Aw Math Unit03
Aw Math Unit03
Home Quit
On
ta
rio
Ontario
Teacher Guide
Unit 3: Geometry
Pearson-Math6TR-Un03-FM 11/9/05 12:29 PM Page ii
Home Quit
UNIT
Geometry
3
“Geometry and spatial sense are
fundamental components of
Mathematics Background
ii Unit 3: Geometry
Pearson-Math6TR-Un03-FM 11/9/05 12:29 PM Page iii
Home Quit
Curriculum Overview
The codes refer to the 2005 Revised Curriculum.
Launch
Angle Hunt
Cluster 1 — Investigating, Classifying,
and Constructing Figures
Unit Problem
Angle Hunt
Home Quit
iv Unit 3: Geometry
Pearson-Math6TR-Un03-FM 11/9/05 12:29 PM Page v
Home Quit
Additional Activities
Unit 3: Geometry v
Pearson-Math6TR-Un03-FM 11/9/05 12:29 PM Page vi
Home Quit
Home Quit
Home Quit
L A U N C H
Angle Hunt
Invite students to examine the various figures Discuss the third question in the Student Book.
on pages 80 and 81 of the Student Book. (In each trapezoid, there are 2 acute angles and 2
Discuss the first question in the Student Book. obtuse angles. On the board, there is a right triangle,
Record students’ answers on chart paper. which has an angle of 90°. On the other board, there
(I see squares, rectangles, rhombuses, trapezoids, is a hexagon with an angle that is greater than 180°.)
triangles, pentagons, hexagons, and quadrilaterals.) Discuss the fourth question in the Student Book.
Discuss the second question in the Student Book. (An acute angle has a measure less than 90°. An obtuse
(I see figures that have 4 sides and 4 vertices. These angle has a measure between 90° and 180°. All angles
figures are quadrilaterals. I see congruent trapezoids have two arms.)
as the backs of chairs. They have matching angles Invite students to look around the classroom
and matching sides. Each trapezoid has one pair of to identify figures.
parallel sides. I see parallelograms on the carpet. Have students play a game of “What Figure
Each parallelogram has 2 pairs of parallel sides. Am I?” One student silently identifies a figure
The loudspeaker is surrounded by a square that in the room. Students take turns to ask a
has 4 equal sides and 4 equal angles.) yes/no question about the figure, until the
figure is identified.
Home Quit
DIAGNOSTIC ASSESSMENT
What to Look For What to Do
✔ Students can identify Extra Support:
and name a variety Post pictures of different figures, their names, and their attributes in the classroom,
of figures. so students can refer to them as they work.
✔ Students can Post examples of different types of angles, in different orientations, so students
describe the can identify types of angles when no arm is horizontal or vertical.
attributes of two-
dimensional figures.
✔ Students can
describe different
types of angles.
L E S S O N 1Home Quit
Investigating Angles
Home Quit
Alternative Explore
Materials: protractors
Students work in pairs. One student draws an acute angle.
The other student estimates, then measures, the angle
formed. Students take turns to draw and measure acute,
obtuse, and reflex angles. Have students explain how the
measures of the angles in the first pair can be used to
estimate the measures of the angles in the second pair.
Early Finishers
Have students draw different angles on cards, then record
the angle measures on the backs of the cards. They trade
cards with a partner to measure and check.
Common Misconceptions
➤ Students do not know whether to use the inner or outer
scale when they measure an angle.
How to Help: Have students estimate the measure first and
identify the angle as acute, right, obtuse, straight, or reflex.
After they place the protractor correctly, they can read the
measure that is closest to their estimate.
ESL Strategies
ESL students benefit from hearing vocabulary and instructions
repeatedly with visual cues and demonstrations. Use key
words frequently in dialogue and point to the word and
illustrations from the text as often as possible.
• How are the angles in each pair the same? AFTER Connect
How are they different?
Invite students to share the strategies they used
(In each pair of angles, one angle is less than 180°
to estimate and to measure the angles.
and the other angle is greater than 180°. It does not
matter if the angle with the lesser measure is acute, Ask:
right, or obtuse, the other angle in the pair is always • Why is it important to estimate when
greater than 180°.) measuring angles?
