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Mathematics

Grade 5: Geometry and Spatial Sense

Planning: Term #

Tracking: Ach. Level

Overall Expectations

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• 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.