Beruflich Dokumente
Kultur Dokumente
How to play:
Both teams play at the same time.
Step 1 Player 1 from each team selects a shape without revealing the shape.
Step 2 Player 1 writes property clues on page 2 to help his or her teammate
identify the mystery shape. A property could be number of sides,
length of a side, number of angles, size of an angle, or number of lines
of symmetry. There can be only one property in each clue.
Step 3 Player 1 reads one property clue at a time to his or her partner. Player
2 from each team guesses the mystery shape after each clue is read.
After guessing the correct shape, players switch roles for the next
round.
Scoring:
• If a player guesses the mystery shape after the first clue is read, the player’s
team receives 3 points.
• After two clues, the team receives 2 points.
• After three clues, the team receives 1 point.
• The first team to reach 10 points wins.
Round 1 clues
1.
2.
3.
4.
Round 2 clues
1.
2.
3.
4.
Round 3 clues
1.
2.
3.
4.
Round 4 clues
1.
2.
3.
4.
A B C D E
C
scalene triangle _____
D
equilateral triangle _____
E
square _____
A B
C D
E F
B
A
A C E
B D
5. a) Write one word in each column beside each triangle that best
describes the triangle.
Property
two equal three equal no equal one 90° two equal three equal no equal
Triangle
sides sides sides angle angles angles angles
7. Match the shape to its net by writing the correct letter in each blank.
a) A
b) B
c) C
d) D
a)
b)
9. Tell how to get from each start point to each end point.
Use the directions north, east, south, and west.
The first one is done for you.
a) D A
b) B C
W E A
D Collingwood
W E
C Barrie
A Orangeville Newmarket
1 2 3 4
11. a) Write the translation rule that moves the shape in position A to
position B.
11. b) Translate shape C left 6 and up 3. Sketch and label the new shape D.
A B C D E
a) from A to E _____________________________
b) from C to D ____________________________
c) from D to E _____________________________
5m49
1. a) A, D, E
1 point for all correct
5m49
1. b) regular hexagon: B
isosceles triangle: D
scalene triangle: E
equilateral triangle: A
square: C
1 point for 3 or 4 correct
OR 2 points for all correct
5m50
2. a) A, C, E, F
1 point for all correct
5m50
2. b) B, D
1 point
5m50
2. c) E, F
1 point
5m51
3. a) C, E
b) D, F
c) B
d) A
1 point for 2 or 3 correct
OR 2 points for all correct
5m52
4. a) 65°
1 point
5m52
4. b)
5m53
5. b)
Property
two equal three equal no equal one 90° two equal three equal no equal
Triangle
sides sides sides angle angles angles angles
A X X
B X X
C X X X
Geometry and Spatial Sense
D X X
E X X
1 point for all side length information correct (first three columns)
AND 1 point for all angle information correct (last four columns)
5m54
6. a) 1 point for a right triangle (within ± 2°) with an 8 cm side (within ± 3 mm)
5m54
6. b) 1 point for a triangle with a 40° angle (within ± 2°) or with a 12 cm side (within ± 3 mm)
OR 2 points for a triangle with a 40° angle and a 12 cm side
Total for Overall Expectation 5m46
17
Overall Expectation 5m47 (Geometric Relationships):
Identify and construct nets of prisms and pyramids.
5m55
7. a) B b) D c) A d) C
1 point for 2 or 3 correct
OR 2 points for all 4 correct
5m56
8. a) 1 point for a reasonably represented shape (must have 6 equal squares)
5m56
8. b) 1 point for a reasonably represented shape
(must have 2 equal hexagons and 6 equal rectangles)
Total for Overall Expectation 5m47
4
5m57
9. a) Move 2 squares west and 6 squares north or move 6 squares north and 2 squares west.
1 point
5m57
9. b) Move 2 squares east and 3 squares south or move 3 squares south and 2 squares east.
1 point
5m58
10. 1 point for using direction words correctly (3 squares north and 3 squares west or 3 squares
west and 3 squares north)
AND 1 point for using grid directions correctly (go from A4 to D4 and then from D4 to D1 or go
from A4 to A1 and then from A1 to D1)
NOTE: The trip can be made in two or more segments.
5m59
11. a) 4 right, 5 down or 5 down, 4 right or 4 east, 5 south or 5 south, 4 east
1 point
5m59
11. b)
D
1 point
5m60
12. a) translation (slide)
b) reflection (flip)
c) reflection (flip)
1 point for 2 correct
OR 2 points for 3 correct
Total for Overall Expectation 5m48
8
Total
Total
5. a) 5. b) 6. a) 6. b) 7. 8. a) 8. b) 9. a) 9. b) 10. 11. a) 11. b) 12.
