The Skills section explicitly states that students will draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and will identify geometric elements in two-dimensional figures. In the Getting Started geoboard activity, students use rubber bands to show parallel, perpendicular, and intersecting lines and create a square and a rhombus while counting pairs of parallel and perpendicular lines. In Activities 1 and 2 students sort shape cards by numbers of parallel and perpendicular pairs, draw shapes with specified numbers of parallel sides, and trace or color parallel, perpendicular, and intersecting lines in the Circus Lines scene.

Students are asked to draw and identify points, lines, line segments, and rays (e.g., drawing a point, a line, a line segment, and a ray on the whiteboard; flap book with labeled point, line, line segment, and ray). Activity 3 directs students to draw Line AB, Line segment ST, Ray CD, and to draw DE parallel to OP and BC perpendicular to BD, and the Khan Academy interactive practices drawing lines, rays, and line segments. Students identify and name line segments in two-dimensional figures (identifying the line segments of rectangle ABCD and matching diagrams to their names).

Students are asked to draw and name angles on the whiteboard and geoboard (Activity 2) and to include the vertex point when drawing an angle. The Skills list explicitly instructs students to draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Multiple activities require students to identify these elements in two-dimensional figures ("Angles in Shapes", "Identifying Angles", and "Angle Hunt") and the Wrapping Up task has students create parallel, intersecting, and perpendicular lines and various angle types with straws. The student pages and answer keys provide practice labeling angles with points (e.g., ∠SAM, ∠BEN, ∠CAT) and classifying angle types in shapes and drawings.

Students are asked to draw and label specific angles (acute DOG, obtuse CAT, right HEN) and to label the vertex with the middle letter, giving direct practice drawing and naming angles and points. Students complete an "Angle Degrees" page identifying angles by degree (45°, 120°, 10°, 100°) and answer questions about right, straight, and full-circle measures, providing practice identifying angle sizes in diagrams. Students define and draw right, acute, obtuse, and straight angles in the Sir Cumference activity and color-code angles as bigger or smaller than 90° on the wrapping-up sheet, practicing classification of angle types in two-dimensional figures.

Students create and estimate specific angles using straws/pencils and a protractor (Introduction and Wrapping Up), and are asked to draw angles of given measures (25°, 45°, 100°, 155°). Students identify and count acute, obtuse, and right angles in two-dimensional flag designs (Activity 2 "Angles in Flags"). Students design original flags on dot paper using a ruler and protractor with requirements that include parallel lines, sets of parallel lines, and multiple right angles (Activity 3 and the answer key).

Students use a geoboard and rubber bands to form straight and right angles and to create a line segment perpendicular to a straight angle. Students use a protractor and ruler to draw angles of specified measures (e.g., 55°, 130°, 30°), divide angles into smaller angles, and write equations showing angle addition/subtraction. Students complete worksheets and quizzes that ask them to identify angles as straight, right, acute, or obtuse and to match adjacent-angle diagrams with corresponding equations.

Students identify and name vertices, sides, and angles when they cut out and sort triangle cards and when asked to "make sure that she can identify the sides, angles, and vertices." Students sort triangles into acute, obtuse, and right groups and use an interactive triangle tool and a geoboard to create acute, obtuse, and right triangles. Students classify triangles by sides (equilateral, isosceles, scalene) on worksheets and determine triangle types from side lengths on the "Identify the Triangle" page.

Students are instructed to draw lines of symmetry on letters in the "Alphabet Symmetry" activity, using a ruler and symmetry mirror as needed. Students are asked to identify line-symmetric figures and to draw one line of symmetry on each symmetrical letter and on laminated dot paper (horizontal or vertical). Students create symmetrical images using an online symmetry painter or by copying a design across a drawn line of symmetry, and they practice checking that the line of symmetry is correctly placed in web activities.

The Skills list explicitly states students will draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. In the Introduction, students draw intersecting lines that make acute, obtuse, and right angles and create adjacent angles with specified measures, and they are asked to recognize perpendicular lines. In Activities, students trace and count right, acute, and obtuse angles in capital letters and identify pairs of parallel and perpendicular streets and shade streets that form acute, obtuse, and right angles on the GeoBurg map.

The Skills list explicitly states that students will draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines and identify geometric elements in two-dimensional figures. The geoboard activity has students create parallel lines, intersecting lines, perpendicular lines, right, acute, and obtuse angles, and several triangle types, giving hands-on construction practice. Student pages require students to draw angles with a protractor and ruler, identify angles as R/A/O/S, measure angles, and match images to line, line segment, ray, parallel lines, and perpendicular lines. Other tasks ask students to identify shapes with specified numbers of parallel lines and right angles and to draw lines of symmetry, reinforcing identification in 2D figures.

The skills list explicitly tells students to draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. The project requirements require students to create 2 pairs of parallel lines, 2 pairs of perpendicular lines, a street that is a ray, a street that is a line segment, and streets that form right, acute, and obtuse angles. Students are given a protractor, ruler, and laminated dot paper to draft and experiment with lines and angles, and the evaluation rubric asks students to explain how required geometric elements relate to geometry.

Students are asked to draw arrays using dots or circles to show products, which requires placing and counting discrete points. The lesson tells students to draw "rods (straight lines)" and to use a laminated grid and base-10 block arrays, which has students create rows and columns of blocks. Students place one factor at the top of the grid and the other to the left, requiring them to draw and align rectangular array lines and fill intersecting grid spaces.

Students are asked to draw a rectangle on the whiteboard and label its sides while finding missing side lengths, and they create rectangles on a laminated grid using centimeter squares. Students measure real flat surfaces and record perimeters and areas, and they complete worksheet problems that include rectangles and squares with labeled side lengths. These activities require students to draw and label line segments that form the sides of two-dimensional figures.

The Skills list explicitly states students will "Draw and identify points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines." Activity 1 has students use straws to create parallel, intersecting, and perpendicular lines and to form right, acute, obtuse, and straight angles. The student activity pages require matching images to Line, Ray, Segment, and Point, and instruct students to draw pictures illustrating right, obtuse, acute, and straight angles. The measuring-angles activity has students trace and measure angles with a protractor, and triangle/coloring and symmetry tasks ask students to classify two-dimensional figures by angle types and lines of symmetry.