ARC GEOMETRY & MATHS Lesson Plans

Subject: Mathematics

Grade(s): 3

Activity time: 1 lesson (45 mins)

App / EdTech Tools: ARC Geometry mobile app + geometry markers (printed out), 3DBear, Mobile device (tablet or mobile phone)

Additional materials: ARC Geometry Building Blocks or Geometry Workbook, Lego blocks, 3D Models

Objectives:

In this lesson, students will use Augmented reality with the ARC Geometry App and the 3D Bear App, to explore the solids, and to discover and write down the number of faces, edges, vertices and name the solids using the tools and technology.

Activities:

• Divide the class into 4 groups (a Sphere group, a Cylinder group, a Cube group and a Cone group);

• Each group will be given the corresponding geometry marker (the circle marker for the Sphere group etc);

• Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Select "Shapes" and the students' devices will automatically follow you;

• The students will explore their solid using the ARC Geometry app and the 3DBear App and write down the number of faces, edges, and vertices;

• Discuss the students' answers and their work with them;

• Let students explore the 2D network for each 3D figure (in the ARC Geometry app, when you select "Shapes", on the top-right);

• Encourage each group to go to the front of the class and present their solid to the class;

• Distribute the rest of the geometry markers among the class;

• Let students explore other solids and name them.

Questions outline:

• If I want to pick two solids that will roll, neither of them has vertices? Which solid figures should I choose?

• Sara chooses two solids with more than one square face. Which two solids did she choose?

• How are sphere, cylinder, and cone alike? How are they different?

• What dimension does a solid figure have that a plane figure does not?

Author: Amal Abu Saleh

Go to the geometry app 

Subject: Mathematics & Geometry
Grade(s): 1-3
Activity time: 30 minutes
Apps / EdTech tools: ARC Geometry web app/mobile app+geometry building blocks

Objectives: 

• Students will know the basic definitions of addition and subtraction such as sum, total, add, and difference in addition to the terms numeral, digit, and whole number; 

• Students will be able to add and subtract multi-digit whole numbers.

Activities:

• Discuss the number system and introduce the definitions of a numeral, digit, and whole number;

• Ask the students for examples as they identify each term;

• Introduce the concept of place value (possibly do this in a separate lesson unless it is a review when writing 2- or 3-digit numbers and then adding/subtracting);

• Use worksheets (from additional resources or your own) to practice addition and subtraction;

• Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Select "Shapes", your students will automatically move with you. If your students are on mobile devices, make sure that you have the Geometry Markers printed out and ready, now is the time to distribute them;

• Go through 2D shapes and 3D shapes that are formed from 2D nets – this is a preparational activity for the multi-player game;

• Count the number of vertices, edges, and faces on each 3D and 2D shape. Propose problems to the students such as "How many edges would there be if we put together a cube and a pyramid?" Repeat with vertices and faces with different shapes. Write out the totals on the board so they can see addition problems. Repeat with subtraction problems;

• Start the "Math Game" for addition and subtraction, students will automatically be sorted into teams. Think of a 1st/2nd/3rd prize for the teams that finish the fastest (maybe candy?).

Additional materials:

• Educational video

• worksheets

• EduProtocol Math Reps (1st Grade)

• EduProtocol Math Reps (2nd Grade)

• EduProtocol Math Reps (3rd Grade)

• Addition and Subtraction Quizizz for Fast and Curious EduProtocol to do daily as a quick warm-up

• Math Ninja AR App to practice Addition and Subtraction Facts in AR at different levels

Author: Christine Danhoff

Go to the geometry app 

Subject: Geometry. 3D shapes in everyday life is a CLIL lesson plan about art aimed at 4th graders. Students will learn about 3D shapes using the Geometry App by Clever Books and create some artwork inspired by everyday life.

Through CLIL methodology they will learn some art contents and they will develop their linguistic skills in a foreign language.

Grade(s): 4

Activity time: 3 lessons (45 minutes each)

Apps / EdTech tools: ARC Geometry web app/mobile app+geometry building blocks

Objectives: 

Students will achieve the following goals:

• Recognize 3D shapes such as square pyramid, cube, cylinder, sphere, cone, tetrahedron, cuboid and prism.

