Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Supplementary Resource
Van de Walle and Lovin 2006,
p. 329
Lesson 6: Solving Problems by 
Creating Diagrams
TR: pp. 40-43
SB: pp. 140-142
Curious Math: 
Picture Graphs
TG: pp. 44-45
SB: p. 143
Performance
• Ask students to create a double bar graph to compare two sets of 
data. Possible suggestions are:
(i) the number of sisters that classmates have, compared with the 
number of brothers
(ii) male and female Olympic track records for particular distances
(iii) the number of books read per month, by grade level
(5SP2.4)

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MATHEMATICS 5 CURRICULUM GUIDE 2015
DATA RELATIONSHIPS

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Motion Geometry
Suggested Time: 2 Weeks 
September October November December
May
June
January February March
April
M
ot
ion
 G
eom
etry
 

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 MATHEMATICS 5 CURRICULUM GUIDE 2015
122
MOTION GEOMETRY
Unit Overview
Focus and Context
Outcomes 
Framework
In Grade 4, students were introduced to symmetry and congruency in 
2-D shapes but transformational geometry is a new concept to Grade 
5 students. Using manipulatives such as pattern blocks, geoboards, 
Miras 
TM
, and grid paper along with various technologies such as 
interactive whiteboards and websites, will help them visualize various 
transformations and strengthen their understanding. 
The focus of this unit is on being able to visualize, perform and describe
reflections (flips), translations (slides) and rotations (turns).
GCO
Describe and analyze position and motion of objects and 
shapes.
SCO 5SS7
Perform a single transformation (translation, rotation or reflection) of a 
2-D shape, and draw and describe the image.
SCO 5SS8
Identify and describe a single transformation including a translation, 
rotation and reflection of 2-D shapes.

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