Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

250
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 Continued...
Achievement Indicators:
5SS5.6 Describe the faces and 
edges of a given 3-D object, 
using terms such as parallel, 
intersecting, perpendicular, 
vertical or horizontal.
Activities related to 3-D are not limited to rectangular and triangular 
prisms. Teachers may include pyramids to let students realize that not 
all solids have parallel sides. This activity can also include other prisms, 
for example, hexagonal or octagonal.
Drawing 3-D shapes is new to students and they may need to practice 
their drawing.
Draw two congruent polygons slightly staggered vertically.
Join corresponding vertices with parallel lines.
Erase “unseen” lines and replace with dotted lines.
5SS5.7 Draw 3-D objects
that have edges and faces 
that are parallel, intersecting, 
perpendicular, vertical or 
horizontal.
Teachers could display a cereal box (rectangular prism) and have 
students identify the faces and edges. It may be helpful to colour code 
each face of the box. Use a marker to label each edge wth a letter: A, 
B, C, etc.
Lead discussion that will encourage students to describe edges and 
faces of the cereal box in terms of parallel, intersecting, perpendicular, 
vertical and horizontal; e.g., the red face is parallel to the orange face 
but perpendicular to the blue face; the yellow and blue face intersect at 
horizontal edge A. 
Ask students to work in pairs. Without identifying his or her choice, 
one student chooses a geometric solid and describes it according to its 
attributes. The second student then tries to identify the solid. Once 
he or she is successful, students switch roles. Having solids visible for 
student reference may be helpful.
Blue 
Edge A 
Edge D 
Yellow Red 
Edge C 

---