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On
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Ontario

Teacher Guide
Unit 3: Geometry
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UNIT
Geometry

3
“Geometry and spatial sense are
fundamental components of
Mathematics Background

mathematics learning. They offer What Are the Big Ideas?

ways to interpret and reflect on • Geometric figures can be identified, described, compared, and
our physical environment and classified in different ways.
can serve as tools for the study • Polygons can be constructed, given angle and side measures.
of other topics in mathematics • Figures can be viewed from different perspectives. The ability to
and science.” perceive and identify a figure builds understanding of relationships
– National Council of Teachers of Mathematics among figures and objects.

How Will the Concepts Develop?

Students estimate and measure acute, obtuse, right, straight, and reflex
angles. They use a 360° protractor to measure and construct these angles.
Students are introduced to concave and convex polygons. They name and
sort polygons according to side and angle properties.
Students use a protractor, a ruler, and a compass to construct polygons,
given side and/or angle measures.
They use a computer to draw polygons and to measure sides and angles.
FOCUS STRAND Students construct and sketch nets of objects, and identify the objects
Geometry and Spatial Sense associated with different nets.
Students use an isometric drawing or views of an object to build the
SUPPORTING STRAND object with linking cubes. They also do the reverse — sketch an object,
Measurement given an isometric drawing or views of the object.

Why Are These Concepts Important?

Exploring geometric concepts and figures helps students develop
relationships between and among different figures. As students explore
geometry, they develop spatial sense. This allows them to visualize figures
and objects and to “see” a 3-D object from a 2-D drawing of it. As students
sort and classify geometric figures, they develop their logic and reasoning
skills. These skills can be applied in other branches of mathematics and
in other disciplines.

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Curriculum Overview
The codes refer to the 2005 Revised Curriculum.
Launch
Angle Hunt
Cluster 1 — Investigating, Classifying,
and Constructing Figures

Overall Expectations Specific Expectations Lesson 1:

• Classify and construct polygons • Sort and classify quadrilaterals Investigating Angles
and angles. (6m43) by geometric properties related to Lesson 2:
symmetry, angles, and sides, through Classifying Figures
investigation, using a variety of
Lesson 3:
tools and strategies. (6m46)
Strategies Toolkit
• Measure and construct angles up to
180° using a protractor, and classify Lesson 4:
them as acute, right, obtuse, or Constructing Figures
straight angles. (6m48) Technology:
• Construct polygons using a variety Using The Geometer’s
of tools, given angle and side Sketchpad to Draw and
measurements. (6m49) Measure Polygons

Cluster 2 — Illustrating and Constructing

Objects

Overall Expectations Specific Expectations Lesson 5:

• Sketch three-dimensional figures, • Build three-dimensional models Nets of Objects
and construct three-dimensional using connecting cubes, given Lesson 6:
figures from drawings. (6m44) isometric sketches or different Illustrating Objects
views of the structure. (6m50)
• Sketch, using a variety of tools,
isometric perspectives and different
views of three-dimensional figures
built with interlocking cubes. (6m51)

Show What You Know

Unit Problem
Angle Hunt

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Curriculum Across the Grades

Grade 5 Grade 6 Grade 7
Students distinguish Students sort and classify Students use a variety of
among polygons, regular quadrilaterals by side tools to construct related
polygons, and other and angle properties lines, angle bisectors, and
2-dimensional figures, and by symmetry. perpendicular bisectors.
prisms, right prisms, Students use a protractor Students sort and
pyramids, and other to measure and construct classify triangles and
3-dimensional objects. angles up to 180°. They quadrilaterals by side
Students use a protractor classify angles as acute, and angle properties
to measure and construct right, obtuse, or straight. and by symmetry.
angles to 90°. They Given side and angle Students investigate to
name angles as acute, measures, students use identify the minimum side
right, obtuse, or straight. a variety of tools to and angle information
Students identify and construct polygons. needed to describe a
classify triangles by side Students use linking unique triangle.
and angle properties. cubes to build models Students investigate to
They use a variety of of objects shown in discover relationships
tools to construct isometric drawings or among area, perimeter,
triangles, given side in top, front, and side corresponding sides, and
and angle measures. view drawings. corresponding angles of
Students identify prisms Students use a variety of congruent figures.
and pyramids from their tools to make isometric Students use concrete
nets. They use a variety drawings and draw top, materials to investigate
of tools to construct nets front, and side views the angles between the
of prisms and pyramids. of objects. faces of a prism. They
identify right prisms.

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Additional Activities

Angle Tic-Tac-Toe Sorting Quadrilaterals

For Extra Practice (Appropriate for use after Lesson 1) For Extra Practice (Appropriate for use after Lesson 2)
Materials: Angle Tic-Tac-Toe (Master 3.11), Materials: Sorting Quadrilaterals (Master 3.12),
protractors triangular dot paper, square dot paper, scissors
The work students do: Students play with a The work students do: Students work alone. They
partner. Students use a circular grid. They say the draw one example of each quadrilateral: square,
coordinates of a point, then mark the point on the grid. rectangle, rhombus, trapezoid, kite, parallelogram,
The first coordinate tells the distance from the centre. irregular quadrilateral. Students then choose 2
The second coordinate tells the angle measure. One attributes, sort the quadrilaterals, and record the
player uses Xs, the other uses Os. The first player to sorting on a Venn diagram.
get 3 points in a row along a line or around the
Take It Further: Students choose 3 attributes, then
circle wins the game.
sort the quadrilaterals.
Take It Further: Students develop their own game
using a circular grid.
Visual/Spatial
Individual Activity
Kinesthetic, Social,
Logical/Mathematical
Partner Activity

