Alignment with UAE
School Inspection Framework
Alignment of LIFE’s (Learning Integration for Education) Offerings with UAE School Inspection Framework Guidelines
Purpose of the Framework
The UAE School Inspection Framework is based on comprehensive performance standards that define the essential aspects of a quality education. Each standard is broken down into specific indicators and elements, and detailed descriptors and illustrations guide inspection judgements and school improvement.
The UAE School Inspection Framework has been designed to support the inspection of the full range of schools in the UAE that provide education to students from the early years to the end of secondary education. Inspectors will take full account of the proprietorial and governance systems that characterise all schools when applying the framework.
UAE National Agenda
These objectives target important areas in education related to students, teachers and school leaders.
PISA
To be among the 20 highest performing countries in PISA
TIMSS
To be among the 15 highest performing countries in TIMSS
High school education
To ensure that 98% of Emirati students complete their high school education
Attending pre-primary
To ensure that 95% of children in the UAE attend and complete pre-primary education
High skills in Arabic language
To ensure that 90% of Grade 9 students develop high skills in Arabic language in the UAE NAP assessment
University foundation programme
To ensure that no students need to join the university foundation programme
Highly-effective school leadership
To ensure that 100% of public schools have highly-effective school leadership
High-quality teachers
To ensure that 100% of schools have high-quality teachers appointed
The UAE School Inspection Framework Structure
- Performance standards represent the key domains of quality education
- Indicators outline the main areas covered by the standard
- Elements refine specific aspects of the indicators
- Brief descriptors describe observable actions for each performance level
- Illustrations provide more detailed descriptions of practice at selected performance levels.
- Brief descriptors describe observable actions for each performance level
- Elements refine specific aspects of the indicators
- Indicators outline the main areas covered by the standard
Performance standards
- Students’ achievement
- Students’ personal and social development, and their innovation skills
- Teaching and assessment
- Curriculum
- The protection, care, guidance and support of students
- Leadership and management
1. Students' Achievement
1.1 Attainment
Elements
1.1.1 Attainment as measured against authorised and licensed curriculum standards
1.1.2 Attainment as measured against national and appropriate international standards
1.1.3 Knowledge, skills and understanding, especially in the key subjects
1.1.4 Trends in attainment over time
How We Align
1.1.1 & 1.1.2: All content by LIFE Organisation are methodically created in alignment with various international standards like Common Core Standards (USA), National Curriculum of England (UK) and National Education Policy 2020 (India).
1.1.2 & 1.1.3: Our proprietary LIFE Instructional Matrix (LIM) is in perfect synchrony with almost every curriculum standard in the world. We ensure alignment of our lesson plans with our LIM components as well as with widely accepted standards like Common Core (US), British Education Standards (UK), NEP 2020 (India) etc.
1.1.3: Our lesson plans follow a well-defined structure. Each lesson plan mentions the knowledge / skill areas it addresses (Learning Objectives) and the result expected in children (Learning Outcomes).
1.1.4: Trends in attainment are recorded for students year-on-year using well-defined Rubrics functionality on our LMS platform, aligned with international standards. Although we take pride in the Rubrics structures we have built for each grade, the Rubrics structures are flexible enough to allow for customization at school level during and after implementations.
1.2 Progress
Elements
1.2.1 Progress of students, including those with special educational needs, against their starting points and over time
1.2.2 Progress in lessons
1.2.3 Progress of different groups of students
How We Align
1.2.1 & 1.2.3: Our well defined Rubrics functionality, which is flexible enough to allow for modifications to suit a school’s needs, provides the means to track progress of students during a academic year as well as track progression of each student as they graduate from grade to grade.
1.2.2: Our LMS platform (Lifedflix) allows teachers, parents and school admin / principal to track completion of assigned courses and lessons content by teachers and students.
