Mathematics
Grade 6: Geometry and Spatial Sense 
Planning: Term # Tracking: Ach. Level 

Overall Expectations 
1 
2 
3 
4 
•
classify and construct polygons and angles; 




•
sketch threedimensional figures, and construct threedimensional figures
from drawings; 




•
describe location in the first quadrant of a coordinate system, and rotate
twodimensional 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 threedimensional 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 threedimensional 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 180º 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 90º or 180º (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.