String Polygons Build It

For Extra Practice (Appropriate for use after Lesson 4) For Extra Practice (Appropriate for use after Lesson 6)
Materials: String Experiments (Master 3.13), 2 m Materials: Build It (Master 3.14), linking cubes,
of string or yarn tied into a loop triangular dot paper, grid paper
The work students do: Students work in groups The work students do: Students work with a
of 4. One student decides the attributes of a polygon. partner. Away from view, each person builds an
The other members of the group put their hands object from linking cubes, then draws views of the
inside the loop of string and pull back to create the object. Students trade views and try to build their
polygon. Each hand represents a vertex. Once the partner’s object. Students compare each object to
group has correctly made the polygon, students the original.
switch roles. Students continue playing until each
Take It Further: Students draw each object on
group member has had at least one turn describing
triangular dot paper.
a polygon.
Take It Further: A student describes the attributes
one at a time, and the other students attempt to
Kinesthetic/
make the polygon after each attribute.
Visual/Spatial
Partner Activity
Kinesthetic/Social
Partner Activity

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Planning for Unit 3

Planning for Instruction Suggested Unit time: 2 weeks

Lesson Time Materials Program Support

vi The right to reproduce or modify this page is restricted to purchasing schools.

This page may have been modified from its original. Copyright © 2006 Pearson Education Canada Inc.
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Planning for Assessment

Purpose Tools and Process Recording and Reporting

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L A U N C H

Angle Hunt

LESSON ORGANIZER 15–20 min

Curriculum Focus: Activate prior knowledge about

two-dimensional figures and three-dimensional solids,
their names, and angles.

ASSUMED PRIOR KNOWLEDGE

✓ Students can identify and name a variety of figures.
✓ Students can describe the attributes of two-dimensional
figures.
✓ Students can describe different types of angles.

ACTIVATE PRIOR LEARNING

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.

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LITERATURE CONNECTIONS FOR THE UNIT

Mummy Math: An Adventure in Geometry by Cindy
Neuschwander. Henry Holt, 2005.
ISBN: 0805075054
Stuck inside a pyramid with only each other, their dog Riley,
and geometric hieroglyphics to help them find their way,
Matt and Bibi must use their math knowledge to solve the
riddles on the walls and locate the burial chamber.

Fold Me a Poem by Kristine O’Connell. Harcourt Inc., 2005.

ISBN: 0152025014
Join a young boy as he creates a world filled with origami
creatures of all shapes and sizes out of brightly coloured paper.

Fold-Along Stories: Quick & Easy Origami Tales for Beginners

by Christine Petrell Kallevig. Storytime Ink International, 2001.
ISBN: 0962876992
Twelve short stories are illustrated by the progressive folding
steps of twelve origami models.

REACHING ALL LEARNERS

Some students may benefit from using

the virtual manipulatives on the e-Tools
CD-ROM. The e-Tools appropriate for this unit include
Geometry Shapes and Geometry Drawing.

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.

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Investigating Angles

LESSON ORGANIZER 40–50 min

Curriculum Focus: Estimate, measure, and draw angles to

360°. (6m48)
Acute
Student Materials Optional
쐍 Angles for Lesson 1 쐍 180° protractors
Explore (Master 3.6)
쐍 360° protractors Right Obtuse

Vocabulary: acute angle, right angle, obtuse angle, straight

angle, reflex angle
Assessment: Master 3.2 Ongoing Observations: Geometry

Key Math Learnings

1. Angles can be named and sorted according to their measures.
2. Angles can be measured and constructed using a protractor.

Numbers Every Day

Some students may wish to record the numbers in a
place-value chart.
• 113 321, 121 232, 123 231, 123 321
• 4 242 444, 4 344 342, 4 432 344, 4 432 413

Curriculum Focus DURING Explore

In this lesson, students measure and construct angles up Ongoing Assessment: Observe and Listen
to 360°. The curriculum requires students to measure and
Ask questions, such as:
construct angles to 180°. You may wish to have students
focus on the angles that measure 180° or less. • How did you estimate the measures of ⬔A
and ⬔B?
(I know the angle at the corner of a piece of paper
is 90°. If I fold one side onto the other, the fold line
BEFORE Get Started
divides the 90° angle into two 45° angles. Angle A is
Use the pictures at the top of page 82 to review about 45°. I know⬔B is greater than 180°, because
the types of angles. To extend the review, ask I compare it to a protractor that measures 180°. Two
students to identify examples of each type of 180° protractors together make 360°. So, I estimate
angle in objects in the room. ⬔B is greater than 180° and less than 360°, but
Introduce Explore. Distribute copies of Master 3.6 closer to 360°.)
to students. Have 360° or 180° protractors • How did you estimate the measures of ⬔C
available for student use. and ⬔D?
(I used the right angle on a piece of paper to estimate
that ⬔C is greater than 90° and less than 180°. I
estimate it is halfway between 90° and 180°, which
is 135°. Angle D is greater than 180° and less than
360°, but closer to 180°.)

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REACHING ALL LEARNERS

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.

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Sample Answers
2. a)

205°

b)

200°

c)

Acute, 62° Reflex, 190° Reflex, 270°

270°

d)

107°

32°
300°

e)
192°
350° 331°
233°

Demonstrate the steps to measure and to draw Assessment Focus: Question 5

a reflex angle.
Students will probably use a guess-and-check
If time permits, have students draw different strategy. They may draw a variety of reflex
angles and use protractors to measure them. angles, from 181° to 359°, and estimate or
Remind students that the measure of an angle measure the other angle. Students should
does not change if the angle is rotated or moved recognize that an acute angle and an obtuse angle
to a different location. can be paired with a reflex angle, but a straight
angle is paired with another straight angle.
Practice Students who need extra support to complete the
Questions 1 to 6 require protractors and rulers. Assessment Focus questions may benefit from
It may be helpful for students to trace the angles using the Step-by-Step masters (Masters 3.15
and extend the arms to allow more accurate to 3.19).
measurements.
Encourage students to discuss their work and
to compare their results. This feedback helps
to correct errors as they occur while students
practise estimating, measuring, and constructing.