1.3 Learning Skills
Elements
1.3.1 Students’ engagement in, and responsibility for, their own learning
1.3.2 Students’ interactions, collaboration and communication skills
1.3.3 Application of learning to the world and making connections between areas of learning
1.3.4 Innovation, enterprise, enquiry, research, critical thinking and use of learning technologies
How We Align
1.3.1: Video depicting self-checking methodology using Artificial Intelligence using our i-Life app. Another video here.
1.3.2: Video showcasing collaborative & interactive learning using Virtual Reality in the classroom using our i-Life Learn applications. Application of learning using practice sheets.
1.3.3: Our lesson plans are designed in such a way that all activities pertain to applying knowledge gained to real world concepts. Watch this video about reinforcement of learning at home.
1.3.4: We integrate emerging technologies like AR, VR and AI in a big way in our teaching methodology and lesson plans which naturally inculcate curiosity, innovation, enquiry, research and critical thinking in children. Watch this video to see how.
2. Students' Personal and Social Development, and their Innovation Skills
2.1 Personal Development
Elements
2.1.1 Attitudes
2.1.2 Behaviour
2.1.3 Relationships
2.1.4 Adoption of safe and healthy lifestyles
2.1.5 Attendance and punctuality
How We Align
2.1.1, 2.1.2, 2.1.3 2.1.4: Our full program offering with 220 days of instructional design incorporates all these elements in the lesson plans content.
2.1.5: Our app-based automated Classroom Attendance Module, with reporting and analytics made available on our LMS portal (Lifedflix) tracks attendance and punctuality of students in a school.
2.2 Understanding of Islamic values and awareness of Emirati and world cultures
Elements
2.2.1 Students’ appreciation of the role and values of Islam in UAE society
2.2.2 Respect for the heritage and culture of the UAE
2.2.3 Understanding and appreciation of their own and other world cultures
How We Align
2.2.3: Our i-Life Themes offering is tailored to each geography we offer our products and services in. For example, for the USA, our i-Life Themes offering has educational Web Virtual Reality activities based on major events and personalities of national importance like Black History Month, Texas Independence Day, President’s Day, St. Patrick’s Day, Fourth of July Day, Memorial Day etc.
* We are currently in the process of developing a similar offering for UAE.
2.3 Social responsibility and innovation skills
Elements
2.3.1 Community involvement, volunteering and social contribution
2.3.2 Work ethic, innovation, enterprise and entrepreneurship
2.3.3 Environmental awareness and action
This section is for each school to address in their own locality.
3. Teaching and assessment
3.1 Teaching for effective learning
Elements
3.1.1 Teachers’ knowledge of their subjects and how students learn them
3.1.2 Lesson planning, the learning environment and the use of time and resources
3.1.3 Teacher–student interactions including the use of questioning and dialogue
3.1.4 Teaching strategies to meet the needs of individuals and groups of students
3.1.5 Teaching to develop critical thinking, problem-solving, innovation and independent learning skills
How We Align
3.1.2: Our LMS Platform (Lifedflix) provides teachers with minute-to-minute instructional design, created either by us or written by the school teachers themselves on the LMS. This feature provides the necessary lesson planning and time tracking functionality. The platform also provides a timer which tracks time taken to complete lesson plans, thereby providing critical analytics data to continuously improve structure of lesson plans.
3.1.3: Our instructional design methodology for lesson plans ensures the desired level of teacher-student interactions including use of questioning and dialogue.
3.1.4 & 3.1.5: Some children are quicker than others in completing their assignments in class and are eager to know if what they have done is right. We provide a self-checking functionality in our i-Life app for worksheets which students can use on their own to check if their classwork is done correctly. In the meantime, teachers can focus on children who are finding it difficult to finish their assignments in the classroom.
3.2 Assessment
Elements
3.2.1 Internal assessment processes
3.2.2 External, national and international benchmarking
3.2.3 Analysis of assessment data to monitor students’ progress
3.2.4 Use of assessment information to influence teaching, the curriculum and students’ progress
3.2.5 Teachers’ knowledge of, and support for, students’ learning
How We Align
3.2.1: Our series of educational games, designed with grade specific curriculum in mind, provide instant feedback and assessment to students while they are playing each game. Example games.
