Mathematics
Grade 3: Geometry and Spatial Sense 
Planning: Term # Tracking: Ach. Level 

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




•
describe relationships between twodimensional shapes, and between
twodimensional shapes and threedimensional figures; 




•
identify and describe the locations and movements of shapes and objects. 




Specific Expectations 




Geometric Properties 




–
use a reference tool (e.g., paper corner, pattern block, carpenter’s square)
to identify right angles and to describe angles as greater than, equal to, or
less than a right angle (Sample problem: Which pattern blocks have angles
bigger than a right angle?); 




–
identify and compare various polygons (i.e., triangles, quadrilaterals,
pentagons, hexagons, heptagons, octagons) and sort them by their geometric
properties (i.e., number of sides; side lengths; number of interior angles;
number of right angles); 




–
compare various angles, using concrete materials and pictorial
representations, and describe angles as bigger than, smaller than, or about the
same as other angles (e.g., “Two of the angles on the red pattern block are
bigger than all the angles on the green pattern block.”); 




–
compare and sort prisms and pyramids by geometric properties (i.e., number
and shape of faces, number of edges, number of vertices), using concrete
materials; 




–
construct rectangular prisms (e.g., using given paper nets; using Polydrons),
and describe geometric properties (i.e., number and shape of faces, number of
edges, number of vertices) of the prisms. 




Geometric Relationships 




–
solve problems requiring the greatest or least number of twodimensional
shapes (e.g., pattern blocks) needed to compose a larger shape in a variety
of ways (e.g., to cover an outline puzzle) (Sample problem: Compose a hexagon
using different numbers of smaller shapes.); 




–
explain the relationships between different types of quadrilaterals (e.g., a
square is a rectangle because a square has four sides and four right angles;
a rhombus is a parallelogram because opposite sides of a rhombus are
parallel); 




– identify
and describe the twodimensional shapes that can be found in a three dimensional
figure (Sample problem: Build a structure from blocks, toothpicks, or other
concrete materials, and describe it using geometric terms, so that your
partner will be able to build your structure without seeing it.); 




–
describe and name prisms and pyramids by the shape of their base (e.g.,
rectangular prism, squarebased pyramid); 




–
identify congruent twodimensional shapes by manipulating and matching
concrete materials (e.g., by translating, reflecting, or rotating pattern
blocks). 




Location
and Movement 




–
describe movement from one location to another using a grid map (e.g., to get
from the swings to the sandbox, move three squares to the right and two
squares down); 




–
identify flips, slides, and turns, through investigation using concrete
materials and physical motion, and name flips, slides, and turns as
reflections, translations, and rotations (e.g., a slide to the right is a
translation; a turn is a rotation); 




–
complete and describe designs and pictures of images that have a vertical,
horizontal, or diagonal line of symmetry (Sample problem: Draw the missing
portion of the given butterfly on grid paper.). 




Student Name: 




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