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5. a) Yes; an acute angle is less than 90° and a reflex angle is

greater than 180°; a complete turn is 360°; if one angle
90° is acute, the other angle will be between 270° and 360°.
b) Yes; an obtuse angle is between 90° and 180° and a
reflex angle is greater than 180°; a complete turn is 360°;
135° 45° if one angle is obtuse, the other angle will be between 180°
and 270°.
180° 0°, 360° c) No; a straight angle is 180°; the other angle will always
also measure 180°.
6. a) I would measure the related acute or obtuse angle and
subtract its measure from 360°.
225° 315°
b) I know 360°
245°  115°, so I would draw an angle
270° of 115°; the related angle is 245°.

REFLECT: The sum of the measures of a reflex angle and the

related acute or obtuse angle is 360°. Here is an acute angle
of 65° and a reflex angle of 295°. 65°  295°  360°

65°
295°

Here is an obtuse angle of 165° and a reflex angle of 195°.

165°  195°  360°

165°
195°

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Copy 360° protractors onto transparencies.
✔ Students can use a protractor to Cut the copies into wedges of 90°, 135°, 180°, and 270°.
measure and to draw angles less Use the wedges to estimate the measures of angles.
than 360°. Students can use Step-by-Step 1 (Master 3.15) to complete
question 5.
Communication
✔ Students can explain how to draw Extra Practice: Students can complete Extra Practice 1
or to measure an angle. (Master 3.22).
Students can do the Additional Activity, Angle Tic-Tac-Toe
(Master 3.11).
Extension: Challenge students to draw quadrilaterals with
different numbers of reflex, obtuse, right, and acute angles.
Which combinations of angles are possible?

Recording and Reporting

Master 3.2 Ongoing Observations:
Geometry

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Classifying Figures

LESSON ORGANIZER 40–50 min

Curriculum Focus: Sort and classify figures different ways.

(6m46)
Student Materials Optional
쐍 scissors 쐍 Step-by-Step 2 (Master 3.16)
쐍 chart paper 쐍 Extra Practice 1 (Master 3.22)
쐍 square dot paper (PM 25)
쐍 Figures for Lesson 2 Explore (Master 3.7)
쐍 Figures for Lesson 2 Practice (Master 3.8)
Vocabulary: convex polygon, concave polygon
Assessment: Master 3.2 Ongoing Observations: Geometry

Key Math Learning

Figures can be identified, described, compared, and classified
in different ways.

• Which figures are regular? Which are

Curriculum Focus irregular? How do you know?
The curriculum requires students to sort and classify (Figures A, C, and D are regular; they have equal
quadrilaterals by geometric properties related to sides and angles. Figures B and E are irregular.
symmetry. There is an Additional Activity in Unit 7
Figure B has unequal sides; figure E has unequal
related to this concept.
sides and angles.)
Introduce Explore. Distribute copies of Master 3.7,
BEFORE Get Started chart paper, and scissors.

Have students look at the figures at the top

of page 86 in the Student Book. Ask:
DURING Explore
• How are the figures alike? How are
Ongoing Assessment: Observe and Listen
they different?
(All figures have straight sides. All of them are Ask questions, such as:
polygons. Two figures are triangles, two are • How might you identify the attributes
quadrilaterals, and one is a hexagon.) of a figure?
• What is a regular figure? (I could measure the side lengths and angles and
(A regular figure has equal sides and equal angles.) I could count the number of sides.)
• What is an irregular figure? • Which figures are regular? Irregular?
(An irregular figure does not have all sides equal (Figures B and F are regular. All the other figures
and does not have all angles equal.) are irregular.)

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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.)

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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.

Concave polygon Quadrilateral

K
A
H C
B D
J
E F G I
L

Reflex angle

• Where would a kite be placed on the Venn Assessment Focus: Question 6

diagram? Why?
For parts a and b, students may list all the
(In the quadrilaterals region. A kite has 2 pairs of
figures with the first attribute, then identify
adjacent sides equal, but no parallel sides, so it cannot
those that also have the second attribute. For
go inside the trapezoid loop.)
part c, have students explain why we use
Point out the convex and concave polygons on “exactly” here and explain what changes if
page 86 in the Student Book. Ask students to we delete “exactly.”
find examples of convex and concave polygons
Labelled examples for each question should be
in the classroom.
explained in writing. Students should recognize
that there are many solutions for each question.
Practice They should also recognize counterexamples;
Distribute copies of Master 3.8 for questions 3 that is, examples that do not meet the criteria.
to 5. Students can use either square or triangular
dot paper for question 6. Question 7 requires
square dot paper and rulers. Have toothpicks,
wooden stir sticks, geoboards, grid paper, and
other tools available for students. Encourage
students to show their thinking in labelled
pictures, in numbers, and in words.

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4. Answers will vary. Here is one example.

Pentagon At least one

right angle
A
K F B
H C
G
I D
L J E
Regular polygon
A, C, D,
F, G, I
6. Students’ answers should include the art described, drawn
on dot paper.
The sum of the angles in
each quadrilateral is 360°. a) Rhombus, equilateral triangle, regular pentagon, concave
hexagon with all sides equal, regular hexagon, and so on
b) Any concave irregular quadrilateral, or chevron
c) Any trapezoid that is not a parallelogram, or figures
with more than 4 sides but only 2 parallel sides
7. Comparisons should include the number of sides, side
lengths, angle measures, parallel lines. Students’ answers
should include art.

REFLECT: Figures can be sorted according to the number of

sides, the lengths of the sides, the angle measures, the number
of equal sides and/or angles, the number of pairs of parallel
sides, and the number of lines of symmetry. Students’ answers
should include art.
About 23
About 110
About 60
About 700
Numbers Every Day
Students should be able to describe the estimation strategy and
why the estimate is reasonable.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Have students choose one attribute, then use
✔ Students understand that figures can a geoboard and geobands to make as many different figures
be sorted and classified by angle and as possible with that attribute. Students record their figures on
side properties. square dot paper.
Students can use Step-by-Step 2 (Master 3.16) to complete
Communication question 6.
✔ Students can use appropriate
Extra Practice: Students can complete Extra Practice 1
mathematical terms to describe,
(Master 3.22).
compare, and classify geometric figures.
Students can do the Additional Activity, Sorting Quadrilaterals
Application (Master 3.12).
✔ Students can identify, describe, Extension: Students work in pairs. They try to make as many
compare, and classify geometric figures as possible with 2 attributes from the list on page 86.
figures in different ways. They record each figure on dot paper.

