Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Suggested Resource
• BC Math K to 7

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248
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...
Faces are the flat surfaces of a 3-D object. Edges are where two faces 
meet or intersect. Adjacent faces of a cube are perpendicular and 
opposite faces are parallel.
Working in small groups, students could stack pattern blocks to build 
prisms like the samples below. 
Ask students questions such as:
• Which solid has the most parallel faces?
• Which solid has the least number of edges?
• Which solid has only two parallel faces?
• Which solids have eight intersecting edges?
• Which solid has four sets of parallel faces?
Achievement Indicator:
5SS5.5 Identify parallel, 
intersecting, perpendicular, 
vertical and horizontal edges and 
faces on 3-D objects.
parallel faces 
intersecting faces 

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249
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
Math Focus 5
Lessons 1: Vertical and Horizontal 
Lines and Faces.
TR: pp. 13-17
SB: pp. 366-369
Lesson 2: Parallel, Intersecting, 
and Perpendicular Lines and Faces
TR: pp. 18-21
SB: pp. 370-373
Interview
• 
Using a variety of geometric solids, ask students to identify parallel, 
intersecting, and perpendicular edges.
(5SS5.5)
Observation
• 
While students are performing the stacking activity described on the 
previous page, circulate and look for evidence that they are able to 
correctly identify the edges and faces specified.
(5SS5.5)
Performance
• 
Ask students to construct 3-D shapes using popsicle sticks or nets 
and use paint or colouring to highlight given properties. This may 
also be accomplished by using coloured stickers or sticky notes to 
indicate specific relationships between faces or edges of wooden or 
plastic models, such as Platonic solids or blocks.
(5SS5.5)
• 
Ask students to explore the classroom to identify and accurately 
describe parallel, intersecting, perpendicular, vertical and horizontal 
edges and faces on 3-D objects. Students may record this 
information on a 10 flap foldable created by folding a right hand 
page in their exercise book in half vertically. Cut from the free edge 
of the page to the fold to make flaps. The outside pieces would be 
labelled: parallel edges, parallel faces, intersecting edges, intersecting 
faces, perpendicular edges, perpendicular faces, vertical edges, vertical 
faces, horizontal edges, horizontal faces. The inside section would 
contain specific examples of each found in the classroom; e.g., 
parallel edges - the left and right edges of my math textbook; parallel 
faces - the top and bottom cover of my science textbook; horizontal 
edges - the top and bottom edges of the SMART board.
(5SS5.5)

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