• How can you use a 180° protractor to measure (There are two scales on a protractor. If I estimate
the greater angle? the measure of the angle, I am less likely to make
(I can extend one of the arms to make a straight line. an error in measuring the angle.)
I measure the angle on the straight line; it is 180°. • How can you use what you know about one
Now I can measure the angle formed by the extension angle to find the measure of the other angle?
I drew and the other arm of the original angle. I add (I can measure the smaller angle in each pair and
the measure of this angle to 180°.) subtract its measure from 360°.)
• What is the sum of the angles in each pair?
Review the types of angles at the top of page 83.
(The sum of the angles in each pair is 360°.)
Ask students to identify other examples of these
angles from objects in the room. Have students
sketch a variety of each type of angle.
Home Quit
Sample Answers
2. a)
205°
b)
200°
c)
270°
d)
107°
32°
300°
e)
192°
350° 331°
233°
Home Quit
65°
295°
165°
195°
L E S S O N 2Home Quit
Classifying Figures
Home Quit
ALL LEARNERS
Alternative Explore
Materials: Figures for Lesson 2 Explore (Master 3.7)
Students select one figure. They describe the figure using as
many attributes from page 86 as they can. They then choose
two different figures and use the listed attributes to describe
how they are alike and how they are different.
Early Finishers
List the attributes on page 86 in order, from those that include
the most figures to those that include the fewest. Order the
figures on page 86 from those that include the most attributes
from the list, to those that include the fewest.
Common Misconceptions
➤ Some students may find the number of attributes
overwhelming.
How to Help: Reduce the number of attributes in Explore
and gradually add to the list. Have students work with the
three attributes related to the type of angle or the four
attributes related to the type of polygon.
• How did you decide how to draw the loops? You may wish to have students conduct a
(I chose two attributes so that it is possible for a “museum tour.” One student from each group
figure to have both attributes. Then I drew overlapping stays with its chart to answer questions. The
loops. If it were not possible for one figure to have both other members tour each of the other groups.
attributes, I would draw loops that do not overlap.) Ask:
• Which figure had the most attributes from
AFTER Connect the list?
(Figure E: parallel sides, irregular, pairs of equal sides,
Invite students to share their sorting rules.
hexagon, reflex angle, acute angle)
Discuss how students determined which figure
The fewest?
had the most attributes and which attribute
(Figure F: regular, equal sides, triangle, acute angle)
described the most figures.
• Which attribute describes the most figures?
What you might see: (Irregular; 10 of the 12 figures are irregular.)
Regular Parallel sides Reflex angle Obtuse angle Present Connect. Ask:
L
A J
• Why are trapezoids also quadrilaterals?
L A D
F
B C
J E C
(Any figure with 4 sides is a quadrilateral.
K I
E D G H
A trapezoid has 4 sides.)
I
F B • Why are trapezoids not parallelograms?
(A trapezoid has only 1 pair of parallel sides.
A parallelogram has 2 pairs of parallel sides.)
Home Quit
Sample Answers
1. a) Convex irregular pentagon, 3 obtuse angles, 2 acute
angles, no equal sides or angles, no parallel sides
b) Concave irregular quadrilateral, no equal sides or angles,
one reflex angle, 3 acute angles, no parallel sides
c) Concave irregular hexagon, no equal sides or angles,
one reflex angle, 2 acute angles, 2 obtuse angles, one
right angle.
2. The pentagon and dodecagon have the attribute.
a) All the polygons in the first column have reflex angles.
All the polygons in the second column do not have
reflex angles.
b) Students’ figures will vary: any figure with a reflex angle
3. Answer will vary. Here is one example. The angles and sides
are not easy to measure, so I chose attributes I could identify
by looking at the figures.
Reflex angle
Home Quit
L E S S O N 3Home Quit
Strategies Toolkit
Home Quit
Early Finishers
Have students design their own polygon riddles similar
to those in Explore and Connect, or “Find the mystery
attribute,” from Practice.
Sample Answers
Practice
1. The attribute is parallel sides. The trapezoid and pentagon
in the third column of the chart have parallel sides.
2. a) No, the answer is not reasonable. I cannot divide 2046
by 13 and get a quotient that is about one-half of 2046.
I know that 2046 2 is 1023, so 2046 13 should be much
less than 1023. I used estimation to check: 2046 13 is
about 2000 10, which is 200.
b) No, since the answer is not reasonable, it cannot be correct.