Recording and Reporting

Master 3.2 Ongoing Observations:
Geometry

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Strategies Toolkit

LESSON ORGANIZER 40–50 min

Curriculum Focus: Check and reflect. (6m3)

Key Math Learning

Check and reflect is an important step in solving problems.
It helps to ensure the accuracy and reasonableness of solutions.

BEFORE Get Started DURING Explore

Have students look back over their work from the Ongoing Assessment: Observe and Listen
past few lessons. Ask them to find any inaccurate Ask questions, such as:
answers. Explain that mistakes are a natural part
• Does Paolo’s figure meet the criteria? Explain.
of problem solving in mathematics, but they
(No; the figure Paolo drew does not have any
may be corrected by reflecting and checking.
parallel sides.)
Present Explore.

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REACHING ALL LEARNERS

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.

REFLECT: It is important to check a solution to ensure it is

accurate, that nothing was left out, and that the solution
answers the question.

• How could Paolo change the figure so his AFTER Connect

solution is correct?
What you might see:
(Paolo must redraw one side so it is parallel to
another side. He should check that the new figure
is a pentagon with no lines of symmetry and exactly
one obtuse angle.)
• Is it possible to draw more than one Invite students to share their strategies and
pentagon to solve this problem? solutions for the problem from Explore. Ensure
(Yes; all pentagons will be concave with one students check the given criteria have been met.
reflex angle, but their side lengths and angles
Present Connect. Model the thinking process
may be different.)
by drawing on an overhead projector or the
board as you work through Marg’s solution
to the problem.

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Constructing Figures

LESSON ORGANIZER 40–50 min

Curriculum Focus: Use a protractor, a ruler, and a compass

to construct figures. (6m49)
Teacher Materials Optional
쐍 demonstration compass
Student Materials Optional
쐍 tangrams (PM 29) 쐍 Step-by-Step 4 (Master 3.17)
쐍 protractors 쐍 Extra Practice 2 (Master 3.23)
쐍 rulers
쐍 compasses
쐍 triangular dot paper (PM 26)
Vocabulary: quadrilateral, arc, segments, vertex, congruent,
convex, hexagon
Assessment: Master 3.2 Ongoing Observations: Geometry

Key Math Learnings

1. Figures can be combined to create other figures.
2. A figure can be constructed using a protractor and a ruler,
or a compass and a ruler, given the lengths of its sides and
the measures of its angles.

BEFORE Get Started DURING Explore

Remind students how a figure can be Ongoing Assessment: Observe and Listen
decomposed into smaller figures. Ask questions, such as:
Draw a square on the board. Draw one • How can you make a quadrilateral with two
diagonal. Ask students which two figures tangram figures?
make up the square. (Two small triangles can be joined to form a square
(Two congruent right isosceles triangles) if I join the triangles along the longer side. If I join
Draw a pentagon on the board. Draw one them along the shorter side, I make a parallelogram.)
diagonal. Ask students which two figures • Which quadrilaterals could have an angle that
make up the pentagon. measures 135º?
(Answers will vary, depending on the shape of the (A trapezoid and a parallelogram; the square and a
pentagon, a quadrilateral and a triangle.) small triangle can be put together to make a trapezoid.
Introduce Explore. Explain that students will One angle measures 135°.)
be doing the opposite to your demonstration. • How do you know the measure of the angle
They will combine 2 or more figures to make is 135°?
a larger figure. (I know a square has 90° angles. I used my
protractor to measure the equal angles in the right
triangle. Each equal angle is 45°. So, when I put the
triangle and square together, one angle where they
meet is 135°.)

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REACHING ALL LEARNERS

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°

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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°

Draw a circle. Keep the compass at the same Practice

width. At the other end of the line segment,
Rulers, protractors, and compasses are needed
draw a congruent circle.
for most questions. Tangrams are needed for
The two circles overlap above and below the question 2. Triangular dot paper is required
line segment. Draw line segments from one for question 6.
point of intersection to each endpoint of the
Some students may benefit from first making
original line segment.
a labelled rough sketch of each figure.
Ask students what figure has been created.
(An isosceles triangle) Assessment Focus: Question 6
Draw line segments from the other point of Most students will use trial and error to create
intersection to the endpoints of the original concave hexagons. Some students may choose
line segment. to draw a rough sketch first. Some will realize
Ask students what figure has now been created. that the dots on the triangular dot paper form
(A second isosceles triangle; the two triangles form equilateral triangles with 60° angles. They can
a rhombus.) apply this knowledge to create other angles that
Review Connect. You may wish to demonstrate are multiples of 60°. Students should realize
how to draw a rough sketch first. that some of the hexagons are rotations of
hexagons they have already drawn, and, so,
are not different.

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6. b) For example: I drew a line segment 3 units long. Then

I drew an angle of 240°. Then I drew another segment
3 units long, and drew an angle of 60°. Then I drew
another line segment 3 units long. Finally, I drew 3 more
⬔B  69°; ⬔C  81°; ⬔D  30° segments to make the hexagon.
9. a) Pentagon 1: ⬔QRM  131°; ⬔RMN  98°; ⬔MNP  131°
Pentagon 2: ⬔QRM  50°; ⬔RMN  262°; ⬔MNP  49°
b) The second pentagon is concave. The first is convex.

