Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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MATHEMATICS 5 CURRICULUM GUIDE 2015
Suggested Assessment Strategies
Resources/Notes
2-D AND 3-D GEOMETRY
General Outcome: Describe the Characteristics of 3-D Objects and 2-D Shapes and 
Analyze the Relationships Among Them
Authorized Resource
Performance
• 
Ask students to search through newspapers, magazines, artwork, etc., 
to find examples of vertical and horizontal lines.
(5SS5.1)
• 
Ask students to form groups of four to six. Ask them to create closed 
shapes using string or elastic for sides and themselves as vertices.
Form a shape based on given properties (e.g., four equal sides and all 
angles are right angles). The first group to correctly form and identify 
the shape is the winner.
(5SS5.1)
• 
Ask students to play Always, Sometimes, or Never True. Students 
respond to mathematical statements about geometry with one of:
always, sometimes or never. This could be done using voting tools 
(Senteo clickers, apps, voting paddles, or ticking one of three boxes 
on a printed sheet) or an inside-outside agreement circle (step back 
from circle for never, stay on circle for sometimes, step into circle for 
always). Sample statements may include:
(i) Perpendicular lines meet at right angles. 
(ii) Parallel lines meet at only one point. 
(iii) The top of the whiteboard is a horizontal line.
(5SS5.1, 5SS5.2)
Interview
• 
Provide flash cards of 2-D shapes. Ask students to identify 
horizontal and vertical edges on each figure displayed as well as 
parallel, perpendicular and intersecting edges for each flash card as 
appropriate.
(5SS5.1)
• 
Ask students to share examples of each type of line that they may see
in their environment.
(5SS5.2)
• 
Give students multiple pairs of lines and ask them to indicate which 
line pairs intersect at right angles.
(5SS5.2)
Math Focus 5
Getting started: Matching Nets 
with 3-D Objects
Teacher Resource (TR):
pp. 10-11
Strudent Book (SB):
pp. 364-365
Lessons 1: Vertical and Horizontal 
Lines and Faces.
TR: pp. 13-17
SB: pp. 366-369

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