• Explain the difference between 2D and 3D shapes.

• Identify 3D shapes in everyday objects.

• Build 3D shapes using a template.

The following skills will be developed during this lesson plan: communication skills, digital competence, problem solving, engineering skills, and cultural expression.

Activities:

1. Exploration and discovery (20 mins)

Students will explore the Geometry App and they will learn the names of the 3D shapes in English paying attention to spelling and pronunciation.

2. 3D shapes in everyday life (25 mins)

Through a brainstorming activity, students will identify 3D shapes in real objects. Each student has to name an object and the whole class will say the shape it has. On the board we will write down as many columns as 3D shapes learnt and below each of them, we will write the objects mentioned.

3. Drafting a sculpture (20 mins)

The students will use TinkerCAD to create a short-scale sculpture that is inspired by something real.

4. Making 3D shapes (25 mins)

Using some templates, students will color, cut, fold and paste the 3D shapes they need to create the sculpture they drafted in the previous task.

5. Building our sculpture (20 mins)

Each student will assemble the three-dimensional shapes to create the sculpture they have planned.

6. Presenting their sculpture (25 mins)

Students will have to present their sculpture to their classmates explaining what it represents and the shapes used for its making.

7. Final assessment

To assess students’ engagement, teachers will use observation to assess the learning process and a rubric to assess the product created.

The criteria established on the rubric are:  

• Creativity;

• Performance;

• Interest;

• Effort;

• Skill/Craftmanship;

• Oral presentation.

Author: M. Isabel Blanco Pumar

Go to the geometry app 

Subject: Geometry in Mathematics. At the end of this class students should be able to recognize 3D solids and their names by identifying the 2D shapes that compose it. In the end they must design and create a painting using different 3D solids. 

Grade(s): 4

Activity time: 2 lessons (45 mins each)

Apps/ EdTech tools: ARC Geometry web app/mobile app

Objectives: 

• Students should obtain the skill to distinguish plane figures and spatial figures in contexts; differentiate them and describe their characteristics;

• Identify three-dimensional geometric shapes;

• Classify the different geometric solids;

• Establish a relationship with everyday objects and geometric solids;

• Identify and draw flat patterns of geometric solids and recognize a solid from its flat pattern;

• Build geometric solids;

• Develop confidence in your mathematical skills and knowledge, and the ability to analyze your work and regulate your learning.

Activities:

• The teacher presents the Box with geometric solids to the class and the students will identify the characteristics of each object: the 2D shapes that form the faces of the 3D solid. At the end, a video will be presented to consolidate the contents.

• Then, students will receive the geometry markers and, as a group, explore the ARC Geometry application through the code provided by the teacher.

• Students explore the different shapes, zoom in and out, look at the solid in 2D and 3D and as they explore they will explain and describe the solid. (Ex. A cube has 6 faces, 12 edges and 8 vertices).

• Students construct a garden using geometric solids of their choice using ARC after the teacher presents Calmaria II (1929) by Tarsila do Amaral.

1. Exploration and discovery (20 mins)

The teacher brings the box with geometric solids to class and encourages them to identify the characteristics of each object. Introduce geometric solids through animation videos.

2. Working with 3D figures (25 mins)

• Divide students into small groups and distribute the Geometry markers, or share shape markers with your students virtually, if remote learning;

• Ask students: What shapes do you see around you in our world? Record responses on a whiteboard, paper, virtually, etc;

• Hold up the geometry markers and ask students to identify each of the 2D shapes shared. How do they know that the shape is a rectangle, triangle, etc.? (number of sides);

• Create a lesson and invite students in the ARC Geometry App via the join code;

• Select "Shapes", your students will automatically follow you;

• Use the app to explore the circle shape marker. What 3D shapes have a square face?Students explore the different shapes, zoom in and out, and try the cross section and fraction buttons. As they explore the square shape marker, ask them to explain in their small groups what shapes, either 2D or 3D they see. How would they explain or describe each shape? (Ex. A cube has 6 faces, 12 edges, and 8 vertices.) Have students select the 2D button at the top. What happened to your shape? Discuss the term “net”. Ask students what 2D shapes make up that 3D shape. What real-life examples can you give for these 3D and 2D shapes?