3.2.4 Love to Read Rubrics
3.2.5 Love to Read Screenshots
4. Curriculum
4.1 Curriculum design and implementation
Elements
4.1.1 Rationale, balance and compliance
4.1.2 Continuity and progression
4.1.3 Curricular choices
4.1.4 Cross-curricular links
4.1.5 Review and development
How We Align
4.1.1 Our activity oriented lesson plans and gamified learning processes ensure a balanced approach for teaching children. For example, our i-Life Learn app encourages children to learn how to spell using a bubble popping gamified approach.
4.1.2 Our program design ensures progression through grades. For example, teaching a progressive set of numbers and math activities from one grade to the next.
4.2 Curriculum adaptation
Elements
4.2.1 Modification of curriculum to meet the needs of all groups of students
4.2.2 Enhancement, enterprise and innovation
4.2.3 Links with Emirati culture and UAE society
How We Align
4.2.1 Language progression in i-Life Learn app (Basic & Advanced)
5. The protection, care, guidance and support of students
5.1 Health and safety, including arrangements for child protection / safeguarding
Elements
5.1.1 Care, welfare and safeguarding of students, including child protection
5.1.2 Arrangements to ensure health, safety and security
5.1.3 Quality of maintenance and record keeping
5.1.4 Suitability of premises and facilities for all students, including those with special educational needs
5.1.5 Provision for, and promotion of, safe and healthy lifestyles
This section is for each school to address in their own locality.
5.2 Care and support
Elements
5.2.1 Staff-student relationships and behaviour management
5.2.2 Promotion and management of attendance and punctuality
5.2.3 Identification of students with special educational needs, and those who are gifted and/or talented
5.2.4 Support for students with special educational needs, and those who are gifted and/or talented
5.2.5 Guidance and support for all students
How We Align
5.2.1 Assignments functionality in LMS Platform can be used by teachers to give homework to students and track completion. Communication module on the platform provides a way for teachers, students, parents and school administration to communicate on a regular basis.
5.2.2 Our magnetic tag based attendance system promotes the tracking of attendance and punctuality
6. Leadership and management
6.1 The effectiveness of leadership
Elements
6.1.1 Vision and direction
6.1.2 Educational leadership
6.1.3 Relationships and communication
6.1.4 Capacity to innovate and improve
6.1.5 Impact on and accountability for school performance and standards
How We Align
6.1.2 Teacher Training Programs on our LMS Platform
6.2 Self-evaluation and improvement planning
Elements
6.2.1 Processes for school self-evaluation
6.2.2 Monitoring and evaluation of teaching and learning in relation to students’ achievement
6.2.3 The processes and impact of school improvement planning
6.2.4 Improvement over time
6.3 Partnerships with parents and the community
Elements
6.3.1 Parental involvement
6.3.2 Communication
6.3.3 Reporting
6.3.4 Community, national and relevant international partnerships
6.4 Governance
Elements
6.4.1 Involvement of parents and other stakeholders and impact on decision-making
6.4.2 Ensuring accountability for the school’s actions and outcomes
6.4.3 Influence on and responsibility for the school’s performance
This section is for each school to address in their own locality.
