Mathematics
Grade 4: Geometry and Spatial Sense 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
identify quadrilaterals and threedimensional figures and classify them by
their geometric properties, and compare various angles to benchmarks; 




•
construct threedimensional figures, using twodimensional shapes; 




•
identify and describe the location of an object, using a grid map, and
reflect twodimensional 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 90º); 




–
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 threedimensional 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 threedimensional 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 threedimensional 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.