Welcome to "Tart Mold Composer", a 1st Grade Shapes mission at the Seedling (entry-level) level, staged in our bakery scenario. The mission opens with a hands-on prompt: "Place 3 rectangles on the canvas. Use the palette to pick the right shape, then tap "+" to add each one." You'll work with the numbers 3, 2 and arrive at a final answer of 6 across 3 guided steps.
Behind the bakery story, this lesson is really about shapes aligned to CCSS 1.G.A.2. Recognizing 2D shapes by defining attributes, and composing larger shapes from smaller ones. The key strategy this mission asks you to internalise: Triangle = 3, Square/Rectangle = 4, Hexagon = 6, Circle = curved.
A general pattern to watch for in 1st Grade shapes — illustrated with example numbers below, which may differ from this lesson's: Thinking color or size matters (a small red triangle is "different" from a big blue one). Sort a pile of shapes by *number of sides* only. The kids quickly see how color drops out. If you get stuck on "Tart Mold Composer", the adaptive Socratic hints below escalate from a gentle nudge to a worked-out strategy — the same way a one-on-one tutor would coach you through it.
Grade 1 · Shapes
Mission Progress
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Thinking Summary · 1
Mastered[object Object]
[Discovery] Place 3 rectangles on the canvas. Use the palette to pick the right shape, then tap "+" to add each one.
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Active StepPlace 3 rectangles on the canvas.
Everything you need to know about the Socratic experience.
Place 3 rectangles on the canvas. Use the palette to pick the right shape, then tap "+" to add each one. Hint: Tap the "rectangle" tile in the palette. Then press "+" exactly 3 times.
Each rectangle can be built from 2 squares. To build all 3 rectangles on your canvas, how many squares do you need in total? If you get stuck, the adaptive hint is: Composing big shapes from small ones uses multiplication.
Seedling missions anchor the visual model with small, friendly numbers — ideal as the first attempt at this topic. Within 1st Grade Shapes, expect numbers in the corresponding range.
Calling a tilted square a "diamond" — treating orientation as a defining attribute. A square stays a square no matter how you turn it. Pick it up and rotate it physically — the sides did not change.
Measurement (Sides have lengths — counting sides is the first step toward measuring perimeter.). Open /grade-1/measurement to start that topic's missions.
Inquiry-based learning starts with a question, not a formula — students explore, hypothesize, and verify before being told the rule. In Inquiry AI, every mission opens with a "Discovery" step (manipulate the model), then "Abstraction" (write the equation), then "Reflect" (apply to a new case). The procedure is never given upfront; learners derive it from their own observations.
Yes. Every mission, handbook page, and topic hub is mapped to a specific CCSS code (visible in the page header). The curriculum follows the CCSS coherence map: Grade 1 number sense → Grade 3 multiplicative thinking → Grade 6 ratio reasoning, with each grade building strictly on the prior year's foundations.
