Grade 6: Geometry and Spatial Sense

Planning: Term #

Tracking: Ach. Level

Overall Expectations





• classify and construct polygons and angles;





• sketch three-dimensional figures, and construct three-dimensional figures from drawings;





• describe location in the first quadrant of a coordinate system, and rotate two-dimensional shapes.





Specific Expectations





Geometric Properties





– sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools (e.g., geoboard, dynamic geometry software) and strategies (e.g., using charts, using Venn diagrams);





– sort polygons according to the number of lines of symmetry and the order of rotational symmetry, through investigation using a variety of tools (e.g., tracing paper, dynamic geometry software, Mira);





– measure and construct angles up to 180 using a protractor, and classify them as acute, right, obtuse, or straight angles;





– construct polygons using a variety of tools, given angle and side measurements (Sample problem: Use dynamic geometry software to construct trapezoids with a 45 angle and a side measuring 11 cm.).





Geometric Relationships





– build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure (Sample problem: Given the top, side, and front views of a structure, build it using the smallest number of cubes possible.);





– sketch, using a variety of tools (e.g., isometric dot paper, dynamic geometry software), isometric perspectives and different views (i.e., top, side, front) of three-dimensional figures built with interlocking cubes.





Location and Movement





– explain how a coordinate system represents location, and plot points in the first quadrant of a Cartesian coordinate plane;





– identify, perform, and describe, through investigation using a variety of tools (e.g., grid paper, tissue paper, protractor, computer technology), rotations of 180 and clockwise and counterclockwise rotations of 90, with the centre of rotation inside or outside the shape;





– create and analyse designs made by reflecting, translating, and/or rotating a shape, or shapes, by 90 or 180 (Sample problem: Identify rotations of 90 or 180 that map congruent shapes, in a given design, onto each other.).





Student Name:





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