applies mathematical process standards to analyze attributes of twodimensional shapes and three-dimensional solids to develop generalizations about their properties. The student is expected to: Source: The provisions of this В§111.3 adopted to be effective September 10, 2012, 37 TexReg 7109. TEKS: Performance Objective# 1: Geometry and measurement. Once they master the basic shapes, and are ready to move on, we could advance to more complex shapes. At this point in the lesson, I would have the students draw, cut out and fold paper cubes, recalling what they learned about angles, sides, and vertices. Concrete thinkers will be able to see beyond the facts they usually recognize and develop their understanding in a new, deeper way. Abstract thinkers will enjoy the interactive tools as they delve deeper into the seemingly endless possibilities. Using hands-on manipulatives will further reinforce the concepts in a concrete way. OVERVIEW OF LESSON: Teaching second-graders using these types of manipulative and interactive activities will strengthen their understanding of abstract concepts. The actual program allowed me to color each side a different shade which helped to see the dimensions: sides, vertices and angles. In this solid view, we can clearly see the vertices, faces and edges of a cube. This more clearly demonstrates the cube shape properties. 2), we can see the cube figure as it appears once we fold up all the sides. Using this net view, the layout helps students see what they are working with in creating different geometric shapes. Using technology in this way helps students to visually represent a 3-Dimensional object as it is opened up fully. This example (fig.1) uses the sides a cube figure. Students are able to virtually manipulate the shapes and select different configurations. HMD-PROJECT 4 Geometric Solids Interactive Activity In this activity the students are working with various geometric shapes.

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