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
Paper and Pencil
• 
Provide students with a variety of 3-D objects and paper 
representations todemonstrate their understanding. Using three 
different prisms or diagrams, ask students to shade:
(i) a set of parallel faces
(ii) a set of perpendicular faces
(iii) a set of intersecting faces
In a set of prisms ask students to colour:
(i) horizontal edges red
(ii) vertical edges blue
(iii) a set of parallel edges yellow
(iv) a set of intersecting edges green
(v) a set of perpendicular edges orange
Ask student to justify their choices.
(5SS5.1, 5SS5.6)
Performance
• 
Ask students to create an illustrated glossary (perhaps in a comic strip 
or dictionary format) to define these words: parallel, intersecting, 
perpendicular, vertical, and horizontal in relation to 2-D shapes 
and 3-D objects. Work with students to establish criteria for a good 
glossary, such as clear definition using mathematical language, 
examples from the real world and accurate illustrations.
(5SS5.9, 5SS5.6, 5SS5.7)
Journal
• 
Ask students to work in pairs. One student selects a geometric solid. 
The other student tries to identify the solid by asking questions which 
can only be answered with “yes” or “no”. Once the solid is identified, 
they switch roles.
Students could use journals to record their reflections by answering 
the following guiding questions:
- How well did you and your partner work together?
- What did you enjoy about this activity?
- What were the difficulties?
- How does working with partners help learning?
- Were you usually successful in identifying the solid? Why or why
not?
(5SS5.6)
Math Focus 5
Lessons 1: Vertical and Horizontal 
Lines and Faces.
TR: pp. 13 - 17
SB: pp. 363-369
Lesson 2: Parallel, Intersecting, 
and Perpendicular Lines and Faces
TR: pp. 18 - 21
SB: pp. 370-373