Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

MATHEMATICS 5 CURRICULUM GUIDE 2015
240
DIVISION

---

2-D and 3-D Geometry
Suggested Time: 3 Weeks
September October November December
May
June
January February March
April
2-
D 
an
d 3
-D G
eo
met
ry
 

---

MATHEMATICS 5 CURRICULUM GUIDE 2015
242
2-D AND 3-D GEOMETRY
Unit Overview
Focus and Context
Outcomes Framework
Spatial sense is the understanding of shapes and solids and the 
relationships among them. Developing spatial sense gives students a 
feeling for the geometric aspects of their surroundings and the shapes 
of objects in their environment. Appreciation of form in art, nature 
and architecture is fostered by strong spatial sense. It is developed 
through rich experiences with shape and spatial relationships, provided 
consistently over time. 
Students study horizontal, vertical, parallel, intersecting and 
perpendicular lines (edges) and apply these attributes to both 2-D shapes 
and 3-D objects. Also, students engage in a study of the properties 
of four-sided 2-D shapes (quadrilaterals) and a variety of 3-D solids. 
Through this study, students will develop the tools necessary to refine 
their own spatial awareness.
GCO
Describe the characteristics of 3-D objects and 2-D 
shapes, and analyze the relationships between them.
SCO 5SS5 
Describe and provide examples of edges and faces of 3-D objects and 
2-D shapes that are:
• parallel
• intersecting
• perpendicular
• vertical
• horizontal
SCO 5SS6
Identify and sort quadrilaterals, including:
• rectangles
• squares
• trapezoids
• parallelograms
• rhombi (or rhombuses)
according to their attributes.

---