6.5 Management, staffing, facilities and resources
Elements
6.5.1 Management of the day-to-day life of the school
6.5.2 Sufficiency, deployment and development of suitably qualified staff to optimise student achievements
6.5.3 Appropriateness of the premises and learning environment to promote student achievements
6.5.4 The relevance and range of resources for effective teaching and learning
Common Core Standards (English Language Arts)
Strand Code:R.L=Reading-Literature,R.I=Reading Informational Text,RF=Reading Foundation Skills,W=Writing,SL=Speaking Listening,L=Language, R.H.=Reading History,R.ST=Reading in Science and Technical Text,WHST=Writing History,CC=Common Core
| Grade | Strand | Standard# | Standard |
|---|---|---|---|
| K | R.L | 1 | CC.K.R.L.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text. |
| K | R.L | 2 | CC.K.R.L.2 Key Ideas and Details: With prompting and support, retell familiar stories, including key details. |
| K | R.L | 3 | CC.K.R.L.3 Key Ideas and Details: With prompting and support, identify characters, settings, and major events in a story. |
| K | R.L | 4 | CC.K.R.L.4 Craft and Structure: Ask and answer questions about unknown words in a text. |
| K | R.L | 5 | CC.K.R.L.5 Craft and Structure: Recognize common types of texts (e.g., storybooks, poems). |
| K | R.L | 6 | CC.K.R.L.6 Craft and Structure: With prompting and support, name the author and illustrator of a story and define the role of each in telling the story. |
| K | R.L | 7 | CC.K.R.L.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). |
| K | R.I | 1 | CC.K.R.I.1 Key Ideas and Details: With prompting and support, ask and answer questions about key details in a text. |
| K | R.I | 2 | CC.K.R.I.2 Key Ideas and Details: With prompting and support, identify the main topic and retell key details of a text. |
| K | R.I | 3 | CC.K.R.I.3 Key Ideas and Details: With prompting and support, describe the connection between two individuals, events, ideas, or pieces of information in a text. |
| K | R.I | 4 | CC.K.R.I.4 Craft and Structure: With prompting and support, ask and answer questions about unknown words in a text. |
| K | R.I | 5 | CC.K.R.I.5 Craft and Structure: Identify the front cover, back cover, and title page of a book. |
| K | R.I | 6 | CC.K.R.I.6 Craft and Structure: Name the author and illustrator of a text and define the role of each in presenting the ideas or information in a text. |
| K | R.I | 7 | CC.K.R.I.7 Integration of Knowledge and Ideas: With prompting and support, describe the relationship between illustrations and the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration depicts). |
| K | R.I | 8 | CC.K.R.I.8 Integration of Knowledge and Ideas: With prompting and support, identify the reasons an author gives to support points in a text. |
| K | R.I | 9 | CC.K.R.I.9 Integration of Knowledge and Ideas: With prompting and support, identify basic similarities in and differences between two texts on the same topic (e.g., in illustrations, descriptions, or procedures). |
| K | R.I | 10 | CC.K.R.I.10 Range of Reading and Level of Text Complexity: Actively engage in group reading activities with purpose and understanding. |
| K | R.F | 1 | CC.K.R.F.1 Print Concepts: Demonstrate understanding of the organization and basic features of print. |
| K | R.F | 1.a | CC.K.R.F.1.a Print Concepts: Follow words from left to right, top to bottom, and page by page. |
| K | R.F | 1.b | CC.K.R.F.1.b Print Concepts: Recognize that spoken words are represented in written language by specific sequences of letters |
| K | R.F | 1.c | CC.K.R.F.1.c Print Concepts: Understand that words are separated by spaces in print. |
| K | R.F | 1.d | CC.K.R.F.1.d Print Concepts: Recognize and name all upper- and lowercase letters of the alphabet. |
| K | R.F | 2 | CC.K.R.F.2 Phonological Awareness: Demonstrate understanding of spoken words, syllables, and sounds (phonemes). |
| K | R.F | 2.a | CC.K.R.F.2.a Phonological Awareness: Recognize and produce rhyming words. |
| K | R.F | 2.b | CC.K.R.F.2.b Phonological Awareness: Count, pronounce, blend, and segment syllables in spoken words. |
| K | R.F | 2.c | CC.K.R.F.2.c Phonological Awareness: Blend and segment onsets and rimes of single-syllable spoken words. |