When we divide 2046 by 13, we first think “2000 13
is about 100,” and write 1 above the first 0. There should
not be a 0 in the quotient. The correct quotient is 157 R5.
L E S S O N 4Home Quit
Constructing Figures
Home Quit
Alternative Explore
Materials: Pattern Blocks
Have students use 2 or more Pattern Blocks to make
polygons with two 120° angles.
Common Misconceptions
➤ For question 4, students have difficulty drawing a figure
when no side lengths are provided.
How to Help: Explain that this means students can choose
the length of the first line segment they draw. Have students
draw any line segment, then construct one of the given
angles at each end. Since they do not yet know that the sum
of the angles in a triangle is 180°, they will need to measure
the third angle to check that it is correct.
• How many different quadrilaterals with Ask students to share how they made the
two 135º angles were you able to make? quadrilaterals. Ask:
(Four: one is a parallelogram made from two • What strategies did you use to make a
small triangles; another is a trapezoid made with quadrilateral with two angles that each
the parallelogram and one small triangle; a third measure 135°?
is made from the two small triangles and the (I used trial and error. I tried putting different tans
parallelogram; a fourth is a trapezoid made with together. Very few arrangements made a quadrilateral.
the medium-sized triangle and the parallelogram.) Most resulted in a pentagon or a hexagon.)
• How did you decide which tans to use?
AFTER Connect (The parallelogram has two 135º angles so I wanted
to use this figure. When it is placed next to a small
Invite students to share their quadrilaterals.
triangle, it makes a trapezoid.)
What you might see:
Explain and demonstrate the safe use of a
135° 135°
135° compass. If possible, obtain a large demonstration
135° compass. Begin by drawing a line segment on
the board. Set the compass to a width greater
135° than the length of the line segment. Place the
135°
compass point at one end of the line segment.
135° 135°
Home Quit
Sample Answers
2. a) For example: Two small triangles and one medium triangle
create a square.
b) The ruler and protractor construction should be identical
to the sketch created in part a.
3. a) Only one triangle is possible. The triangle is scalene.
The triangle is a right triangle.
b) Only one triangle is possible. The triangle is acute.
The triangle is equilateral.
c) Only one triangle is possible. The triangle is acute. The
triangle is isosceles. I checked with my classmates and,
in each case, the triangles we drew were congruent, so
I inferred that only one triangle can be drawn in each case.
4. The triangles may not be congruent, but they will be similar.
The triangles are not congruent because they do not coincide
with each other if one is placed on top of another.
6. a) Many possible concave hexagons have three or more sides
3 units long and angles of 60° and 240°. For example:
60°
60° 240°
240°
60° 60°
60° 240°
240°
60°
60°
Home Quit
A
B
The second pentagon is concave and
the first is convex.
240°
E D
170
343
122
178
Home Quit
T E C H N O L O G Y
Home Quit
Early Finishers
Have students use The Geometer’s Sketchpad to measure the
perimeter and area of their polygons. They can observe the
effect on the area and the perimeter of changing the size
and shape of the polygon.
L E S S O N 5Home Quit
Nets of Objects
Home Quit
Early Finishers
Have students explore the different arrangements of the square
and four isosceles triangles that are the nets of a square
pyramid. Have them find as many different arrangements as
they can. Students could use Polydrons if they are available.
Common Misconceptions
➤ In question 2, students cannot draw the net for the
octagonal pyramid.
How to Help: Provide students with a model of the pyramid.
Have them trace the base, then flip the pyramid so the base
of one triangular face aligns with one side of the octagonal
face. Students trace this face, and repeat the tracing until
there are 8 congruent isosceles triangles attached to the base.
Sample Answers
3. a) Rectangular pyramid
b) Triangular prism
c) Not a net; if the diagram were cut out and folded, the
adjacent sides of the triangular faces would not match;
they have different lengths.
d) Not a net; there are only five square faces; six square
faces are needed to make a cube.
DURING Explore • How do you identify the object from the net?
(I look at the number of faces and the shapes of the
Ongoing Assessment: Observe and Listen faces. A prism has two congruent faces for its bases.
