Mathematics
Grade 2: Geometry and Spatial Sense 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
identify twodimensional shapes and threedimensional figures and sort and classify
them by their geometric properties; 




•
compose and decompose twodimensional shapes and threedimensional figures; 




•
describe and represent the relative locations of objects, and represent
objects on a map. 




Specific Expectations 




Geometric Properties 




–
distinguish between the attributes of an object that are geometric properties
(e.g., number of sides, number of faces) and the attributes that are not geometric
properties (e.g., colour, size, texture), using a variety of tools (e.g.,
attribute blocks, geometric solids, connecting cubes); 




–
identify and describe various polygons (i.e., triangles, quadrilaterals, pentagons,
hexagons, heptagons, octagons) and sort and classify them by their geometric
properties (i.e., number of sides or number of vertices), using concrete
materials and pictorial representations (e.g., “I put all the figures with
five or more vertices in one group, and all the figures with fewer than five
vertices in another group.”); 




–
identify and describe various three dimensional figures (i.e., cubes, prisms,
pyramids) and sort and classify them by their geometric properties (i.e.,
number and shape of faces), using concrete materials (e.g., “I separated the
figures that have square faces from the ones that don’t.”); 




–
create models and skeletons of prisms and pyramids, using concrete materials
(e.g., cardboard; straws and modelling clay), and describe their geometric
properties (i.e., number and shape of faces, number of edges); 




– locate
the line of symmetry in a two dimensional shape (e.g., by paper folding; by
using a Mira). 




Geometric Relationships 




• compose patterns,
pictures, and designs, using common twodimensional shapes (Sample problem: Create
a picture of a flower using pattern blocks.); 




• identify and describe
shapes within other shapes (e.g., shapes within a geometric design); 




• build threedimensional structures
using concrete materials, and describe the two dimensional shapes the
structures contain; 




• cover outline puzzles with
twodimensional shapes (e.g., pattern blocks, tangrams) (Sample problem: Fill
in the outline of a boat with tangram pieces.). 




Location
and Movement 




• describe the relative
locations of objects or people using positional language (e.g., over, under,
above, below, in front of, behind, inside, outside, beside, between, along); 




• describe the relative
locations of objects on concrete maps created in the classroom (Sample
problem: Work with your group to create a map of the classroom in the sand table,
using smaller objects to represent the classroom objects. Describe where the
teacher’s desk and the bookshelves are located.); 




• create symmetrical designs
and pictures, using concrete materials (e.g., pattern blocks, connecting cubes,
paper for folding), and describe the relative locations of the parts. 




Student Name: 




Expectations: Copyright The Queen's Printer for Ontario, 2005. Format: Copyright B.Phillips, 1998.