Students sort and place cut‑out quadrilaterals on two classification sheets that require them to use properties (numbers of parallel sides, congruent sides, and right angles) to group shapes. They complete a "Getting Specific About Quadrilaterals" page that matches labeled examples to shape names (square, rectangle, rhombus, parallelogram, trapezoid, kite) and answer prompts comparing categories (e.g., "Is a square a rectangle or is a rectangle a square?"). Students also classify triangles by both side lengths and angle types on a 3x3 grid and practice labeling polygons as regular/irregular and convex/concave, reinforcing category membership by properties.

Students plot ordered pairs and connect them to form geometric figures in multiple activities (Activity 1 prompts and Activity 2/3 mystery pictures). Students are asked to name the shapes they create or identify triangle types (prompts ask "what shape will you make?" and answer key labels squares, trapezoids, parallelograms, isosceles/right/acute triangles). Students reproduce and recognize composite figures (sailboat, butterfly) that are described in terms of constituent polygons.

The Parent Plan explicitly lists the skill "Understand that attributes belonging to a category of two-dimensional figures also belong to all subcategories of that category." Student activities ask students to identify and classify quadrilaterals and triangles, match shapes with their names on the Unit 6 Test, and determine true/false statements about shape properties. Several Student Activity Pages require students to label sides/vertices/angles, circle concave shapes, and match shapes to category names, which engages students in identifying properties used for classification.

Students are prompted to identify and classify quadrilaterals and triangles and to distinguish regular and irregular polygons (listed under Skills). Students are instructed to include shapes, polygon parts, coordinate planes, and ordered pairs in their ABC book, and a sample page shows a labeled right triangle with a definition tied to its property (a right angle). The Parent Plan explicitly states understanding that attributes of a category also belong to all subcategories, which addresses the idea of category/subcategory relationships.

Students use an interactive polygon tool to create and draw specified polygons (irregular hexagon, convex pentagon, regular dodecagon, concave quadrilateral, irregular nonagon, concave octagon). Students are asked to label the polygons and to share and explain their understanding of vocabulary such as regular vs. irregular and convex vs. concave. The Parent Plan explicitly states that students will distinguish regular and irregular polygons and explain polygon vocabulary to a parent.