Ask questions, such as: The other faces are rectangles. The number of
• Which diagrams are the nets of objects? rectangular faces is determined by the base. For
(Diagram A is a net of a pentagonal prism. Diagram B example, a triangular prism has 3 rectangular faces
is not a net of an octagonal pyramid; two faces would and a pentagonal prism has 5 rectangular faces. A
overlap. Diagram C is a net of a triangular prism. pyramid has one base and triangular faces. The
Diagram D is a net of a square pyramid. Diagram E number of triangular faces is determined by the base.)
is a net of a triangular prism.) • What must be true for a diagram to be a net?
• How could you change diagram B to make it (There must be the correct number of faces. For
a net for an octagonal prism? example, a rectangular prism has 6 faces and a
(I would move the right triangle where there are triangular pyramid has 4 faces. The faces must be
three triangles together, and put it on the left side of arranged so that no faces overlap when the net is
the single triangle. I would have to make sure I placed folded. Also, the lengths of sides that join to make
the triangle so it would not overlap any other triangle edges must be equal.)
when I folded the net.)
Home Quit
4. a)
The base is an octagon. There
must be 8 congruent isosceles
triangular faces.
b)
c)
d)
5. a) b)
Home Quit
c) d) e)
Square pyramid
Rectangular prism
Rectangular pyramid
Pentagonal pyramid
Triangular pyramid
If each diagram was cut out and folded, it would make an
object. The two sides that join to form each edge are equal.
6. a) There are two possible nets
for a triangular pyramid, or
regular tetrahedron.
b)
1 1 1
2 4 5 3 2 4 5 5
6 6 3 6 3
2
c) For example: Any triangle in part a could be the base for
4
the tetrahedron, but in part b there is only one triangle
that is the base: the equilateral triangle. There are 4 nets
for part b but only 2 for part a.
REFLECT: To be sure a diagram is a net of an object, I could
trace it and cut it out. Then fold it to see if it makes a solid.
For a prism, there are two congruent bases and the same
number of rectangles as there are number of edges on a
base. A pyramid has one base. The other faces are triangles.
The number of triangles is equal to the number of edges on
the base.
L E S S O N 6Home Quit
Illustrating Objects
BEFORE Get Started Rotate the prism so that three faces are visible.
Ask:
Hold up a rectangular prism.
• How many vertices can you see?
Ask questions, such as:
(I see 7 vertices; 4 on the top face and 3 around the
• How many faces does this prism have? bottom edges.)
(It has 6 faces.)
Present Explore.
• How would you describe the faces?
(Each face is a rectangle. There are pairs of
congruent faces.) DURING Explore
• Suppose you wanted to draw this prism as
Ongoing Assessment: Observe and Listen
you see it. How many faces would you draw?
(I would draw 2 or 3 faces. That is the maximum Ask questions, such as:
number of faces I can see at one time.) • How do you know the object you built is
a rectangular prism?
(My object has 6 faces, 8 vertices, and 12 edges.
These are the attributes of rectangular prisms.)
• What are the dimensions of your
rectangular prism?
(My prism has dimensions 5 by 4 by 3.)
Home Quit
Common Misconceptions
➤ Students have difficulty constructing isometric drawings.
How to Help: Have students take one linking cube and orient
it on their desk so three faces are visible. Have students state
the number of vertices that are visible. Point out that 3 vertices
on the top face and 3 on the bottom face form a hexagon.
Have students draw this hexagon, then mark a dot in the
middle for the 7th vertex. Students then join this vertex to 3
other vertices to complete the cube. Shading the top face of
the drawing helps with orientation and suggests depth.
Sample Answers
1. a) b) c)
Home Quit
3. a) b)
5. a) Top
Front Side
b)
Home Quit
7. b)
Making Connections
Math Link: Engineers, draftspeople, and industrial designers
draw and interpret isometric drawings and views of objects.
S H O W W H A T Y O U Home
KNOW Quit
Student Materials
쐍 rulers
쐍 protractors
쐍 compasses
쐍 linking cubes
쐍 triangular dot paper (PM 26)
Assessment About 100°
Master 3.1 Unit Rubric: Geometry Obtuse, 115°
About 45°
Master 3.4 Unit Summary: Geometry Acute, 53° About 320°
Reflex, 325°
Sample Answers 4. K L
2. a) 175°
4 cm
b)
N 8 cm M
210° 5. a)
110°
c) d)
350° 5 cm
70°
9 cm
50°
Home Quit
7. a)
Thinking
✔ Question 3: Students can solve problems related to attributes of figures.
