Mathematics 5 curriculum guide 2015 I table of contents acknowledgements

Math Game:
Shape Eliminator
TR: pp. 25-26
SB: p. 375
Suggested Resources
• Teaching Student –Centered 
Mathematics,Grades 3 - 5 
- John A Van De Walle; 
Louanne H. Lovin
• Resource Links: https://www.
k12pl.nl.ca/curr/k-6/math/
grade-5/links/unit10
- graphic organizers
* Students form a circle. Students respond to an oral statement by stepping 
into the centre to agree, or staying in original circle to disagree. 
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Rhombus 

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258
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)
SS6 Continued...
Provide students with a set of quadrilaterals. Model by sorting them 
into groups and describing the sorting rule you followed. Ask students 
to sort the shapes a different way and describe their sorting rule.
Achievement Indicators:
5SS6.4 Sort a given set of 
quadrilaterals, and explain the 
sorting rule.
5SS6.2 Sort a given set of 
quadrilaterals according to the 
lengths of the sides.
Provide students with an assortment of quadrilaterals. Ask them to sort 
them according to different categories of properties such as:
• opposite sides equal
• all sides equal
• no sides equal
Label each group according to the common attributes. This may be best 
accomplished by using a Venn Diagram. If a student struggles with this, 
he or she could take one section of the Venn, e.g., 
all sides equal,
and fill 
it with squares and rhombi. Another student may have 
no sides equal 
and a third, 
opposite sides equal
. This is an easier sort because there is 
only one decision; each shape is either in or out according to the single 
criteria under consideration. The three students may then discuss how 
their three sections fit together. Two are mutally exclusive but those 
with 
all sides equal
also fit within the circle which has 
opposite sides 
equal
. Students may choose the appropriate diagram demonstrating this 
relationship from a bank of graphic organizers.
5SS6.3 Sort a given set of 
quadrilaterals according to 
whether or not opposite sides are 
parallel.
Provide students with an assortment of quadrilaterals, and ask them to 
sort them according to: 
• 
two pairs of opposite sides parallel
• 
one pair of opposite sides parallel
• 
no sides parallel
Label each group according to the common attributes. The same 
scaffolding may be used as required. Placing the blocks or cards into a 
Venn diagram made from hula hoops may also be helpful for students 
who prefer to physically manipulate materials. The hoops can then be 
appropriately labelled to explain the sorting.

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