- Describe objects in the environment as shapes (i.e. the clock is a circle, the door is a rectangle, the ball is a sphere)
- Describe the position of objects using the words: above, below, beside, in front of, behind, and next to.
- Name 2D shapes: circle, rectangle, square, hexagon and triangle
- Name 3D shapes: sphere, cube, cylinder, and cone
- Know that 2D shapes are "flat" and 3D shapes are "solid"
- Compare 2D and 3D shapes
- Create shapes using tools like playdoh and drawing shapes
- Create a simple shape from smaller shapes (i.e. 2 squares to make a rectangle, 2 trapezoids to make a hexagon)

At home, point out things in your home and name them as its shape (i.e. the TV is a rectangle). In this unit, typically what causes students the most difficulty is the position words and the vocabulary of the 3D shapes. With your child, you can discuss even driving in the car or at the store, "what is next to ____? " "where am I? In front of, beside, behind, above?" ]]>

We will learn:

- How to compose and decompose numbers (10 and 3 makes 13, 14 is made of 10 and 4)
- Writing numbers 0-20 and counting 20 objects (the same from unit 1)
- Counting objects out loud to 20 (the same from unit 1)
- We will count pennies in a variety of ways (straight line, array, scattered) and know that a penny is equal to 1
- How to compare sets of objects using the words "greater than, less than or equal to" (students do NOT need to know or understand how to use the symbols < , >) -- using manipulatives or a picture of objects
- How to compare given numbers that are greater than or less than -- using just a written numeral
- Continue to sort objects by color or by shape, count the groups, and put the groups in order by how many are in each group (i.e. the yellow has 1, that's first, the blue has 3, that's next, and the red has 5 that's last)

Students need to be able to:

- count by 1's to 100
- count by 10's to 100
- Start at any given number and count up by 1's (i.e. "start at 4 and count up")
- write numbers 0-20 in order (some reversals are okay, like a backwards 2, these are developmental, but when writing double digit numbers like, "12", students cannot write "21" and say "12".)
- count objects out loud up to 20
- tell what is 1 more or 1 less than a given number
- sort by color and tell how many groups there are and how many are in each group