Grade 5: Geometry and Spatial Sense

Planning: Term #

Tracking: Ach. Level

Overall Expectations





• identify and classify two-dimensional shapes by side and angle properties, and compare and sort three-dimensional figures;





• identify and construct nets of prisms and pyramids;





• identify and describe the location of an object, using the cardinal irections, and translate two-dimensional shapes.





Specific Expectations





Geometric Properties





– distinguish among polygons, regular polygons, and other two-dimensional shapes;





– distinguish among prisms, right prisms, pyramids, and other three-dimensional figures;





– identify and classify acute, right, obtuse, and straight angles;





– measure and construct angles up to 90, using a protractor;





– identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties;





– construct triangles, using a variety of tools (e.g., protractor, compass, dynamic geometry software), given acute or right angles and side measurements (Sample problem: Use a protractor, ruler, and pencil to construct a scalene triangle with a 30 angle and a side measuring 12 cm.).





Geometric Relationships





– identify prisms and pyramids from their nets;





– construct nets of prisms and pyramids, using a variety of tools (e.g., grid paper, isometric dot paper, Polydrons, computer application).





Location and Movement





– locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate system (e.g., “If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”);





– compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify an area; the use of a coordinate system based on the cardinal directions to describe a specific location);





– identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper, computer program);





– create and analyse designs by translating and/or reflecting a shape, or shapes, using a variety of tools (e.g., geoboard, grid paper, computer program) (Sample problem: Identify translations and/or reflections that map congruent shapes onto each other in a given design.).





Student Name:





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