REFLECT: A pentagon has five sides. For this concave

pentagon, three sides must be equal and one angle must
measure 240°. I would use a ruler and a protractor to construct
a 240° angle with equal arms; this is ⬔ABC. The 240° angle
is reflex. It makes the pentagon concave. Next I would draw
70°
Yes; the lengths of the sides
a line segment, AE, from one endpoint of one arm that has
can be different. the same length as the arms of the angle. I would draw the
remaining two sides (DE and CD) with a ruler and pencil to
make the pentagon.
6 cm
C

A
B
The second pentagon is concave and
the first is convex.
240°

E D
 170
 343
 122
 178

Numbers Every Day

Have students explain the strategies they used each time.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Communication Extra Support: Students who have difficulty using a 180°
✔ Students can explain how to protractor may find a 360° protractor easier to use.
construct a figure, given side and Students can use Step-by-Step 4 (Master 3.17) to complete
angles measures. question 6.

Application Extra Practice: Students can do the Additional Activity,

✔ Students can use a variety of tools String Polygons (Master 3.13).
to construct figures, given angle and Students can complete Extra Practice 2 (Master 3.23).
side measures. Extension: Students use a pencil, a ruler, and a protractor
to construct their name using capital letters only. Students will
have to draw letters that have curved parts, such as B and D,
with straight line segments to replace the curves.

Recording and Reporting

Master 3.2 Ongoing Observations:
Geometry

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T E C H N O L O G Y

Using The Geometer’s

Sketchpad to Draw
and Measure Polygons

LESSON ORGANIZER 40–50 min

Curriculum Focus: Use a computer to draw polygons and to

measure sides and angles. (6m49)
Student Materials
쐍 computers with The Geometer’s Sketchpad or AppleWorks

Key Math Learning

A computer can be used to draw and measure polygons.

BEFORE 2. To check the Ruler settings:

Click: Format
Tell students that they will be using The
Select: Rulers, then click: Ruler Settings…
Geometer’s Sketchpad to draw polygons and to
In the pop-up window, select Centimeters
measure the lengths of the sides and the angles.
and set Divisions to 10. Click: OK
3. To draw a regular polygon:
DURING Click the Regular Polygon Tool.
Ongoing Assessment: Observe and Listen Click: Edit, then click: Polygon Sides
Type in the number of sides you want.
Watch to ensure students understand and
Click: OK
follow the procedures carefully.
Click and hold down the mouse button.
Instructions for drawing polygons with Drag the cursor until the polygon is the
AppleWorks: size and shape you want. Release the
1. Open a new drawing document mouse button.
in AppleWorks.

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REACHING ALL LEARNERS

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.

REFLECT: When I use a computer to draw polygons, it is easy

to measure the side lengths and the angles. I can also
change the size and shape of the polygon by clicking and
dragging a side or vertex. It would take me much longer to
do this by hand.

4. To draw an irregular polygon: 7. To print your polygons:

Click the Polygon Tool. Click: File, then click: Print
Click and drag to make each side of Click: OK
the polygon.
Double-click when you have finished.
AFTER
5. Use the centimetre grid to measure the
lengths of the sides of the polygon. Where Invite volunteers to share their polygons with
the sides do not follow the grid lines, the the class. Discuss the methods they used to
length will need to be estimated. estimate the lengths of sides that did not follow
the grid lines.
6. To save your polygons:
Click: File, then click: Save As…
Give your file a name. Click: Save

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Nets of Objects

LESSON ORGANIZER optional

Lesson Focus: Identify, design, and sketch nets of objects.

Teacher Materials Optional
쐍 cereal box
Student Materials Optional
쐍 scissors 쐍 Step-by-Step 5 (Master 3.18)
쐍 tape 쐍 Extra Practice 2 (Master 3.23)
쐍 polyhedrons
쐍 triangular dot paper (PM 26)
쐍 1-cm grid paper (PM 23)
쐍 Diagrams for Lesson 5 Explore (Master 3.9)
Vocabulary: tetrahedron
Assessment: Master 3.2 Ongoing Observations: Geometry

Key Math Learning

A net shows the faces of an object. The net can be cut out and
folded to make the object.

Numbers Every Day

• 4 682 000; 4 700 000
• 803 092 000; 803 100 000
• 9 990 000; 10 000 000

Ask questions, such as:

Curriculum Focus
• What is the name of this object?
In this lesson, students identify and draw nets of objects.
(It is a rectangular prism.)
This material is not required by the curriculum. This is
a review of concepts covered in Grade 5. How do you know?
(It has 6 rectangular faces arranged so that opposite
faces are congruent.)
• If I were to cut along enough edges to be able
BEFORE Get Started to flatten the cardboard, what would you see?
Hold up a cereal box, or some other package (Six rectangles joined together to make a net of
shaped like a rectangular prism. Engage the prism.)
students in a discussion of the solid. Focus Open the box flat to show its net. Point out to
on the properties of the prism. students that there are tabs and some sections
that overlap. Nets of prisms and pyramids may
not have tabs.
Present Explore. Distribute copies of Master 3.9.

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REACHING ALL LEARNERS

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.

Cube Square pyramid Triangular prism

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.)

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4. a)
The base is an octagon. There
must be 8 congruent isosceles
triangular faces.

b)

c)

d)

5. a) b)

AFTER Connect Practice

Invite students to share the ways in which they Students will need polyhedrons, if available,
check if a diagram is a net. Then ask questions, for most questions. Grid paper is required for
such as: question 7.
• There are nets for two triangular prisms.
How are these nets different? Assessment Focus: Question 6
(The triangular faces are different; one has A pyramid is defined by its base. Most students
equilateral triangles, the other has right isosceles will begin by drawing a triangular base with a
triangles. The arrangement of the faces is different, too. triangle on each side, then use trial and error to
One net has the triangles on either side of a rectangle. rearrange the faces so they still represent a net.
The other net has the rectangles arranged around
one triangle.)
Review Connect. Ask students how they could
change the diagram of faces for a rectangular
prism so it is a net.
(One of the smaller faces could move to the opposite end
of the rectangle that has the other smaller face attached
to it.)

