Geometry and Spatial Sense, Grades 4 to 6 - EduGains

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Mov5.BLM4 1 6 Translations in the Home Dear Parent/Guardian: At the moment we are studying geometry in math. Today your child was intro- duced to a new geometry word, translation. The word translation in geometry has a very different meaning from the one used in everyday language, when we talk about a translation from one language into another. In math, translation refers to sliding a shape or an object along a straight path. For example: In geometry, people say that the triangle on the left has been translated to the right. Ask your child to find some designs in the home or garden in which translations (slides) have been used to make patterns (e.g., wallpaper, designs on clothes, rows in the vegetable garden). Your child is also encouraged to look through magazines or newspapers for translations. On the back of this letter, or on a separate piece of paper, ask your child to draw the two most interesting translations found in your home or garden, describe where they were found, and bring the answers to class tomorrow. Any time you can give to this activity and to talking with your child about the idea of translation will benefit your child’s mathematical growth and development. Thank you for any help you have the time to provide. Geometry and Spatial Sense, Grades 4 to 6
How Many Ways? 10th Av 9th Av 8th Av 7th Av 6th Av West 5th Av East 4th Av 3rd Av 2nd Av 1st Av INSTRUCTIONS 1st St 2nd St List all the ways in which you can move the house from: Position A to Position B Position B to Position C Position A to Position C A 3rd St 4th St 5th St North B C South 6th St 7th St 8th St 9th St 10th St Grade 5 Learning Activity: Movement – Drawing Designs 1 Mov5.BLM5
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Geometry and Spatial Sense, Grades
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Every effort has been made in this
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4 References 73 Learning Activities
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6 make personal connections to thei
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8 Some of the ways in which teacher
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10 Modified Program What It Means E
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12 Addressing the needs of Junior L
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14 thE BIG IdEAS In GEoMEtry And SP
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16 These big ideas are conceptually
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18 • Technology: Drawing programs
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20 IDENTIFYING, SORTING, AND CLASSI
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22 The study of geometry presents s
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24 PROPERTIES OF POLYhEDRA In the p
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26 In order to prepare students for
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28 In the junior grades, students d
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0 Another example of using interloc
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2 Junior students extend their unde
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4 USING GEOMETRIC TRANSFORMATIONS T
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6 Although translations represent t
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8 LEArnInG ABout tWodIMEnSIonAL ShA
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40 The sections that follow offer t
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42 Important benchmark angles inclu
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44 CONSTRUCTING ANGLES Students gai
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46 Size of angles Junior students l
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48 When a square is rotated about i
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0 Note that the concept of similari
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2 In the early junior grades, stude
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4 By the end of Grade 4, students w
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6 Perpendicularity Perpendicularity
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8 representing three-dimensional Fi
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60 When planning activities that in
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62 By the end of Grade 4, students
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64 In the grid on page 63, point O
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66 relationships in transformationa
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68 The software also enables studen
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0 Once students fundamentally under
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2 An effective means of investigati
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Learning Activities
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8 ASSESSMENT: This section provides
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TIME: approximately 60 minutes INST
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82 REFLECTING AND CONNECTING This a
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84 LEARNING CONNECTION 2 quadrilate
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2D4.BLM2 86 Angle Search Dear Paren
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2D4.BLM4 88 quadrilateral Twister C
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2D4.BLM6 0 qUADRILATERALS RULE SORT
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INSTRUCTIONAL GROUPING: whole class
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4 Ask the students to compare the 2
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6 ASSESSMENT Observe students to as
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8 explain why or why not. When stud
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3D4.BLM2a 100 What Figures Can You
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3D4.BLM3 102 Constructing Skeletons
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3D4.BLM5 104 6-Cube Rectangular Pri
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3D4.BLM7a 106 Identify the Nets Det
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Grade 4 Learning Activity: Location
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110 WORKING ON IT Have the class wo
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112 This game builds on the concept
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Loc4.BLM1a 114 Game Boards Your Sha
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Loc4.BLM2 116 Game Instructions Ins
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Loc4.BLM4 118 Instructions and Game
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INSTRUCTIONAL GROUPING: pairs 120 M
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122 ASSESSMENT Observe students as
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Mov4.BLM1 124 Design Reflection Geo
Page 128 and 129: Mov4.BLM3 126 Scavenger Hunt Dear P
Page 130 and 131: Mov4.BLM5 128 Carmen’s Carpets Ca
Page 132 and 133: TIME: approximately 60 minutes INST
Page 134 and 135: 1 2 Have student pairs read their d
Page 136 and 137: 1 4 This activity is a game to be p
Page 138 and 139: 2D5.BLM2 1 6 Triangle Sketching Cha
Page 140 and 141: 2D5.BLM4 1 8 GSP Angles Instruction
Page 142 and 143: Grade 5 Learning Activity: Three-Di
Page 144 and 145: 142 GETTING STARTED Show students t
Page 146 and 147: Assessment Opportunity As students
Page 148 and 149: 146 Once students have created thei
Page 150 and 151: 3D5.BLM1 148 Pyramid Packages An el
Page 152 and 153: 3D5.BLM3 1 0 Six Nets of a Square P
Page 154 and 155: 3D5.BLM5a 1 2 Net Characters Most o
Page 156 and 157: 3D5.BLM6a 1 4 Complete the Nets 1.
