1. Give an example of how a level 1 understanding of rectangles is different from a level 0 understanding of rectangles.
2. Give an example of how a level 2 understanding of rectangles is different from a level 1 understanding of rectangles.
3. Give an example of something children should learn about geometric attributes and properties in grades 1-3.
4. Give an example of an activity that involves children thinking about shapes and their attributes.
5. Explain the term "orientation" as used in standard: K.G.A.2 Correctly name shapes regardless of their orientations or overall size
6. Explain the term "attributes" as used in the geometry standards. Give some examples.
7. Give an example of shapes in different categories that share an attribute that is different from the examples given in: CCSS.Math.Content.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.
8. Describe the activity Sorting Shapes. Explain the teacher's role in directing the activity for learning about shapes and attributes.
9. Describe the progression in what children should learn about shapes and attributes in grades K-3.