Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

2-D AND 3-D GEOMETRY
Suggestions for Teaching and Learning
Students will be expected to:
Shape and Space (3-D Objects and 2-D Shapes)
SS6 Continued
Achievement Indicators:
5SS 6.4 (Continued) Sort a given 
set of quadrilaterals, and explain 
the sorting rule.
5SS 6.2 (Continued) Sort a given 
set of quadrilaterals according to 
the lengths of the sides.
5SS 6.3 (Continued) Sort a given 
set of quadrilaterals according to 
whether or not opposite sides are 
parallel.
Tell students that exactly three sides of a quadrilateral are equal in 
length. What could the shape look like? How do you know?
The important part of this activity is the discussion.
A similar task would be to ask students to create two different 
quadrilaterals of different types which each have two sets of parallel 
sides. Students should tell how else the quadrilaterals are alike and how 
they are different.
The blackline masters which accompany 
The Van de Walle Professional 
Mathematics Series: Teaching Student-Centered Mathematics
include 
several pages of shapes suitable for sorting quadrilaterals. These masters 
are available online. 
Students could repeat the activity from 5SS6.1 when they attempted to 
identify the quadrilateral portrayed on a sticky note on their back. To 
extend the game, once students have identified their shapes, ask them 
to form groups based on student-identified common attributes; e.g., 
all member shapes have right angles or all members have two sets of 
parallel sides.

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies