This section introduces students to solid shapes. Students begin by distinguishing solid shapes from flat shapes. They then learn about weight as an attribute of solid shapes and compare weights. They also work with tactile materials or objects to develop their understanding of three-dimensional shapes.

Throughout the section, students hear and use the terms “flat” and “solid” to describe two- and three-dimensional shapes. They also use their own language to talk about shapes. When comparing weights, the terms “heavy,” “light,” “heavier,” and “lighter” are used. While students are introduced to the names of solid shapes, they are not expected to use the formal terms. For example, they may say “ball” to refer to a sphere.

Initially, students build solid shapes with clay. Later, they do so out of given components, using positional words and the names of shapes as they build and describe their creations. They also compare, sort, and describe attributes of solid shapes.

At the end of the section, students create a model of their classroom and use solid shapes to represent objects in their world.

In this section, students strengthen their understanding of number concepts while working with pattern blocks. The work here allows the teacher to ensure that students have proficiency in counting and counting out to 20, writing and comparing numbers, and solving story problems. 

In solving story problems, students match equations to the quantities in the problems, and complete equations so that they match the problems. For the first time, they hear equations read with the term “equals” rather than “is.” For example, is read “9 minus 3 equals 6.” In this section, students see equations written with both the total written first and the addends written first.

Students consider ways to make the number 10 in the context of building shapes and completing puzzles with pattern blocks. Along the way, they think about attributes of pattern blocks.