Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

244
MATHEMATICS 5 CURRICULUM GUIDE 2015
Specific Outcomes
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)
5SS5 Describe and provide 
examples of edges and faces 
of 3-D objects, and sides of 
2-D shapes that are:
• 
 parallel
• 
intersecting
• 
perpendicular
• 
vertical
• 
horizontal
(C, CN, R, T, V)
Grades 3 and 4 focussed mainly on classification of 2-D shapes and 
3-D objects according to visible properties, such as shape of faces and 
number of edges and vertices. In Grade 5, the focus is relationships 
involving edges and faces and how to classify shapes according to these 
attributes. 
Although students did not deal with edges and faces during Grade 4, 
they were introduced to these concepts in the primary grades. Students 
should recognize the connections between different shapes, the effects 
of changing dimensions of shapes, and the distinguishing and similar 
characteristics of different shapes. These understandings lay a strong 
foundation for learning a variety of mathematical concepts and spatial 
awareness.
Achievement Indicators:
5SS5.1 Identify parallel, 
intersecting, perpendicular, 
vertical and horizontal sides on 
2-D shapes.
Teachers could begin by discussing the definitions of the following terms 
and identifying examples in the classroom.
Lines in the same plane can be parallel or they can intersect. Parallel 
lines never meet since they remain a constant distance apart. Whenever 
two lines intersect, they meet at a single point. Perpendicular lines are 
intersecting lines that meet or cross at a right angle (a square corner).
Students have not measured angles in degrees with a protractor. This 
will be explored in Grade 6. Any use of the terminology of 90 degrees 
must be tied to “right angle” or “square corner”.
To develop the concepts of vertical and horizontal, students could 
identify examples in- and outside of the classroom. To get started, they 
could consider the horizon. Which way is the horizon? Up and down 
or left to right?
Students may need guided exploration to learn about these different 
lines. To provide examples from the environment that show parallel, 
intersecting, perpendicular, vertical and horizontal line segments, 
consider going on a walk to explore the different shapes and lines 
around the community. Students could record their observations in a 
sketchbook or using a digital camera.
Students should recognize that the edges of shapes and objects 
are segments of lines and so terminology which discusses parallel 
lines or parallel edges should not cause confusion. If two edges are 
perpendicular, the two lines which contain these segments are also 
perpendicular. Similarly, if two lines are parallel, segments which are 
from the same set of lines are also parallel.
Using pattern blocks, ask students to categorize sets of edges as parallel, 
intersecting, perpendicular, vertical or horizontal.
5SS5.2 Identify that 
perpendicular lines meet to form 
right angles.

---