Page 158 and 159: Grade 5 Learning Activity: Location
Page 160 and 161: 1 8 2) (next student) Travel 2 bloc
Page 162 and 163: 160 HOME CONNECTION Send home Loc5.
Page 164 and 165: Loc5.BLM1 162 City Treasure Hunt Ma
Page 166 and 167: Loc5.BLM3 164 City Treasure Hunt An
Page 168 and 169: Loc5.BLM5 166 What’s on My Mind?
Page 170 and 171: Grade 5 Learning Activity: Movement
Page 172 and 173: 1 0 • “What strategies did you
Page 174 and 175: 1 2 LEARNING CONNECTION 2 How Many
Page 176 and 177: Mov5.BLM2 1 4 What Am I? Use your t
Page 180 and 181: Grade 6 Learning Activity: Two-Dime
Page 182 and 183: 180 GETTING STARTED This part of th
Page 184 and 185: 182 ADAPTIONS/EXTENSIONS During the
Page 186 and 187: 2D6.BLM1 184 Angle Cards 45 ˚ 90
Page 188 and 189: 2D6.BLM3 186 Measuring Angles and L
Page 190 and 191: 2D6.BLM5 188 Rotating Polygons Geom
Page 192 and 193: 2D6.BLM7 1 0 What’s My Line Place
Page 194 and 195: TIME: approximately 60 minutes INST
Page 196 and 197: 1 4 Distribute one half-sheet of 3D
Page 198 and 199: 1 6 Ask students who finish early o
Page 200 and 201: 1 8 LEARNING CONNECTION 3 Sketches
Page 202 and 203: 3D6.BLM1 2 cm Grid Paper 200 Geomet
Page 204 and 205: 3D6.BLM3 202 Sketching Climbing Str
Page 206 and 207: 3D6.BLM5a 204 Teach an Adult to Ske
Page 208 and 209: 3D6.BLM6a 206 Drawing Views in The
Page 210 and 211: 3D6.BLM7 208 Imitator Demo Structur
Page 212 and 213: 3D6.BLM9a 210 Construction Challeng
Page 214 and 215: 3D6.BLM9c 212 3. Use to construct t
Page 216 and 217: INSTRUCTIONAL GROUPING: pairs 214 M
Page 218 and 219: 216 ADAPTATIONS/EXTENSIONS Groups o
Page 220 and 221: Loc6.BLM1 218 Blank 10 10 Grid 10
Page 222 and 223: Loc6.BLM3 220 Name My Shapes 10 9 8
Page 224 and 225: Loc6.BLM5 222 Coordinate Challenge
Page 226 and 227: INSTRUCTIONAL GROUPING: individual
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226 ADAPTATIONS/EXTENSIONS Groups c
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228 LEARNING CONNECTION 3 quadrilat
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Mov6.BLM1b 2 0 Logos (Reverse side)
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Mov6.BLM3a 2 2 Rotating Regular Sha
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Mov6.BLM3c 2 4 Geometry and Spatial
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Mov6.BLM4 2 6 Rotating the Alphabet
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APPEndIx: GuIdELInES For ASSESSMEnt
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Assessment Profile An assessment pr
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Glossary acute angle. An angle whos
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integer. Any one of the numbers …
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quadrilateral. A polygon with four
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© Ministry of Education Printed on
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Geometry and Spatial Sense, Grades 4 to 6 - EduGains

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