In this section, students identify and draw triangles, quadrilaterals, pentagons, and hexagons. Students are likely familiar with triangles and hexagons given their previous work with pattern blocks. Here, they see that hexagons include any shape with 6 sides and 6 corners, and may look different from the pattern block they worked with in the past. For example, each of these shapes is a hexagon:

Students learn to name a shape by counting the sides and corners and come to see that, in any shape, the number of corners is the same as the number of sides. (The term “corners” is used in lieu of “vertices” because the latter requires an understanding of angles, which is developed in grade 4.) 

Students come to recognize that some shapes such as rectangles and squares have “square corners,” the informal language for 90-degree angles. As they identify and draw shapes with given attributes, they measure length in centimeters and inches, revisiting previously learned skills.

At the end of the section, students relate two-dimensional (flat) shapes to three-dimensional (solid) shapes. They see that flat shapes make up the faces of solid shapes and identify solid shapes based on the flat shapes that constitute them.

In this section, students learn that shapes can be partitioned into two, three, or four equal pieces called “halves,” “thirds,” and “fourths” or “quarters,” respectively. 

Students begin by composing shapes, using pattern blocks in any combination. Later, they use a single type of pattern block, which allows them to see the composed shape partitioned into equal pieces.

In grade 1, students partitioned shapes into two and four equal pieces, and described each piece as a “half” or a “fourth” or “quarter.” (To prepare students to tell time to the quarter hour in the next section, be sure that they hear and use the terms “fourths” and “quarters” interchangeably.) Here, they add the term “thirds” to their vocabulary and partition rectangles into halves, thirds, and fourths.

Although students are expected to use the language of fractions (halves, thirds, and fourths), they are not expected to use the word “fraction” or see fractions in numerical form until grade 3.

In this section, students use their understanding of fourths and quarters to tell time.

Students recognize that the hour hand on an analog clock moves toward the next hour as time passes. They represent time on analog clocks by drawing the hour and minute hands and writing the time with digits.

Students recognize that, as time passes, the hour hand on an analog clock moves toward the next hour. They learn that each hour comes around twice a day on a 12-hour clock, and is labeled with “a.m.” and “ p.m.” to distinguish between the times of day. Toward the end of this section, students relate a.m. and p.m. times to their daily activities.

In this section, students learn about money concepts while continuing to develop fluency with addition and subtraction within 100. They identify coins, such as quarters, dimes, nickels, and pennies, and find the total value of different coin combinations.

Students learn that 1 dollar has the same value as 100 cents, and then solve problems involving dollars and cents. Although students will not need to use decimal notation to represent money, they are expected to appropriately use the symbols $ and ¢.

Mai has some money. Elena has $48.
They combine their money and now they have $85.
How much money did Mai have?

Students are likely to have some previous experience with dollars and cents. Encourage them to share their experiences throughout the section. Consider creating an anchor chart of pictures of each coin and their values so that all students can access the content. As much as possible, give students access to real or plastic coins to support their reasoning. A blackline master with images of the coins is provided as an alternative, if needed.