Let students continue with the other shape markers - triangle, rectangle, and hexagon. Continue to encourage them to describe the different 2D and 3D shapes using their math vocabulary.

3. Parallelism between “Art” and “Mathematics”  (10 mins)

The teacher must reproduce the work Calmaria II (1929), by Tarsila do Amaral, in an adequate size so that all students can see it.

Organize the group in a circle, so that students can discuss their perceptions of the work, asking if anyone already knows the work or the painter. It would be interesting to bring your biography and present it to the class.

4. Designing a garden (30 mins)

Using the ARC Create App, have students build their own farm. What 3D elements have they selected? Why?

5. Final assessment

The teacher will use a rubric that assesses the following criteria:

• Interest

• Motivation in performing tasks

• Creativity in building the

• garden

• Content knowledge

• Performance

Author: Patrícia Santos

Go to the geometry app 

Subject: 3D Shapes
Grade(s): 2

Activity time: 1 lesson (45 mins)

App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers
Additional materials: Tablets or mobile phones

Objectives:

• Identify and describe 3D shapes;

• Identify objects that match the 3D shape.

Activities:

1. Watch this 3D Shapes video clip with the students.

2. Create a lesson and invite your students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Click on the "Shapes" button, the students will automatically follow you. If they are on mobile devices, make sure that you have the Geometry Markers printed out and ready. Now is the time to distribute them. On the right side, you can see different 3D shapes and students can listen to their names, investigate the vertices, faces, edges and what the 2D network looks like.

3. Discuss each 3D Shape and its vocabulary terms like vertex, face, edge and 2D network.

4. After students are done exploring the app and recording their observations, have printed out objects like dice, a pyramid, a Kleenex box, etc., hold up two signs and ask the students “Which object is a cube?”, etc.

5. When the students are done exploring the app, select the "Shapes Game" to test their knowledge at the end.

Questions outline:

What different kinds of 3D shapes are there?

• How many vertices do they have?

• How many faces do they have?

• How many edges do they have?

Additional Ideas (optional):

• Seesaw 3D Shape Hunt

• 3D Shapes Centers - Teachers Pay Teachers

Go to the geometry app 

Subject: Geography, Mathematics, Technology, Coding
Grade(s): 2-4

Activity time:  4 lessons (45 mins each)
App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers
Additional materials: Google docs, CoSpaces, device (phone/tablet/laptop/desktop)

Objectives:

Find a possible answer to the proposed question: WHY ARE WATER WELLS MOSTLY CYLINDRICAL?

An immense amount of water exists in the ground below your feet and people all over the world make necessary use of it. Building wells is one way of accessing this valuable life-sustaining resource.

Through the group work, children need to find a possible answer to the proposed question, students will be encouraged to work collaboratively to present their working/thinking processes. This will enable them to come to their final conclusion.

Activities (part 1):

• Divide the class into small groups, have the students engage with the following resource and encourage them to communicate the findings that are relevant to answering the proposed question.

• This website will provide information that will help students understand the different types of ground water available and the different types of wells that can be built to utilise this invaluable resource.

Activities (part 2):

A revision of the relevant mathematics background presented by the teacher. Topics covered:

• 2D and 3D geometric figures

• How to calculate the area of 2D figures and the total surface area of 3D solids

• Volume of 3D solids, using ARC Geometry web app/mobile app+Geometry Marker

Activities (part 3):

Again in their groups, students will investigate the mathematical properties of a triangle-based, square-based and circle-based prism.

In order to make a comparison, students will be encouraged to standardise the measurements of the 3 different prisms. For the purposes of this investigation the bases of the prisms will be an equilateral triangle, a square and a circle. The well will be defined to a specific depth and a limited surface area at ground level.

Using the diagrams of the 3 prisms provided, derive the formulas for calculating the total surface area and the volume of each prism.

TSA (total surface area) = 2 × area of base + perimeter of base × height of prism

Students should be encouraged to write the formula for the Total surface area (TSA) of the 3D solids by unraveling the 3D models. Unwrapping the 3D models can be visualised by using ARC Geometry (not for circular prism) and/or Geogebra.

