#### K.G.A.1. Describe objects in the environment using names of shapes, and describe the relative positions of these objects using terms such as above, below, beside, in front of, behind, and next to.

• No tasks yet illustrate this standard.

#### K.G.A.2. Correctly name shapes regardless of their orientations or overall size.

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#### K.G.A.3. Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”).

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#### K.G.B.5. Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes.

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#### K.G.B.6. Compose simple shapes to form larger shapes. For example, “Can you join these two triangles with full sides touching to make a rectangle?”

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#### 3.G.A.1. Understand that shapes in different categories (e.g., rhombuses, rectangles, and others) may share attributes (e.g., having four sides), and that the shared attributes can define a larger category (e.g., quadrilaterals). Recognize rhombuses, rectangles, and squares as examples of quadrilaterals, and draw examples of quadrilaterals that do not belong to any of these subcategories.

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#### 7.G.B.5. Use facts about supplementary, complementary, vertical, and adjacent angles in a multi-step problem to write and solve simple equations for an unknown angle in a figure.

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#### 8.G.A.1.a. Lines are taken to lines, and line segments to line segments of the same length.

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#### 8.G.A.1.b. Angles are taken to angles of the same measure.

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#### 8.G.A.1.c. Parallel lines are taken to parallel lines.

• No tasks yet illustrate this standard.