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Mathematics

Grade 4: Geometry and Spatial Sense

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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• identify quadrilaterals and three-dimensional figures and classify them by their geometric properties, and compare various angles to benchmarks;

 

 

 

 

• construct three-dimensional figures, using two-dimensional shapes;

 

 

 

 

• identify and describe the location of an object, using a grid map, and reflect two-dimensional shapes.

 

 

 

 

Specific Expectations

 

 

 

 

Geometric Properties

 

 

 

 

– draw the lines of symmetry of two dimensional shapes, through investigation using a variety of tools (e.g., Mira, grid paper) and strategies (e.g., paper folding) (Sample problem: Use paper folding to compare the symmetry of a rectangle with the symmetry of a square.);

 

 

 

 

– identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties (e.g., sides of equal length; parallel sides; symmetry; number of right angles);

 

 

 

 

– identify benchmark angles (i.e., straight angle, right angle, half a right angle), using a reference tool (e.g., paper and fasteners, pattern blocks, straws), and compare other angles to these benchmarks (e.g., “The angle the door makes with the wall is smaller than a right angle but greater than half a right angle.”) (Sample problem: Use paper folding to create benchmarks for a straight angle, a right angle, and half a right angle, and use these benchmarks to describe angles found in pattern blocks.);

 

 

 

 

– relate the names of the benchmark angles to their measures in degrees (e.g., a right angle is 90);

 

 

 

 

– identify and describe prisms and pyramids, and classify them by their geometric properties (i.e., shape of faces, number of edges, number of vertices), using concrete materials.

 

 

 

 

Geometric Relationships

 

 

 

 

– construct a three-dimensional figure from a picture or model of the figure, using connecting cubes (e.g., use connecting cubes to construct a rectangular prism);

 

 

 

 

– construct skeletons of three-dimensional figures, using a variety of tools (e.g., straws and modelling clay, toothpicks and marshmallows, Polydrons), and sketch the skeletons;

 

 

 

 

– draw and describe nets of rectangular and triangular prisms (Sample problem: Create as many different nets for a cube as you can, and share your results with a partner.);

 

 

 

 

– construct prisms and pyramids from given nets;

 

 

 

 

– construct three-dimensional figures (e.g., cube, tetrahedron), using only congruent shapes.

 

 

 

 

Location and Movement

 

 

 

 

– identify and describe the general location of an object using a grid system (e.g., “The library is located at A3 on the map.”);

 

 

 

 

– identify, perform, and describe reflections using a variety of tools (e.g., Mira, dot paper, technology);

 

 

 

 

– create and analyse symmetrical designs by reflecting a shape, or shapes, using a variety of tools (e.g., pattern locks, Mira, geoboard, drawings), and identify the congruent shapes in the designs.

 

 

 

 

Student Name:

 

 

 

 

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