Grade 6 - Shape and Space (3-D Objects and 2-D Shapes)

PRESCRIBED LEARNING OUTCOMES

It is expected that students will:

• classify triangles according to the measurement of their angles
• sort quadrilaterals and regular polygons according to the number of lines of symmetry
• recognize and describe optical illusions
• reproduce a given geometric drawing on grid paper
• sketch three-dimensional solids and skeletons with or without grids

To view the prescribed learning outcomes for Shape and Space (3-D Objects and 2-D Shapes) in other grades click on an icon below.

SUGGESTED INSTRUCTIONAL STRATEGIES

• Have students create as many different triangles as possible on a geoboard. Have them work with a partner to record the different (incongruent) triangles on grid paper. Have each pair of students keep one triangle on their geoboard. Then have the class work as a group to sort these triangles by the measurement of their angles:
  • triangles with all angles less than 90°
  • right-angle triangles
  • triangles with one angle greater than 90°
• Reproduce several of the student-generated triangles on a worksheet. Have students use protractors to measure and label the angles. Have them compare and discuss any discrepancies in their measurements and remeasure when they are unsure which is the most reasonable measurement. Ask students to find the sum of the three angles for each triangle. Ask: Is there a pattern? Have students remeasure the angles in the triangles, making their measurements as accurate as possible so that they add up to 180°.

SUGGESTED ASSESSMENT STRATEGIES

Observe

• Observe and note students' rationales for classifying triangles. Have they avoided recording congruent triangles? How many different triangles have they generated?

• Ask students to obtain (or make) examples of, and use their own words to write explanations or descriptions of, one or more of the following:
  • optical illusion
  • three-dimensional solids
  • lines of symmetry
• Have each student work with a partner to write directions about using a protractor. Their directions should include how to draw angles of different sizes. Students should include drawings if they help clarify the directions. Brainstorm a list of vocabulary that might be useful such as protractor, angle, and acute angle .
• You may wish to work with students to develop a checklist or rating scale that specifies criteria for assessing their work (e.g., clarity, completeness). Alternatively, students could check on their instructions by exchanging them with another pair who would then follow the instructions and report on the results.

• Constructing Ideas About Fractions, Decimals & Percents
• Discovery Kit - Double Tangrams
• The Geoboard Portfolio
• Interactions 4-6
• Kids 'n' Calculators: How to Use the Calculator as a Teaching Tool
• Making Connections Through Geometry: The Search Beneath the Sea
• Measure It! Grades 4-6
• Quest 2000: Exploring Mathematics Grade 6

• Mathematics: What Are You Teaching My Child?
• Paper Engineering

• Making Connections Through Geometry: The Search Beneath the Sea
• The Zoo Design Challenge: Exploring Perimeter, Area And Volume

Previous Organizer Next Organizer

  BC Ministry of Education