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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.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Have students use Polydrons or Frameworks
✔ Students can identify objects from to construct models of objects and decompose them to form nets.
their nets. Students can use Step-by-Step 5 to complete question 6.

Application Extra Practice: For each diagram in question 3 that is not a

✔ Students can sketch and construct net, have students trace the diagram and change it so it is a net.
nets of objects. Students can complete Extra Practice 2 (Master 3.23).

Communication Extension: There are eleven different nets for a cube.

Challenge students to find all the different nets.
✔ Students can explain how to draw a
net for an object using appropriate
mathematical language.

Recording and Reporting

Master 3.2 Ongoing Observations:
Geometry

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Illustrating Objects

LESSON ORGANIZER 40–50 min

Curriculum Focus: Build objects, then sketch them.

(6m59, 6m51)
Student Materials Optional
쐍 linking cubes 쐍 Step-by-Step 6 (Master 3.19)
쐍 triangular dot paper 쐍 Extra Practice 3 (Master 3.24)
(PM 26)
쐍 1-cm grid paper (PM 23)
Vocabulary: front view, top view, side view
Assessment: Master 3.2 Ongoing Observations: Geometry

Key Math Learning

Objects can be represented as isometric drawings and as
top/front/side views.

Numbers Every Day

For example: 18, 23, 28, 33; any whole number with 3 or 8
in the units place has a remainder of 3 when divided by 5.
Numbers with 0 or 5 in the units place are multiples of 5, so
do not have remainders when divided by 5. Adding 3 to these
numbers will produce the required numbers.

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.)

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REACHING ALL LEARNERS

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)

2. a) Front Side b) Top Front Side

Top

• How did you draw your prism on triangular AFTER Connect

dot paper?
Invite students to share their prisms, their
(I drew a vertical line 5 units long. Then, I drew a
drawings on triangular dot paper, and their
line 4 units long that went up to the left. Next, I
views. Discuss the methods students used to
drew a line 3 units long that went up to the right.
draw their prisms on triangular dot paper.
Finally, I drew the rest of the vertical lines and
diagonal lines to complete the prism.) Ask students to share any problems and
• How did you draw the views of the prism? challenges they had in making their drawings
(I placed the prism on the desk. I looked at it from and what they did to overcome them.
the front. I saw a 5 by 4 rectangle, so I drew that on
grid paper as the front view. Then I looked at the prism
from the side. I saw a 5 by 3 rectangle, so I drew that
on grid paper as the side view. Finally, I looked down
on the prism. I saw a 4 by 3 rectangle, so I drew that
as the top view.)

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c) Top Front Side

3. a) b)

4. b) Top Front Side

5. a) Top

Front Side

b)

Have volunteers describe any problems they Practice

had constructing a prism from the drawing or
Have linking cubes available. Students also
views prepared by a classmate.
require triangular dot paper (PM 26) and 1-cm
Review Connect. Have the prism at the top of grid paper (PM 23).
page 103 on display as you review. If students
have had limited or no opportunity to work with Assessment Focus: Question 5
triangular dot paper, use the same prism on
Some students may build relatively complex
page 103, but rotate it so the height is 4 units.
objects. If they have difficulty drawing their
Use a transparency of triangular dot paper on
objects, suggest they build a simpler object.
the overhead projector to illustrate how to draw
Students should position the object in front
the prism in this new position.
of them as they wish to draw it.

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6. a) Front Side b) Front Side

7. b)

REFLECT: Using isometric dot paper helps with the drawing. I

first draw all the vertical edges. Then, I draw the edges that go
up to the right. Finally, I draw the edges that go up to the left.

Making Connections
Math Link: Engineers, draftspeople, and industrial designers
draw and interpret isometric drawings and views of objects.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Knowledge and Understanding Extra Support: Students who have difficulty remembering
✔ Students can identify objects from which face they have drawn should number the top, front, and
views or drawings on triangular side views as 1, 2, and 3, then draw them in order.
dot paper. Extra Practice: Have students arrange 5 cubes differently
Application from the arrangements in question 6, then draw the views and
✔ Students can build an object with the isometric drawing for each arrangement. Students can
linking cubes and draw the object. complete Extra Practice 3 (Master 3.24).
Students can do the Additional Activity, Build It (Master 3.14).
Extension: Challenge students to build different objects that
have the same set of top, front, and side views.

Recording and Reporting

Master 3.2 Ongoing Observations:
Geometry

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S H O W W H A T Y O U Home
KNOW Quit

LESSON ORGANIZER 40–50 min

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°

3. The common attribute is all sides equal.

Figures P, Q, and R are quadrilaterals.
Each has all sides equal.
Figures F, G, and H are also quadrilaterals.
Each has at least 2 equal sides,
so that is not the required attribute.
Each of figures A and B has all sides equal,
while figure C has 2 pairs of equal sides,
and figure D has no equal sides.

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7. a)

70° and 110°; 9 cm and 5 cm b)

Net; triangular pyramid

Not a net 8. For example: a cube made from 9 linking cubes; the drawing
Net; pentagonal prism
will show 7 vertices and all appropriate lines that represent
the individual cubes.

ASSESSMENT FOR LEARNING

What to Look For

Knowledge and Understanding

✔ Question 1: Students are able to estimate, classify, and measure angles.
✔ Question 2: Students are able to construct angles using a ruler and a protractor.
✔ Question 4: Students can construct polygons, given side and angle measures.

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.

Recording and Reporting

Master 3.1 Unit Rubric: Geometry
Master 3.4 Unit Summary: Geometry

Unit 3 • Show What You Know • Student page 107 29

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Angle Hunt

LESSON ORGANIZER 80–100 min

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

Teaching Notes for the Cross Strand Investigation Ziggurats are

in the Additional Assessment Support module.

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.