2 2 1 2 17 2 1 1 4 1 1 2 1 1 2 8
Question
Number Specific Expectation
1. a)–b) 5m49: distinguish among polygons, regular polygons, and other two-dimensional shapes
2. a)–c) 5m50: distinguish among prisms, right prisms, pyramids, and other three-dimensional figures
3. 5m51: identify and classify acute, right, obtuse, and straight angles
5. a)–b) 5m53: identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them
according to angle and side properties
6. a)–b) 5m54: construct triangles, using a variety of tools (e.g., protractor, compass, dynamic geometry
software), given acute or right angles and side measurements
Question
Number Specific Expectation
8. a)–b) 5m56: construct nets of prisms and pyramids, using a variety of tools (e.g., grid paper, isometric dot
paper, Polydrons, computer application)
Question
Number Specific Expectation
9. a)–b) 5m57: 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.”)
10. 5m58: 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)
11. a)–b) 5m59: identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper,
computer program)
12. 5m60: create and analyze designs by translating and/or reflecting a shape, or shapes, using a variety
of tools (e.g., geoboard, grid paper, computer program)
Background
Students deepen their understanding of geometric properties by making increasingly
precise comparisons to classify shapes and figures. For example, students compare
Geometry and Spatial Sense
triangles using internal angles (right, obtuse, acute) and side lengths (equilateral,
scalene, isosceles).
Strategies
Use the following strategies to help students visualize the shapes and classifications of
triangles (equilateral, scalene, isosceles, acute, obtuse, right).
Property Challenge: Students will benefit from many opportunities to compare the
internal angles and side lengths of various triangles. Provide students with a variety of
triangles on cards and have them sort the cards into the classifications of triangles by
side length (isosceles, scalene, equilateral) and angle measurement (acute, obtuse,
right).
Classy Match: Using the triangle cards from Property Challenge, play a memory
game. Ask students (in pairs or groups) to place the cards face down and take turns
turning over two cards at a time. If a student selects two triangles that are the same
classification, he or she may keep the match. The winner is the student with the most
matched triangles at the end of the game.
Play the game with a small group of students and ask them to “think aloud” as they
play. This allows students to explain their thinking about each match and to reveal
where they may need help.
Who Am I: Provide students with cards that contain clues about triangles (I have two
angles the same or None of my sides are the same length), and have students work in pairs
or groups to determine the type of triangle described. Students may also work on
constructing the triangles with straws or other concrete materials.
Background
Students continue to require practice with a wide range of materials to connect the
properties of two-dimensional shapes and three-dimensional figures. Students build on
their knowledge of faces, edges, and vertices. Working with concrete figures and nets
helps students work toward the more abstract skill of mentally constructing nets into
three-dimensional figures and deconstructing three-dimensional figures into nets.
Strategies
Tear Down: Give students a variety of boxes or packages and ask them to cut the
edges of the prisms to create nets. Discuss how the two-dimensional faces are used to
create the three-dimensional package.
Students may also create nets of the boxes or packages by tracing one face and then
rolling the box along an edge and tracing the next face, and so on.
Netscapes: In this activity, pairs or groups of students will combine shapes to create a
net for a three-dimensional figure.
Provide students with two sets of cards: one set is comprised of two-dimensional
shapes (squares, rectangles, triangles, quadrilaterals, polygons); the other set is
comprised of the names of three-dimensional figures (e.g., triangular prism,
square-based pyramid). Ensure that there are enough shapes to create the three-
dimensional figures and that there are multiple cards of each pyramid or prism.
• Each student chooses two cards from the three-dimensional set and keeps
them hidden.
• Each student is dealt three cards from the two-dimensional set. He or she must try
to identify all the faces needed to create the prisms or pyramids.
• Students take turns drawing from the two-dimensional set and discarding a card
they do not need to create their figures.
• The first student to find all the faces needed to create the nets for both of their
three-dimensional figures wins.
Background
Students use concrete objects and visualization to perform and describe movement in
cardinal directions (north, south, east, west) on grid representations (maps, grid paper,
matrices).
Dream Designs: Show examples of geometric designs (e.g., stained-glass patterns, tile
mosaics) and have students create their own designs on grid paper. Prompt students to
use slides or translations in their designs and ask them to list the transformations used.
Transformational Walks: Have students work in pairs and supply them with grid
paper or cameras. Ask students to walk through the school and find examples of
translated polygons (e.g., bricks on the wall, polygons in school logos, floor tiles,
hanging pennants in the gym). Students can sketch or take pictures of the translations
they see.
Geometry and Spatial Sense
1. Use the grid below. Place one or more of the shapes you cut out over
the shaded rectangle.
Trace the triangles you create around the rectangle.
3. What type of triangle occurred the most? Explain why you think
this happened.