If you are using the Geogebra 3D app, follow the steps to unwrap the cylinder:

• Open up the GeoGebra 3D app on your device.

• Navigate to the MENU (horizontal bars) in the upper left corner. Select OPEN. In the Search GeoGebra Resources input box, type rCxXxFhE

• In the uploaded file, zoom in/out if needed.

• The r slider adjusts the radius of the cylinder.

• The h slider adjusts the height of the cylinder.

• Drag the slider named i to wrap/unwrap.

Other solid objects can be unwrapped by checking this link

Investigate the ideal shape for a well that will be drilled to a depth of 120m in order to comfortably reach the water table and that can occupy an area of up to 4m² . The well wall will be 20 cm thick.

GET PDF WITH VISUALS

Authors: Anni Kumar and Lucille Dunne

Go to the geometry app 

Subject: 2D Shapes
Grade(s): 1-2

Activity time: 1 lesson (45 mins)
App/EdTech Tools: ARC Geometry web app/mobile app+Geometry Markers
Additional materials: Tablets/mobile phones/Laptops/Desktops/Chromebooks

Objectives:

• Identify and describe 2D shapes (name shapes and number of sides);

• Identify objects that match the 2D shape.

Activities:

1. Watch 2D Shapes video clip with your students.

2. Create a lesson and invite your students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Click on the "Shapes" button, your students will automatically follow you. There, they can tap on each shape at the bottom to hear its name. If your students are on mobile devices, make sure that you have the Geometry Markers printed out and ready. Now is the time to distribute them.

3. Ask the students to observe and record how many sides each shape has.

4. After the students are done exploring the app and recording their observations, ask them to come up with at least 3-5 real life examples of shapes they see around them.

Questions outline:

• What different kinds of 2D shapes are there?

• What objects look like a circle?

• What objects look like a square?

• What objects look like a rectangle?

• What objects look like a triangle?

Additional Ideas (optional):

• Shapes Building Set - Students can build their own shapes and see hands-on what they look like.

• 2D Shapes Activities - Teachers Pay Teachers, a lot of different activities for 2D Shapes!

• Seesaw 2D Shapes video lesson

Go to the geometry app 

Subject: 3D shapes, CleverBooks Blocks
Grade(s): 6

Activity time: 1 lesson (45 mins)
App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers, CleverBooks Blocks mobile app/web app in the Augmented Classroom

Additional materials: Tablets or mobile phones, desktops or laptops; internet connection enabled for multi-user interactivity

Objectives:

• Students will learn how to use Tetris blocks to create 3D shapes.

• Students will be able to understand the term tetromino

• Students will be able to identify the names of different tetrominoes

Activities:

1. Discuss the game of Tetris and what the different pieces are called with the class

2. Let the students go to the CleverBooks Blocks App and have them play the Tetris game to figure out how the blocks fit in their place.

3. Give the students a print-out of different Tetris shapes to cut out and fold into a 3D shape. Have students answer the question: What shape is it?

Questions outline:

• What are the names of the different Tetris blocks

• What 3D shapes can you make with the Tetris shapes?

Additional Ideas (optional):

• 3D Tetris Game 

Go to the geometry app 

Timeframe of activity: 45 min

Subject: Mathematics, Shapes, 2D, 3D, three-dimensional shapes

Grade(s): 2

Activity time: 1 lesson (45 mins)
App/Tech Tools: ARC Geometry web app/mobile app + geometry markers (printed out)

Objectives:

• Identify and describe 2D and 3D shapes.

• Analyze, compare, create, and compose shapes.

• Identify shapes as two-dimensional (lying in a plane, "flat") or three-dimensional ("solid").

• Analyze and compare two- and three-dimensional shapes using key vocabulary terms - vertices, faces, edges.

Activities:

• Divide students into small groups with the Geometry markers, or share shape markers with your students virtually, if you're in remote learning.

• Ask students: What shapes do you see around you in the world? Record responses on a whiteboard, paper, electronically, etc. 

• Hold up the geometry markers and ask students to identify each of the 2D shapes shared. How do they know that the shape is a rectangle, triangle, etc.? (number of sides and vertices).

• Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices).

• Select "Shapes", your students will automatically follow you. 

• Allow students to explore the circle marker with the app. What 3D shapes have a circle face? Students explore the different shapes, zoom in and out, and try the cross section and fraction buttons. 

• As a group, analyze the cone, cylinder, and sphere discussing how many flat sides or faces, edges and vertices each one has. Ask students to come up with a real-life example of each 3D shape.

• Give students the square marker to explore next. As they explore, ask them to explain in their small groups what shapes, either 2D or 3D they see. How would they explain or describe each shape? (Ex. A cube has 6 faces, 12 edges, and 8 vertices).

• Have students select the 2D button at the top. What happened to your shape? Discuss the term “net”. Ask students what 2D shapes make up that 3D shape. What real-life examples can you give for these 3D and 2D shapes?

• Let students continue with the other shape markers - triangle, rectangle, and hexagon. Encourage them to use their math vocabulary to describe the different 2D and 3D shapes. 

• Select "shapes game" to test what they have learned.

• Once the students have explored the 3D shapes, wrap up with an exit ticket question to have them share 1 new thing they learned today.

• For additional lessons and activities, see some of the ideas below to help supplement this unit.

Questions outline:

• What are the names of some 2D shapes?

• What are the names of some 3D shapes?

• Is there more than one way to create the same shape using other shapes? (Example- 6 triangles to make a hexagon)

• What are some words you can use to describe 2D and 3D objects? (flat, solid, edges, sides, faces, vertices)

• What makes 2D and 3D objects different?

• What does the word “net” mean or look like when creating 3D (solid) shapes?

Additional Ideas (optional):

• Review with a Game:

🌕 Breakout Edu Games - Digital and Kit Games

🌕 Gimkit.com

• K review - Shapes

• Grades 1 & 2 review - 3D Shapes

• Go on a 2D and 3D Shape Scavenger Hunt - Check out this Goosechase Sample or create your own

• Apply and Practice Activities-

🌕 Seesaw Activities - Community Library

🌕 Google Activities -

🌕 Sort 2D and 3D Shapes

🌕 Sort 3D Shapes

🌕 Find 3D Shapes in Our World -Add images or take pictures to add to slides

• Create and compose shapes online

Author:  Christine Danhoff, USA

Go to the geometry app 

Subject: Sphere, Circle, Radius, Diameter

Grade(s): 6

Activity time: 1 lesson (45 mins)

App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers

Additional materials: Tablets or mobile phones, desktops or laptops; internet connection enabled for multi-user interactivity

Objectives:

• Students will be able to identify the difference between a circle and a sphere

• Students will be able to identify the radius and diameter of a cylinder.

Activities:

1. Discuss the differences between a sphere and a circle (3D vs.2D).

2. Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Click on "Shapes", the students will automatically follow you. Students can click on the sphere to see what it looks like, then have them tap on the cylinder.

3. Once they click on the cylinder, click on the i button in the upper right hand corner. This will enable you to see/learn what a radius and diameter is and how to find it

4. After students are done exploring the app, have them look around the room to find different cylinders and have them measure and record what the radius and diameter is.

5. Compare measurements with the class.

Questions Outline:

• What is a sphere?

• What is a circle?

• How do you find the radius?

• How do you find the diameter?

Additional ideas:

• Have students walk around the classroom and make a list/take photos of spheres and of circles.

Go to the geometry app 

Subject: Cards for geometrical shapes + mathematical rules
Grade(s): 7

Activity time:  1 lesson (45 mins)
App/Tech Tools: ARC Geometry web app/mobile app + geometry markers (printed out)
Additional materials: CleverBooks Geometry Workbook

Objectives:

• Recognize regular and irregular shapes.

• Compare polygons (2D) and solids (3D).

• Identify polygon types such as: square, rectangle, circle, triangle, hexagon.

• Analyze the number of sides, vertices, and angles in each polygon.

• Recognize the types of solids (cube, cuboid, cylinder, spherical, pyramid).

• Deduce the names of solids before and after folding the 2D network. 

• Know the parts of the circle: radius, diameter, circumference.

• Learn how to calculate the circumference and the area of ​​a circle.

