Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

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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)
Model with students how to play a barrier game. A physical barrier 
(e.g., a screen, big book) is placed between two people so that they 
cannot see what the other is doing. This might also be achieved by 
having the students sit back to back. There are no visual clues available 
within the game and the success of the activity relies on good verbal 
communication. 
Ask students to work in pairs. Partner A draws a 2-D shape that Partner 
B cannot see and describes it to Partner B using appropriate vocabulary 
(parallel, intersecting, perpendicular, horizontal, vertical edges, etc.). 
Partner B draws a shape with these criteria, asking questions as he or she 
attempts to draw. When Partner B is finished, he or she will verify the 
shape with Partner A. Partners switch roles. 
As students play the game, notice whether students are using appropriate 
mathematical terminology to describe a shape’s attributes and/or 
interpret the information provided by his or her partner.
Students could conduct self-assessment in pairs. Partners reflect on how 
they did on the task, with reference to questions such as the following:
• 
How well did you work together as a team?
• 
How did you deal with disagreements?
• 
What did you enjoy about this collaborative activity?
• 
What were the challenges faced? 
Source: BC Math K to 7
Achievement Indicators:
5SS5.4 Draw 2-D shapes that 
have sides that are parallel, 
intersecting, perpendicular, 
vertical or horizontal.
To draw a 2-D shape with parallel edges, students can use their rulers 
to measure equal distances between edges or draw along opposite sides 
of a ruler. For perpendicular edges, remind students they are drawing 
a right angle or square corner. An index card can be used to draw 
perpendicular edges, to compare side lengths, and to draw straight edges 
(segments).
For best results, place pencil first, slide ruler or straight edge into place 
touching the pencil point, and draw toward the body. Rotate paper or 
exercise book to allow this position. 
5SS5.3 Describe the sides of a 
given 2-D shape, using terms 
such as parallel, intersecting, 
perpendicular, vertical or 
horizontal.