| K | R.F | 2.d | CC.K.R.F.2.d Phonological Awareness: d. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.*(This does not include CVCs ending with /l/, /r/,or /x/.) |
| K | R.F | 3 | CC.K.R.F.3 Phonics and Word Recognition: Know and apply grade-level phonics and word analysis skills in decoding words |
| K | R.F | 3.a | CC.K.R.F.3.a Phonics and Word Recognition: Demonstrate basic knowledge of letter-sound correspondences by producing the primary or most frequent sound for each consonant. |
| K | R.F | 3.b | CC.K.R.F.3.b Phonics and Word Recognition: Associate the long and short sounds with the common spellings (graphemes) for the five major vowels. |
| K | R.F | 3.c | CC.K.R.F.3.c Phonics and Word Recognition: Read common high-frequency words by sight. (e.g., the, of, to, you, she, my, is, are, do, does). |
| K | R.F | 3.d | CC.K.R.F.3.d Phonics and Word Recognition: Distinguish between similarly spelled words by identifying the sounds of the letters that differ. |
| K | R.F | 4 | CC.K.R.F.4 Fluency: Read emergent-reader texts with purpose and understanding. |
| K | W | 5 | CC.K.W.5 Production and Distribution of Writing: With guidance and support from adults, respond to questions and suggestions from peers and add details to strengthen writing as needed. |
| K | W | 6 | CC.K.W.6 Production and Distribution of Writing: With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers. |
| K | W | 8 | CC.K.W.8 Research to Build and Present Knowledge: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question. |
| K | SL | 1 | CC.K.SL.1 Comprehension and Collaboration: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. |
| K | SL | 1.b | CC.K.SL.1.b Comprehension and Collaboration: Continue a conversation through multiple exchanges. |
| K | SL | 2 | CC.K.SL.2 Comprehension and Collaboration: Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. |
| K | SL | 3 | CC.K.SL.3 Comprehension and Collaboration: Ask and answer questions in order to seek help, get information, or clarify something that is not understood. |
| K | SL | 4 | CC.K.SL.4 Presentation of Knowledge and Ideas: Describe familiar people, places, things, and events and, with prompting and support, provide additional detail. |
| K | SL | 5 | CC.K.SL.5 Presentation of Knowledge and Ideas: Add drawings or other visual displays to descriptions as desired to provide additional detail. |
| K | SL | 6 | CC.K.SL.6 Presentation of Knowledge and Ideas: Speak audibly and express thoughts, feelings, and ideas clearly. |
| K | L | 1 | CC.K.L.1 Conventions of Standard English: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. |
| K | L | 1.a | CC.K.L.1.a Conventions of Standard English: Print many upper- and lowercase letters. |
| K | L | 1.b | CC.K.L.1.b Conventions of Standard English: Use frequently occurring nouns and verbs |
| K | L | 1.c | CC.K.L.1.c Conventions of Standard English: Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). |
| K | L | 1.d | CC.K.L.1.d Conventions of Standard English: Understand and use question words (interrogatives) (e.g., who, what, where, when, why, how) |
| K | L | 1.e | CC.K.L.1.e Conventions of Standard English: Use the most frequently occurring prepositions (e.g., to, from, in, out, on, off, for, of, by, with). |
| K | L | 1.f | CC.K.L.1.f Conventions of Standard English: Produce and expand complete sentences in shared language activities. |
| K | L | 2 | CC.K.L.2 Conventions of Standard English: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. |
| K | L | 2.a | CC.K.L.2.a Conventions of Standard English: Capitalize the first word in a sentence and the pronoun I. |
| K | L | 2.b | CC.K.L.2.b Conventions of Standard English: Recognize and name end punctuation. |
| K | L | 2.c | CC.K.L.2.c Conventions of Standard English: Write a letter or letters for most consonant and short-vowel sounds (phonemes). |
| K | L | 2.d | CC.K.L.2.d Conventions of Standard English: Spell simple words phonetically, drawing on knowledge of sound-letter relationships. |
| K | L | 4 | CC.K.L.4 Vocabulary Acquisition and Use: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on kindergarten reading and content. |
