Views
5 years ago

# Geometry and Spatial Sense, Grades 4 to 6 - EduGains

Geometry and Spatial Sense, Grades 4 to 6 - EduGains

## Geometry and Spatial Sense, Grades 4 to 6 -

Geometry and Spatial Sense, Grades 4 to 6 A Guide to Effective Instruction in Mathematics, Kindergarten to Grade 6 2008

• Page 3 and 4: Geometry and Spatial Sense, Grades
• Page 5 and 6: ContEntS Introduction 5 Working Tow
• Page 7 and 8: IntroduCtIon Geometry and Spatial S
• Page 9 and 10: • providing opportunities for stu
• Page 11 and 12: Assessment Accommodations • Forma
• Page 13 and 14: • develop a repertoire of problem
• Page 15 and 16: Area of Development Psychological d
• Page 17 and 18: Students are better able to see the
• Page 19 and 20: manipulate, helps students relate n
• Page 21 and 22: The levels described by the van Hie
• Page 23 and 24: Students can create Venn diagrams,
• Page 25 and 26: PROPERTIES OF POLYGONS In the junio
• Page 27 and 28: Geometric relationships With well-d
• Page 29 and 30: Three-dimensional, or solid, figure
• Page 31 and 32: The relationships between two-dimen
• Page 33 and 34: Location and Movement Spatial sense
• Page 35 and 36: The First Quadrant of the Cartesian
• Page 37 and 38: REFLECTIONS A reflection over a lin
• Page 39 and 40: elating Mathematics topics to the B
• Page 41 and 42: Instruction that is based on meanin
• Page 43 and 44: The angles below are all equivalent
• Page 45 and 46: Students could cut this full-circle
• Page 47 and 48: 65º 65º These two angles are cong
• Page 49 and 50: SYMMETRY In the primary grades stud
• Page 51 and 52: Angles: Sides: Size: Right Triangle
• Page 53 and 54:

• Page 55 and 56:

• Page 57 and 58:

Properties of Prisms and Pyramids I

• Page 59 and 60:

Prisms are named according to the s

• Page 61 and 62:

Although both nets have the correct

• Page 63 and 64:

• Page 65 and 66:

Students’ first experiences with

• Page 67 and 68:

The first quadrant of the coordinat

• Page 69 and 70:

A translation can be described as a

• Page 71 and 72:

• Construct any shape and place a

• Page 73 and 74:

Coordinate systems can help student

• Page 75:

EFErEnCES Elementary Teachers’ Fe

• Page 79 and 80:

Introduction to the Learning Activi

• Page 81 and 82:

• Page 83 and 84:

• Show students an orange square

• Page 85 and 86:

ASSESSMENT Observe students as they

• Page 87 and 88:

Pattern Block Angles Chart Object M

• Page 89 and 90:

• Page 91 and 92:

• Page 93 and 94:

• Page 95 and 96:

Students have opportunities to repr

• Page 97 and 98:

REFLECTING AND CONNECTING Select a

• Page 99 and 100:

Begin by showing students a rectang

• Page 101 and 102:

3-D Construction Challenge Names: N

• Page 103 and 104:

• Page 105 and 106:

Teach an Alien 1. Choose one of the

• Page 107 and 108:

More Rectangular Prisms Construct e

• Page 109 and 110:

For the arrangements that you check

• Page 111 and 112:

MATH LANGUAGE • grid • cell •

• Page 113 and 114:

Refer to students’ work to emphas

• Page 115 and 116:

• create a legend to designate la

• Page 117 and 118:

Your Opponents’ Shapes 10 9 8 7 6

• Page 119 and 120:

Playing Check Mate Dear Parent/Guar

• Page 121 and 122:

• Page 123 and 124:

• “What strategy did you use to

• Page 125 and 126:

LEARNING CONNECTION 2 Carmen’s Ca

• Page 127 and 128:

• Page 129 and 130:

Real-World Symmetry Decide on the n

• Page 131 and 132:

• Page 133 and 134:

GETTING STARTED Place a picture of

• Page 135 and 136:

HOME CONNECTION In this Home Connec

• Page 137 and 138:

Assorted Triangles Q D A M A F W C

• Page 139 and 140:

Triangles in the Environment Dear P

• Page 141 and 142:

Triangle Construction Spinners Make

• Page 143 and 144:

• transparency of isometric dot p

• Page 145 and 146:

• Page 147 and 148:

• Page 149 and 150:

Unveil the missing faces and invite

• Page 151 and 152:

Find the Nets Only some of the foll

• Page 153 and 154:

Drawing Nets in AppleWorks 1. Follo

• Page 155 and 156:

G. h. I. q Prism q Pyramid q Other

• Page 157 and 158:

4. Complete the partial nets by add

• Page 159 and 160:

MATH LANGUAGE • cardinal directio

• Page 161 and 162:

REFLECTING AND CONNECTING Reconvene

• Page 163 and 164:

This investigation builds on the id

• Page 165 and 166:

City Treasure Hunt Planning Sheet A

• Page 167 and 168:

Planning a Trip Dear Parent/Guardia

• Page 169 and 170:

Drawing Directions North West East

• Page 171 and 172:

MATH LANGUAGE • triangle • trap

• Page 173 and 174:

• Page 175 and 176:

Translations North West East South

• Page 177 and 178:

• Page 179 and 180:

How Many Ways? 10th Av 9th Av 8th A

• Page 181 and 182:

• number cubes (dice) (1 per pair

• Page 183 and 184:

attempt to use ABC to construct the

• Page 185 and 186:

The partner records in his or her m

• Page 187 and 188:

Shape Cards Grade 6 Learning Activi

• Page 189 and 190:

• Page 191 and 192:

• Page 193 and 194:

• Page 195 and 196:

GETTING STARTED Distribute three in

• Page 197 and 198:

WORKING ON IT Have students work in

• Page 199 and 200:

Students begin by using six differe

• Page 201 and 202:

Once groups of students have discov

• Page 203 and 204:

Isometric Dot Paper Grade 6 Learnin

• Page 205 and 206:

Sketching Isometric Perspectives 1.

• Page 207 and 208:

Name of Object: Name of Object: Gra

• Page 209 and 210:

5. Add colour: • Select the Selec

• Page 211 and 212:

The 8 Four-Cube Structures Here are

• Page 213 and 214:

2. Use to construct these: and Grad

• Page 215 and 216:

• Page 217 and 218:

Ask other members of the class to j

• Page 219 and 220:

LEARNING CONNECTION 2 Coordinate Ch

• Page 221 and 222:

Name My Shapes Instructions 1. Work

• Page 223 and 224:

Introduction to Name My Shapes Dear

• Page 225 and 226:

• Page 227 and 228:

WORKING ON IT On another day ask a

• Page 229 and 230:

Ask students to work with a partner

• Page 231 and 232:

Logos Dear Parent/Guardian: In geom

• Page 233 and 234:

Logo Design 1. Work with a partner.

• Page 235 and 236:

• Page 237 and 238:

• Page 239:

• Page 242 and 243:

240 Guiding Questions Planning Acti

• Page 244 and 245:

242 Students should not be required

• Page 246 and 247:

244 the representation of an object

• Page 248 and 249:

246 coordinate of a point, and the

• Page 250:

248 transformation. A change in a f

Kindergarten to Grade 3 Geometry and Spatial Sense
Number Sense and Numeration, Grades 4 to 6 - eWorkshop
Guide to Effective Literacy Instruction - grades 4-6 - eWorkshop
Geometry and Spatial Sense
Geometry & Spatial Sense â Practice Problems
Standard 7 - Geometry and Spatial Sense - Dimacs
Geometry & Spatial Sense
Geometry and Spatial Sense, Grade 2 - Portage & Main Press
GEOMETRY AND SPATIAL SENSE (GEOM) Final Course Syllabus ...
Geometry and Spatial Sense Kindergarten (Many of these ideas ...
Geometry
Mathematics Mini-Assessment Grade 6 Strand C: Geometry and ...
Geometry
Grade 4, Unit Four: Geometry & Measurement
3rd Grade Geometry - Elementary Math
Spatial representation across species: Geometry, language, and maps
Modern Developments in Geometry - 10 - Introduction Focus Spatial ...
4MAT 4 Geometry Poster Series 4MATÂ® 4 Geometry - About Learning
section 6-teaching learning geometry - VincyClassroom