• Know the parts of the triangle: base and height, edges and angles.

• Deduce how to calculate the area and perimeter of a triangle.

Suggested questions:

• What is the difference between three-dimensional and flat shapes?

• Give an example from real life ... If someone offers you a meal in a restaurant consisting of a burger, a glass of juice, finger chips ... How would you classify the contents of this meal in terms of three-dimensional and flat shapes?

Activities:

• Divide the students into three groups, and let them elect a leader for each group.

• You can send the link of the educational material to students before explaining it if you use a reverse lesson strategy.

• The next day, distribute the CleverBooks Geometry resources from the Workbook to the three groups.

a) the leader of the first group gets the circle shape;

b) the leader of the second group gets the triangle shape;

c) the leader of the third group gets the hexagon shape.

• In addition, give each leader a set of cards containing the following information:

Number of vertices / number of faces / number of edges / number of angles

• The group leader, in cooperation with their team, fills it out, using the ARC Geometry app.

• Create a lesson in the ARC Geometry app and let your students join with the join code (if the students are on mobile devices) or the join link (if the students are on stationary devices). Select "Shapes" and your students will automatically go with you.

• The students have to point the camera to the Geometry Marker if they are on mobile devices (make sure you have the geometry markers printed out before starting the lesson).

• The leader of each group exchanges their insights with the other groups with a short presentation, in order to inform the other students about the rest of the figures as well as the conclusions of their fellow students.

Questions outline:

• Name some of 2D shapes and their properties.

• Name some of the 3D shapes and their properties. 

• Find 2D shapes that have the same number of sides.

• Find 3D shapes that have the same number of edges and faces.

Additional Ideas (optional):

Let the students of each group make a video recording while they use the app, explaining their corresponding shape/solid to the rest of the class.

Resources:

Links to videos:

●        https://youtu.be/utuIf3xZx3M

●        https://youtu.be/6RGXaCpEtks

●        https://youtu.be/9_ITK6saFdU

The student Leader (Ola ) explaining the ARC Geometry app

●        https://1drv.ms/v/s!At5_v2zU3pSRgz0OprGtFxqhRJly

Author: Zena Saleh Mahdi

Go to the geometry app 

Subject: 3D Shapes and Fractions

Grade(s): 1-2

Activity time: 1 lesson (45 mins)

App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers

Additional materials: Tablets/mobile phones/Laptops/Desktops/Chromebooks

Objectives:

• Identify and describe 3D shapes (name shapes and number of sides);

• Learn fractions based on 3D shapes.

Activities:

1. Watch the fractions video clip.

2. Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Click on the Shapes button, your students will automatically follow you. Now they can tap on each shape at the bottom to hear its name.

3. Ask students to observe and record how fractions are created in 3D shapes using the ARC Geometry app.

Questions outline:

1. How do fractions identify the parts of a whole?

2. How do you know which fraction is greater or has more value?

3. Why would multiplication of fractions be used in the real world? 

Additional Ideas (optional):

• Allow students to provide answers that are handwritten, typed, or verbal;

• Have students work as partners or in small groups.

Go to the geometry app 

Subject: 2D and 3D Shapes, Multiplication, Division, Subtraction and Addition

Grade(s): 4-6

Activity time: 1 lesson (45 mins)

App/EdTech Tools: ARC Geometry web app/mobile app + geometry markers

Additional material: Tablets or mobile phones, desktops or laptops; internet connection enabled for multi-user interactivity

Objectives (using the app):

• Identify and describe 2D and 3D shapes;

• Re-cap what 2D shapes can form 3D shapes;

• Recap multiplication, division, subtraction and addition.

Activities:

1. Discuss the difference between 2D and 3D shapes.

2. Discuss how 2D shapes form 3D shapes.

3. Create a lesson and invite students in the ARC Geometry App via the join code (if they are on mobile devices) or the join link (if they are using stationary devices). Click on "Shapes", the students will automatically follow you. Let the students explore different 2D and 3D shapes, so they can better visualize them.

4. Use students' workbooks or additional handouts to recap multiplication, division, subtraction and addition

5. Use the ARC Geometry app to play a game on Math and shapes.

Go to the geometry app