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Reflect on the Unit

I learned that there are these types of angles: an acute angle is
less than 90°; an obtuse angle is between 90° and 180°; a straight
angle is 180°; and a reflex angle is between 180° and 360°.
I learned that a convex polygon has all angles less than 180°, and
a concave polygon has at least one angle greater than 180°.
I also learned that an object can be represented on paper by
its views (top, front, and side) and on triangular dot paper, when
its three dimensions are seen.

ASSESSMENT FOR LEARNING

What to Look For What to Do
Thinking Extra Support: Make the game accessible.
✔ Students can select an appropriate Have students play the game using only the Sketch cards or the
strategy and use it to solve a problem. Find cards. Add the others after students are comfortable. For
Part 3, limit variables. Direct students to vary either the cards
Communication or the rules but not both. Help them to focus on one type of
✔ Students use correct geometric change, for example, angle measures.
language to explain their answers.
✔ Students give clear explanations of
how the game is played.

Application
✔ Students can sketch different angles,
nets, and figures with given attributes.

Recording and Reporting

Master 3.3 Performance Assessment Rubric: Angle Hunt
Master 3.4 Unit Summary: Geometry

Unit 3 • Unit Problem • Student page 109 31

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Evaluating Student Learning: Preparing to Report:

Unit 3 Geometry
This unit provides an opportunity to report on the Geometry and Spatial Sense strand. Master 3.4 Unit
Summary: Geometry provides a comprehensive format for recording and summarizing evidence collected.
Here is an example of a completed summary chart for this Unit:
Most Consistent Level of Achievement*
Strand: Geometry and Knowledge and Thinking Communication Application Overall
Spatial Sense Understanding
Ongoing Observations 3 2 2 3 2/3
Work samples or
3 3 2 3 3
portfolios; conferences
Show What You Know 3 3 3 3 3
Unit Test 3 2 2 3 2/3
Unit Problem
3 3 3 2 3
Angle Hunt
Achievement Level for reporting 3

Recording How to Report

Ongoing Observations Use Master 3.2 Ongoing Observations: Geometry to determine the most consistent level
achieved in each category. Enter it in the chart. Choose to summarize by achievement
category, or simply to enter an overall level.
Observations from late in the unit should be mostly heavily weighted.
Portfolios or collections of Use Master 3.1 Unit Rubric: Geometry to guide evaluation of collections of work and
information gathered in conferences. Teachers may choose to focus particular attention on the
work samples; conferences Assessment Focus questions.
or interviews Work from later in the unit may be more heavily weighted.
Show What You Know Teachers may choose to assign some or all of these questions. Master 3.1 Unit Rubric:
Geometry may be helpful in determining levels of achievement.
#1, 2, 4, and 6 provide evidence of Knowledge and Understanding; #3 provides evidence of
Thinking; #5, 7, and 8 provide evidence of Application; all provide evidence of Communication.
Unit Test Master 3.1 Unit Rubric: Geometry may be helpful in determining levels of achievement. Part A
provides evidence of Application; Part B provides evidence of Knowledge and Understanding;
Part C provides evidence of Thinking; all parts provide evidence of Communication.
Unit performance task Use Master 3.3 Performance Assessment Rubric: Angle Hunt. The Unit Problem offers a
snapshot of students’ achievement. In particular, it shows their ability to synthesize and
apply what they have learned.
Student Self-Assessment Note students’ perception of their own progress. This may take the form of an oral or written
comment, or a self-rating.
Comments Analyse the pattern of achievement to identify strengths and needs. In some cases, specific
actions may be planned to support the learner.

Learning Skills Ongoing Records

PM 4: Learning Skills Check List PM 10: Summary Class Records: Strands
Use to record and report throughout a reporting period, rather PM 11: Summary Class Records: Achievement Categories
than for each unit and/or strand. PM 12: Summary Record: Individual
Use to record and report evaluations of student achievement over
clusters, a reporting period, or a school year.
These can also be used in place of the Unit Summary.

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Master 3.1 Unit Rubric: Geometry

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding
• shows understanding by demonstrates limited demonstrates some demonstrates demonstrates thorough
describing and explaining: understanding of understanding of considerable understanding of
– classification and geometric concepts in: geometric concepts in: understanding of geometric concepts in:
comparison of geometric – classifications and – classifications and geometric concepts in: – classifications and
figures comparisons comparisons – classifications and comparisons
– attributes and – attributes and – attributes and comparisons – attributes and
relationships relationships relationships – attributes and relationships
– explorations of geometric – explorations with relationships – explorations with
– explorations with
concepts with computer computer programs computer programs – explorations with computer programs
programs computer programs
Thinking
• plans and carries out uses appropriate uses appropriate uses appropriate uses appropriate
appropriate strategies strategies to solve strategies to solve strategies to solve strategies to solve
to solve problems that problems that involve problems that involve problems that involve problems that involve
involve constructing constructing figures, or constructing figures, or constructing figures, constructing figures,
figures, or building building and drawing building and drawing or building and or building and
and drawing objects objects, with limited objects, with some drawing objects, drawing objects, with
effectiveness effectiveness with considerable a high degree of
effectiveness effectiveness

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

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Master 3.2 Ongoing Observations: Geometry

The behaviours described under each heading are examples; they are not intended to be an exhaustive list of all
that might be observed. More detailed descriptions are provided under Assessment for Learning.

STUDENT ACHIEVEMENT: Geometry

Student Knowledge and Thinking Communication Application
Understanding
• Demonstrates and • Uses appropriate • Explains reasoning • Names, classifies,
explains attributes strategies to pose and and procedures and constructs figures
and relationships solve problems that clearly, using and angles
involve constructing appropriate terms • Builds and draws
figures or building and • Presents diagrams objects
drawing objects and drawings clearly

Level 1 – very limited; Level 2 – somewhat or limited; Level 3 – satisfactory; Level 4 thorough

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Master 3.3 Performance Assessment Rubric:

Angle Hunt

Categories/Criteria Level 1 Level 2 Level 3 Level 4

Knowledge and Understanding
• explanations and explanations and explanations and explanations and explanations and
instructions show instructions show instructions show instructions show instructions show
understanding of attributes limited understanding some understanding considerable thorough
and relationships of of attributes and of attributes and understanding of understanding of
angles and figures relationships relationships attributes and attributes and
relationships relationships

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

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Master 3.4 Unit Summary: Geometry

Review assessment records to determine the most consistent achievement levels for the assessments conducted.
Some cells may be blank. Overall achievement levels may be recorded in each row, rather than identifying
levels for each achievement category.

