Students are given explicit definitions of parallel, intersecting, and perpendicular lines and instructed to draw and identify right, acute, and obtuse angles. Students use a geoboard to show parallel, perpendicular, and intersecting lines and count pairs of parallel and perpendicular sides for shapes (square and rhombus). The Classifying Shapes activity has students cut, sort, and draw shapes into groups by 0, 1, 2, or more pairs of parallel sides and into groups by 0, 1, or more than 1 pair of perpendicular lines; the answer key explicitly lists right triangles under one pair of perpendicular lines. The Circus Lines activity requires students to identify and color parallel, intersecting, and perpendicular lines in a real-world scene, reinforcing identification of right angles.

The Skills section asks students to draw perpendicular and parallel lines and to draw right, acute, and obtuse angles. Activity 3 directs students to draw DE parallel to OP and BC perpendicular to BD and includes an L-shaped figure that shows a right angle and a rectangle (ABCD) with named sides. Student activities ask learners to identify geometric elements in two-dimensional figures and to name or list the line segments forming their shapes.

Students use a geoboard to make a square and are asked how many pairs of parallel sides it has and whether its sides are perpendicular, and they make a rhombus/parallelogram and describe how its angles differ. Students draw and create parallel, intersecting, and perpendicular lines and make right, acute, obtuse, and straight angles with straws and on the board. Students complete an "Angles in Shapes" worksheet and an "Angle Hunt" activity in which they identify and label angles (right, acute, obtuse, straight) inside various two-dimensional figures and real-world drawings.

Students draw and label acute, obtuse, and right angles (e.g., ∠DOG, ∠CAT, ∠HEN) and identify the vertex as the middle letter. Students answer questions on the "Angle Degrees" sheet that ask them to identify angles of specified sizes (45°, 120°, 10°, 100°) and to state how many degrees are in right, straight, and full angles. Students complete the "Bigger or Smaller Than 90?" activity by sorting/coloring angles based on whether they are greater or less than 90°. The skills list also asks students to draw perpendicular and parallel lines and to identify geometric elements in two-dimensional figures.

Students practice measuring and naming angles as right, acute, or obtuse using a protractor (multiple activities ask them to read angles and color/label them). Students draw specific angles including a 90-degree angle and use a geoboard to create and measure acute and obtuse angles. The skills list explicitly asks students to draw perpendicular and parallel lines and to identify geometric elements in two-dimensional figures.

Students are prompted to draw and identify parallel and perpendicular lines and to draw angles (right, acute, obtuse, straight) as listed in the Skills section and practiced in the Getting Started and Wrapping Up activities. In Activity 3 (My Own Flags) students design flags that must include specified numbers of parallel lines and right angles (e.g., "3 parallel lines," "4 right angles," "2 sets of parallel lines"), so they practice recognizing and creating figures with those properties. Activity 2 (Angles in Flags) and the Body Part Angles activity require students to identify and count acute, obtuse, and right angles in real designs and body poses, reinforcing recognition of angle sizes.

Students are asked to draw and identify right, acute, and obtuse angles, use a protractor to measure angles, and write equations showing how adjacent angles add to larger angles (e.g., 90+90=180, 45+45=90). The skills list explicitly includes drawing perpendicular and parallel lines and identifying geometric elements in two-dimensional figures. Activities and assessments (Adjacent Angles I & II, Angles Quiz, Finding Missing Angles) require students to classify individual angles as acute, obtuse, right, or straight and to solve for unknown angle measures.

Students sort triangle cards into groups labeled acute, obtuse, and right and explain why each triangle belongs in a group. Students use an interactive triangle tool to drag vertices and create acute, obtuse, equilateral, and right triangles. Students use a geoboard and rubber bands to form acute, obtuse, and right triangles and then name triangles by their side categories (scalene, isosceles, equilateral).

Students draw and identify perpendicular and parallel lines (skills list and Getting Started tasks include drawing intersecting lines that create right angles and recalling the term "perpendicular"). In the Angles in Names activity students identify and color right, acute, and obtuse angles in capital letters. In the Geoburg map activity students name pairs of parallel streets, name pairs of perpendicular streets, and shade street pairs that create acute, obtuse, and right angles.

The Skills list explicitly instructs students to draw and identify perpendicular and parallel lines and to "Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size." Student activities ask learners to identify shapes with "2 pairs of parallel lines," "Only 1 pair of parallel lines," and "No parallel lines," and to write letters for shapes with "4 right angles," "No right angles," and "Only 1 right angle." Multiple pages require students to identify triangles as right, acute, or obtuse and to color or match right triangles, and other pages require measuring and labeling angles (right, acute, obtuse, straight).

Students are asked to include explicit features on their map such as 2 pairs of parallel lines, 2 pairs of perpendicular lines, streets that create right, acute, and obtuse angles, and a building in the shape of a right triangle. The skills list tells students to draw and recognize perpendicular and parallel lines, identify right, acute, and obtuse angles, and to recognize right triangles as a category. The evaluation rubric requires students to explain how the required geometric elements relate to geometry and to label each required element with numbers on the map.

The Skills list explicitly tells students to "Draw and identify ... perpendicular and parallel lines" and to "Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size." In Activity 1 students physically construct parallel lines, intersecting lines, perpendicular lines, and right/acute/obtuse/straight angles using straws, and the measuring-angles activity has students trace and measure angles larger and smaller than 90° with a protractor. The student pages include triangle identification (equilateral, isosceles, scalene) and angle identification tasks that practice recognizing angle sizes.