Geometry and Spatial Sense, Grades 4 to 6 - EduGains

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84 LEARNING CONNECTION 2 quadrilaterals Rule! MATERIALS • 2D4.BLM5: Quadrilateral Shape Cards • card stock • paper cut into strips • 2D4.BLM6: Quadrilaterals Rule Sorting Chart Students work in pairs for this activity. This activity provides students with the opportunity to sort quadrilaterals and then discover sorting rules. The activity will focus the students’ attention on the properties of two-dimensional shapes and the relationships between the shapes. Copy the shapes from the 2D4.BLM5: Quadrilateral Shape Cards onto card stock and cut them out. Use strips of paper to make these statements: • No right angles • One or more right angles • One or more acute (smaller than 90˚) angles • One or more obtuse (larger than 90˚) angles • All sides the same length • Two pairs of adjacent sides congruent • One set of parallel sides Make blank strips available for students who want to write their own rule. One student sorts some of the shapes into the two spaces in the first column of 2D4.BLM6: Quadrilaterals Rule Sorting Chart. The other student uses the sorting rule strips to determine the rule(s). Students take turns sorting and guessing. LEARNING CONNECTION 3 Angle Add Up MATERIALS • 10 straws per group • paper and pencil to record the scores Students work in groups of two or three for this game. They use straws to create and identify straight, acute, obtuse, and right angles. The first student holds ten straws, with the bottom of the straws touching the desk or table top. When the student opens his or her hand, the straws fall to create angles. Each straight angle (180°) is worth one point; obtuse angles (more than 90°) and acute angles (less than 90°) are both worth two points; and right angles (90°) are worth three points. Students take turns and record their scores for each round. The first student to gain 20 points wins the game. The straws must be touching to form an angle – close doesn’t count! Geometry and Spatial Sense, Grades 4 to 6
Pattern Block Angles Chart Object Measured Number and Type of Angles how Do You Know? Grade 4 Learning Activity: Two-Dimensional Shapes – Comparing Angles 8 2D4.BLM1
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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
Page 36 and 37: 4 USING GEOMETRIC TRANSFORMATIONS T
Page 38 and 39: 6 Although translations represent t
Page 40 and 41: 8 LEArnInG ABout tWodIMEnSIonAL ShA
Page 42 and 43: 40 The sections that follow offer t
Page 44 and 45: 42 Important benchmark angles inclu
Page 46 and 47: 44 CONSTRUCTING ANGLES Students gai
Page 48 and 49: 46 Size of angles Junior students l
Page 50 and 51: 48 When a square is rotated about i
Page 52 and 53: 0 Note that the concept of similari
Page 54 and 55: 2 In the early junior grades, stude
Page 56 and 57: 4 By the end of Grade 4, students w
Page 58 and 59: 6 Perpendicularity Perpendicularity
Page 60 and 61: 8 representing three-dimensional Fi
Page 62 and 63: 60 When planning activities that in
Page 64 and 65: 62 By the end of Grade 4, students
Page 66 and 67: 64 In the grid on page 63, point O
Page 68 and 69: 66 relationships in transformationa
Page 70 and 71: 68 The software also enables studen
Page 72 and 73: 0 Once students fundamentally under
Page 74 and 75: 2 An effective means of investigati
Page 77: Learning Activities
Page 80 and 81: 8 ASSESSMENT: This section provides
Page 82 and 83: TIME: approximately 60 minutes INST
Page 84 and 85: 82 REFLECTING AND CONNECTING This a
Page 88 and 89: 2D4.BLM2 86 Angle Search Dear Paren
Page 90 and 91: 2D4.BLM4 88 quadrilateral Twister C
Page 92 and 93: 2D4.BLM6 0 qUADRILATERALS RULE SORT
Page 94 and 95: INSTRUCTIONAL GROUPING: whole class
Page 96 and 97: 4 Ask the students to compare the 2
Page 98 and 99: 6 ASSESSMENT Observe students to as
Page 100 and 101: 8 explain why or why not. When stud
Page 102 and 103: 3D4.BLM2a 100 What Figures Can You
Page 104 and 105: 3D4.BLM3 102 Constructing Skeletons
Page 106 and 107: 3D4.BLM5 104 6-Cube Rectangular Pri
Page 108 and 109: 3D4.BLM7a 106 Identify the Nets Det
Page 110 and 111: Grade 4 Learning Activity: Location
Page 112 and 113: 110 WORKING ON IT Have the class wo
Page 114 and 115: 112 This game builds on the concept
Page 116 and 117: Loc4.BLM1a 114 Game Boards Your Sha
Page 118 and 119: Loc4.BLM2 116 Game Instructions Ins
Page 120 and 121: Loc4.BLM4 118 Instructions and Game
Page 122 and 123: INSTRUCTIONAL GROUPING: pairs 120 M
Page 124 and 125: 122 ASSESSMENT Observe students as
Page 126 and 127: 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
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1 4 This activity is a game to be p
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2D5.BLM2 1 6 Triangle Sketching Cha
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2D5.BLM4 1 8 GSP Angles Instruction
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Grade 5 Learning Activity: Three-Di
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142 GETTING STARTED Show students t
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Assessment Opportunity As students
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146 Once students have created thei
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3D5.BLM1 148 Pyramid Packages An el
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3D5.BLM3 1 0 Six Nets of a Square P
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3D5.BLM5a 1 2 Net Characters Most o
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3D5.BLM6a 1 4 Complete the Nets 1.
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Grade 5 Learning Activity: Location
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1 8 2) (next student) Travel 2 bloc
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160 HOME CONNECTION Send home Loc5.
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Loc5.BLM1 162 City Treasure Hunt Ma
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Loc5.BLM3 164 City Treasure Hunt An
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Loc5.BLM5 166 What’s on My Mind?
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Grade 5 Learning Activity: Movement
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1 0 • “What strategies did you
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1 2 LEARNING CONNECTION 2 How Many
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Mov5.BLM2 1 4 What Am I? Use your t
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Mov5.BLM4 1 6 Translations in the H
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Grade 6 Learning Activity: Two-Dime
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180 GETTING STARTED This part of th
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182 ADAPTIONS/EXTENSIONS During the
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2D6.BLM1 184 Angle Cards 45 ˚ 90
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2D6.BLM3 186 Measuring Angles and L
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2D6.BLM5 188 Rotating Polygons Geom
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2D6.BLM7 1 0 What’s My Line Place
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TIME: approximately 60 minutes INST
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1 4 Distribute one half-sheet of 3D
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1 6 Ask students who finish early o
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1 8 LEARNING CONNECTION 3 Sketches
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3D6.BLM1 2 cm Grid Paper 200 Geomet
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3D6.BLM3 202 Sketching Climbing Str
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3D6.BLM5a 204 Teach an Adult to Ske
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3D6.BLM6a 206 Drawing Views in The
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3D6.BLM7 208 Imitator Demo Structur
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3D6.BLM9a 210 Construction Challeng
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3D6.BLM9c 212 3. Use to construct t
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INSTRUCTIONAL GROUPING: pairs 214 M
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216 ADAPTATIONS/EXTENSIONS Groups o
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Loc6.BLM1 218 Blank 10 10 Grid 10
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Loc6.BLM3 220 Name My Shapes 10 9 8
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Loc6.BLM5 222 Coordinate Challenge
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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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Geometry and Spatial Sense, Grades 4 to 6 - EduGains

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