Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
MOTION GEOMETRY
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (Transformations)
5SS7 Continued...
5SS7.6 (Continued) Draw 
a 2-D shape, rotate the shape 
about a vertex, and describe the 
direction of the turn (clockwise or 
counterclockwise), the fraction of 
the turn (limited to , , or 
full turn) and point of rotation.
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Students should have many opportunities to rotate various figures as 
they will be required to draw a 2-D shape, rotate the 2-D shape, and 
describe the turn.
Students could identify the point of rotation, and draw a vertical and 
horizontal line through the turn centre on the original figure. Then, 
they could trace the figure and the vertical and horizontal lines on 
tracing paper. Rotating the tracing paper such that the horizontal line 
rotates cw or ccw to the vertical line assists students with
, and rotations. 
Achievement Indicators:
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As students explore a variety of rotations about a vertex of a 2-D shape, 
teachers should model, using mathematical language, how to describe 
given rotations.
5SS8.3 Describe a given 
rotation about a vertex by the 
direction of the turn (clockwise or 
counterclockwise).
Students should identify the vertex which was used as the turn centre, 
whether the polygon was rotated clockwise or counterclockwise, and the 
amount of the turn ( 
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, , or full turn).
Terminology from Motion 
Geometry may be incorporated into physical 
education classes. Possibilities might include:
• turn centre
• turn
•
turn
• turn
• clockwise
• counterclockwise
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Students should recognize the following about rotations:
• the shape turns around a point in a circle (or part of a circle) 
• the image is congruent to the original polygon
• the orientation does not change
Encourage them to add this information to their graphic organizer.
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