Communication
✔ Question 8: Students can draw views and an isometric drawing of an object.
Application
✔ Question 7: Students are able to sketch nets for a given solid.
U N I T P R O B LHome
E M Quit
Angle Hunt
Student Groupings: 2 to 4
Student Materials
쐍 Angle Hunt Game Cards (Master 3.10)
쐍 protractors
쐍 rulers
쐍 blank game cards
Assessment
Master 3.3 Performance Assessment Rubric: Angle Hunt
Master 3.4 Unit Summary: Geometry
Display the answers recorded in the Unit Launch Introduce Part 2 and have students play the
and review the questions and answers. Refer game again, but with the new rules.
students to the list of Key Words and the Introduce Part 3. Discuss what different kinds
Learning Goals in the Unit Launch to clarify of cards could be used. Discuss how the new
the purpose for the Unit Problem. Refer to the game rules might change the game. Have students
Check List on page 109 to focus on expectations create their games.
about student work.
Listen for how students use vocabulary.
Invite a volunteer to read Part 1 aloud. Have Observe how they estimate, measure, and
students play the game in Part 1. Encourage sketch angles and figures. Do they estimate
students to use different objects. You may wish before measuring and constructing, and reflect
to suggest that once an object has been used, on the reasonableness of their answers? Observe
it cannot be used again during the game. Use how well students recognize figures by side
the information from the Check List and the and angle measures.
Performance Assessment Rubric: Angle Hunt to
clarify what is expected as the students play.
Home Quit
Application
✔ Students can sketch different angles,
nets, and figures with given attributes.
Name Date
Communication
• explains reasoning and limited effectiveness; some effectiveness; considerable high degree of
procedures clearly, using unable to explain explains reasoning and effectiveness; explains effectiveness; explains
appropriate terminology reasoning and procedures with some reasoning and reasoning and
and symbols procedures clearly; clarity; sometimes procedures clearly, procedures clearly and
• presents diagrams and rarely uses appropriate uses appropriate terms using appropriate precisely, using the
drawings clearly, using terms and symbols and symbols terms and symbols most appropriate terms
appropriate geometric and symbols
conventions
presents diagrams and presents diagrams presents diagrams presents diagrams and
drawings with limited and drawings with and drawings with drawings with a high
clarity and limited use some clarity and some considerable clarity; degree of clarity; uses
of appropriate use of appropriate uses appropriate appropriate geometric
conventions conventions geometric conventions conventions
Application
• applies geometric skills limited effectiveness; some effectiveness; considerable high degree of
appropriately to: makes major errors somewhat accurate, effectiveness; effectiveness; accurate
– identify, classify, and or omissions in: with several minor generally accurate, and precise, with very
construct figures – identifying, errors or omissions in: with few minor errors few or no errors in:
– estimate, measure, name, classifying, and – identifying, or omissions in: – identifying,
and construct angles constructing figures classifying, and – identifying, classifying, and
– build and illustrate – estimating, constructing figures classifying, and constructing figures
objects measuring, naming, – estimating, constructing figures – estimating,
and constructing measuring, naming, – estimating, measuring, naming,
angles and constructing measuring, naming, and constructing
– building and angles and constructing angles
illustrating objects – building and angles – building and
illustrating objects – building and illustrating objects
illustrating objects
Name Date
Level 1 – very limited; Level 2 – somewhat or limited; Level 3 – satisfactory; Level 4 thorough
Name Date
Thinking
• uses appropriate uses a few simple uses some appropriate uses appropriate uses appropriate, often
strategies to: strategies with limited strategies with some strategies with innovative, strategies
– solve problems related to success to: success to: considerable with a high degree of
the game cards – solve problems – solve problems success to: success to:
– create a new game, related to the related to the – solve problems – solve problems
including game cards game cards game cards related to the related to the
– create a new – create a new game cards game cards
game, including game, including – create a new – create a new
game cards game cards game, including ame, including
game cards game cards
Communication
• communicates clearly, limited effectiveness; some effectiveness; considerable a high degree of
using appropriate unable to communicate communicates effectiveness; effectiveness;
geometric language responses, game responses, game communicates communicates
and conventions in cards, and instructions cards, and instructions responses, game responses, game
responses, game cards, clearly with some clarity cards, and instructions cards, and instructions
and instructions clearly clearly and precisely
Application
• accurately applies limited effectiveness; some effectiveness; considerable high degree of
geometric skills to: makes major errors somewhat accurate in: effectiveness; effectiveness; accurate
– recognize geometric or omissions in: – recognizing generally accurate in and precise in:
attributes in everyday – recognizing geometric attributes – recognizing – recognizing
objects geometric attributes in everyday objects geometric attributes geometric attributes
– estimate and measure in everyday objects – estimating and in everyday objects in everyday objects
angles – estimating and measuring angles – estimating and – estimating and
– construct and draw measuring angles – constructing and measuring angles measuring angles
angles and figures – constructing and drawing angles – constructing and – constructing and
drawing angles and figures drawing angles drawing angles
and figures and figures and figures
Name Date
Work samples or
portfolios; conferences
Show What You Know
Unit Test
Unit Problem:
Angle Hunt
Achievement Level for reporting
Self-Assessment:
Name Date
Name Date
Name Date
Name Date
Name Date
Name Date
Name Date
Name Date
Find an equilateral
Find a scalene triangle. Find an isosceles triangle.
