Geometry 2D - Ottawa Bansho



Bansho – Geometry 2D (Grade 4 and 5)

March 2010 (Modified 2011)

Curriculum expectations

|Grade 4 |Grade 5 |

|Overall: |Overall: |

|Identify quadrilaterals and 3D figures and classify them by |Identify and classify 2D shapes by side and angle properties, |

|their geometric properties, and compare various angles to |and compare them to 3D figures; |

|benchmarks; |Specific: |

|Specific: |Distinguish among polygons, regular polygons, and other 2D |

|Draw lines of symmetry of 2D shapes; |shapes; |

|Identify and compare different types of quadrilaterals and |Identify and classify acute, right, obtuse, and straight |

|sort and classify them by their geometric properties; |angles; |

|Identify benchmark angles, and compare angles to benchmarks |Measure and construct angles up to 90º using a protractor; |

|Relate benchmark angles to their measures in degrees; |Identify triangles and classify them according to angle and |

| |side properties; |

| |Construct triangles using a variety of tools |

Geometry 2D

Review: Grade 5 - Getting started: Pg. 189 Nelson Math text

Grade 4 – Getting started: Pg. 181 Nelson Math text

1. Constructing Symmetrical Shapes (Nelson 5 pg 190 and 191 and scaffolding page)

Activation: What does symmetry mean?

Problem: Draw 10 shapes on a piece of graph paper that are symmetrical. Then try to draw the line that shows their symmetry.

Consolidation: Discuss points being equal distance from line.

HW: pdf sheets attached

(Symmetry, Symmetry 2, Symmetry – drawlines, Symmetry – sketching)

2. Angles (Right, Obtuse, Acute)

Activation: What is a right angle?

Problem: Using a Venn diagram, sort all the letters of the alphabet.

Idea: Don’t use only Venn diagrams, ask the students to classify the letters and give them options how to display (Venn, T-chart, etc…)

Consolidation: Discuss what we call angles bigger than and smaller than 90 degrees

HW: attached sheets

(Types of angles, pdf: types of angles 1, 2, 3)

3. Exploring angles using pattern blocks

Activation: using overhead, introduce = angles

Problem: Group Task - Using pattern blocks, explore equal angles (one red = 2 beige). Draw as many equal angles as you can.

Consolidation: How do the angles compare to the benchmark of 90 degrees?

4. Activation: Review = angles

Problem: Knowing that square = 90 degrees and equilateral triangle = 60 degrees, figure out all the rest of the angles.

Consolidation: (fractions? angles? Standardized angles or benchmarks – 90, 45, 0)

5. Teacher directed: Exploring angles using rhombus protractor

✓ Task: teacher made sheets

✓ Include vocabulary: arm, vertex, right, obtuse, acute

✓ centre = vertex

HW: sheets

(pdf: using a protractor 1,2,3)

6. Teacher directed: Using a standard protractor: centre = vertex

✓ Task: teacher made sheets, regular worksheets

(pdf sheets: measuring angles 1, 2, 3)

7. Measuring polygons

Activation:

Problem:

Grade 5 - Group Task: Draw three different triangles, measure all the angles and add them up. Put the results on a table and display. (try other polygons)

Grade 4 - Group Task: Draw three different types of quadrilaterals, measure all four angles and add them up. Put the results on a table and display. (try other polygons)

Consolidation: What patterns do we find? What are concave and convex quadrilaterals?

Idea – consider the relationship between triangles and quadrilaterals – all quadrilaterals (both convex and concave) can be broken into two triangles.

8. Sorting quadrilaterals and other polygons

Activation: Discuss the meaning of ‘attributes’

Problem: With a large number of shapes on the board, sort them all into different groups (Grade 4’s use quadrilaterals only; Grade 5’s use quadrilaterals, triangles, as well as some irregular polygons.

Consolidation: How can we define shapes according to attributes? What are all the properties / attributes?

(number of sides, number of vertices, length of sides, size of angles, parallel lines, diagonals, lines of symmetry

Idea – have them write down as many properties / attributes as they can that make the shapes similar

HW: sheets and text:

Grade 4: name the quadrilaterals (pdf: quadrilaterals 1, 2; Nelson pg 182-183);

Grade 5: name the triangles (pdf: triangle types; Nelson pg 198 - 200)

Idea – Draw as many shapes as you can on one side that are parallelograms (quadrilaterals) and on the other side, as many shapes as you can that are not (quadrilaterals).

9. Teacher directed – filling in chart according to attributes

Hand out: word doc: quadrilaterals; quadrilaterals - attributes sheets.

10. Group Task: Create a riddle – for triangles (grade 5’s) or quadrilaterals (grade 4’s)

HW: sheets, pg 213 #6 –

Move into Location and Movement?

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