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Mathematics

 Grade 2: Geometry and Spatial Sense Planning: Term # Tracking: Ach. Level Overall Expectations 1 2 3 4 • identify two-dimensional shapes and three-dimensional figures and sort and classify them by their geometric properties; • compose and decompose two-dimensional shapes and three-dimensional 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 two-dimensional 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 three-dimensional structures using concrete materials, and describe the two dimensional shapes the structures contain; • cover outline puzzles with two-dimensional 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.