triangle.
Name Date
Use this circular grid. The object of the game is to get 3 points in a row along a line or
around a circle.
¾Player A chooses a distance from the centre, in units, and an angle measure.
She measures the angle from the horizontal line segment on the grid.
Player A marks a point on the circle to represent the angle measure
and distance.
She labels the point X.
Play continues until one player has 3 points in a line or along a circle.
¾
Take It Further
Students develop their own game using the circular grid.
Name Date
¾square
¾rhombus
¾parallelogram
¾rectangle
¾trapezoid
¾kite
¾irregular quadrilateral
Take It Further
Choose 3 attributes. Sort your figures. Record your sorting.
Name Date
Work in a group of 4.
¾ Take turns.
One student chooses a polygon.
She does not say its name.
She describes its attributes.
Take It Further
Repeat the activity. Describe one attribute at a time.
The winner is the student who has to describe
the most attributes before the correct polygon is made.
Name Date
Take It Further
Draw each object on triangular dot paper.
Name Date
Lesson 1, Question 5
Name Date
Lesson 2, Question 6
You will need triangular dot paper and square dot paper.
Name Date
Lesson 4, Question 6
Step 2 From the one endpoint of the line segment from Step 1,
draw another line segment 3 units long.
Measure and record the angle formed by the two line segments.
Step 3 From the endpoint of one of the line segments from Step 2,
draw another line segment 3 units long.
Measure and record the angle formed by the two line segments.
Step 4 Continue to draw line segments until you have drawn a hexagon.
Check that at least one angle measures 60°, at least one angle
measures 240°, and at least 3 sides are 3 units long.
Name Date
Lesson 5, Question 6
You will need a regular tetrahedron, a triangular pyramid, and triangular dot paper.
Step 5 How are the nets in Step 1 like the nets in Steps 2, 3, and 4?
How are the nets different?
___________________________________________________________
___________________________________________________________
___________________________________________________________
Name Date
Lesson 6, Question 5
You will need linking cubes, 1-cm grid paper, and triangular dot paper.
Name Date
Part A
__________________________________________
__________________________________________
__________________________________________
________________________________________________________________
________________________________________________________________
Part B
Name Date
a) Construct a trapezoid with one right angle and one 120° angle.
Name Date
Part C
Name Date
Part A
1.
Part B
3. a) b)
c) d) Part C
8. I can only draw one quadrilateral with these
measures. The angles are measured from
the ends of the longest side, DE. The length
of the side opposite DE is given, so only one
measure is possible for each of sides BE
and CD.
4. a)
b)
Home Quit
Program Authors
Peggy Morrow
Ralph Connelly
Jason Johnston
Bryn Keyes
Don Jones
Michael Davis
Steve Thomas
Jeananne Thomas
Nora Alexander
Linda Edwards
Ray Appel
Cynthia Pratt Nicolson
Carole Saundry
Ken Harper
Jennifer Paziuk
Maggie Martin Connell
Sharon Jeroski
Trevor Brown
1 2 3 4 5 – TC – 09 08 07 06 05