| K | L | 4.a | CC.K.L.4.a Vocabulary Acquisition and Use: Identify new meanings for familiar words and apply them accurately (e.g., knowing duck is a bird and learning the verb to duck). |
| K | L | 4.b | CC.K.L.4.b Vocabulary Acquisition and Use: Use the most frequently occurring inflections and affixes (e.g., -ed, -s, re-, un-, pre-, -ful, -less) as a clue to the meaning of an unknown word. |
| K | L | 5 | CC.K.L.5 Vocabulary Acquisition and Use: With guidance and support from adults, explore word relationships and nuances in word meanings. |
| K | L | 5.a | CC.K.L.5.a Vocabulary Acquisition and Use: Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. |
| K | L | 5.b | CC.K.L.5.b Vocabulary Acquisition and Use: Demonstrate understanding of frequently occurring verbs and adjectives by relating them to their opposites (antonyms). |
| K | L | 5.c | CC.K.L.5.c Vocabulary Acquisition and Use: Identify real-life connections between words and their use (e.g., note places at school that are colorful). |
| K | L | 5.d | CC.K.L.5.d Vocabulary Acquisition and Use: Distinguish shades of meaning among verbs describing the same general action (e.g., walk, march, strut, prance) by acting out the meanings. |
| K | L | 6 | CC.K.L.6 Vocabulary Acquisition and Use: Use words and phrases acquired through conversations, reading and being read to, and responding to texts. |
Common Core Standards (Math)
Strand Code:CC=Counting & Cardinality,OA=Operations & Algebraic Thinking,NBT=Number & Operations in Base Ten,MD=Measurement & Data,G=Geometry,CC=Common Core
| Grade | Strand | Standard# | Standard |
|---|---|---|---|
| K | CC | A.1 | K.CC.A.1 Count to 100 by ones and by tens. |
| K | CC | A.2 | K.CC.A.2 Count forward beginning from a given number within the known sequence (instead of having to begin at 1). |
| K | CC | A.3 | K.CC.A.3 Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects). |
| K | CC | B.4 | K.CC.B.4 Understand the relationship between numbers and quantities; connect counting to cardinality. |
| K | CC | B.5 | K.CC.B.5 Count to answer “how many?” questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects. |
| K | CC | C.6 | K.CC.C.6 Identify whether the number of objects in one group is greater than, less than, or equal to the number of objects in another group, e.g., by using matching and counting strategies. |
| K | CC | C.7 | K.CC.C.7 Compare two numbers between 1 and 10 presented as written numerals. |
| K | OA | A.1 | K.OA.A.1 Represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g., claps), acting out situations, verbal explanations, expressions, or equations. |
| K | OA | A.2 | K.OA.A.2 Solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. |
| K | OA | A.3 | K.OA.A.3 Decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 = 2 + 3 and 5 = 4 + 1). |
| K | OA | A.4 | K.OA.A.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. |
| K | OA | A.5 | K.OA.A.5 Fluently add and subtract within 5. |
| K | NBT | A.1 | K.NBT.A.1 Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. |
| K | MD | A.1 | K.MD.A.1 Describe measurable attributes of objects, such as length or weight. Describe several measurable attributes of a single object. |
| K | MD | A.2 | K.MD.A.2 Directly compare two objects with a measurable attribute in common, to see which object has “more of”/“less of” the attribute, and describe the difference. |
| K | MD | B.3 | K.MD.B.3 Classify objects into given categories; count the numbers of objects in each category and sort the categories by count. |
| K | G | A.1 | 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. |
| K | G | A.2 | K.G.A.2 Correctly name shapes regardless of their orientations or overall size. |
| K | G | A.3 | K.G.A.3 Identify shapes as two-dimensional (lying in a plane, “flat”) or three-dimensional (“solid”). |
| K | G | B.4 | K.G.B.4 Analyze and compare two- and three-dimensional shapes, in different sizes and orientations, using informal language to describe their similarities, differences, parts (e.g., number of sides and vertices/“corners”) and other attributes (e.g., having sides of equal length). |
| K | G | B.5 | K.G.B.5 Model shapes in the world by building shapes from components (e.g., sticks and clay balls) and drawing shapes. |
| K | G | B.6 | K.G.B.6 Compose simple shapes to form larger shapes. |