Most Consistent Level of Achievement*

Strand: Geometry and Knowledge and Thinking Communication Application Overall

Spatial Sense Understanding
Ongoing Observations

Work samples or
portfolios; conferences
Show What You Know

Unit Test

Unit Problem:
Angle Hunt
Achievement Level for reporting

*Use Ontario Achievement Levels 1, 2, 3, 4

Self-Assessment:

Comments: (Strengths, Needs, Next Steps)

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Master 3.5 To Parents and Adults at Home …

Your child’s class is beginning a mathematics unit on geometry. Through

daily activities, students will explore a variety of two-dimensional figures and
three-dimensional objects to develop a deeper understanding of their attributes.
Students will investigate angle measures and draw figures using a ruler, a protractor,
and a compass.

In this unit, your child will:

• Estimate, measure, and construct angles to 360º.
• Classify figures by side and angle properties.
• Construct figures.
• Identify, sketch, and draw nets of solids.
• Build and draw objects.

Geometry and spatial awareness are important elements in understanding

mathematics. Geometry provides students with a strong link between mathematics
and the world around them.

Here are some suggestions for activities to do at home.

• Look for figures and objects, and estimate the sizes of the angles that you
see. Use 90°, 180°, and 360° as referents to make more refined estimates.
• Go on an angle hunt. Look for objects with angles that are less than 90°, 90°,
between 90° and 180°, 180°, and between 180° and 360°.

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Master 3.6 Angles for Lesson 1 Explore

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Master 3.7 Figures for Lesson 2 Explore

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Master 3.8 Figures for Lesson 2 Practice

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Master 3.9a Diagrams for Lesson 5 Explore

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Master 3.9b Diagrams for Lesson 5 Explore (continued)

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Master 3.9c Diagrams for Lesson 5 Explore (continued)

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Master 3.10 Angle Hunt Game Cards

Find a figure with

Find a regular polygon. Find an irregular polygon. more than one line
of symmetry.

Find an obtuse angle. Find an acute angle. Find a right angle.

Find a polygon with a Find a figure with exactly

Find a reflex angle.
reflex angle. one line of symmetry.

Find an equilateral
Find a scalene triangle. Find an isosceles triangle.
triangle.

Find a figure with

Sketch a 30° angle. Sketch a 60° angle.
parallel lines.

Sketch a 135° angle. Sketch a 225° angle. Sketch a 315° angle.

Sketch a 270° angle. Sketch a 45° angle. Find a 330° angle.

Find a 45° angle. Find a 60° angle. Find a 240° angle.

Find a figure with more Find a figure with more

Find a 120° angle.
than one acute angle. than one obtuse angle.

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Master 3.11 Additional Activity 1:

Angle Tic-Tac-Toe

Play with a partner.

You will need protractors.

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.

¾Player B repeats the process.

He labels his point O.

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.

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Master 3.12 Additional Activity 2:

Sorting Quadrilaterals

Work on your own.

You will need triangular dot paper, square dot paper, and scissors.

Draw one example of each figure:

¾square

¾rhombus

¾parallelogram

¾rectangle

¾trapezoid

¾kite

¾irregular quadrilateral

Cut out the figures. Choose 2 attributes. Sort your figures.

Use a Venn diagram to record your sorting.

Take It Further
Choose 3 attributes. Sort your figures. Record your sorting.

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Master 3.13 Additional Activity 3:

String Polygons

Work in a group of 4.

You will need 2 m of string or yarn tied into a loop.

¾ Take turns.
One student chooses a polygon.
She does not say its name.
She describes its attributes.

¾ The other members of the group put their hands inside

the loop of string and pull back to create the polygon.
Each hand represents a vertex.
Once the group has correctly made and named the polygon, switch roles.

¾ Continue playing until each group member has had

at least one turn describing a polygon.

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.

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Master 3.14 Additional Activity 4:

Build It

Work with a partner.

You will need linking cubes, grid paper, and triangular dot paper.

¾ Without your partner seeing,

build an object with linking cubes.
Do not build a rectangular prism.

¾ Draw as many views of your object as

your partner needs to build the object.

¾ Trade views with your partner.

Build your partner’s object.

¾ Compare objects and views.

If the object your partner built from your views
is different from your object, try to find the error.

Take It Further
Draw each object on triangular dot paper.

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Master 3.15 Step-by-Step 1

Lesson 1, Question 5

Step 1 Draw an acute angle. Measure the angle.

What is the measure of the other angle formed
by the arms of the acute angle?
Name the other angle as obtuse, straight, or reflex.

Step 2 Draw an obtuse angle. Measure the angle.

What is the measure of the other angle formed
by the arms of the obtuse angle?
Name the other angle as obtuse, straight, or reflex.

Step 3 Draw a straight angle. Measure the angle.

What is the measure of the other angle formed
by the arms of the straight angle?
Name the other angle as obtuse, straight, or reflex.

Step 4 Is it possible to draw a reflex angle so the other angle

formed by the arms is acute? Obtuse? Straight? Explain.
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Master 3.16 Step-by-Step 2

Lesson 2, Question 6

You will need triangular dot paper and square dot paper.

Step 1 Use triangular dot paper.

Draw a triangle with all sides equal.
Draw a hexagon with all sides equal.
Use square dot paper.
Draw a quadrilateral with all sides equal.

Step 2 Use triangular dot paper.

Draw a quadrilateral with one reflex angle.
Use square dot paper.
Draw a quadrilateral with one reflex angle.
Use either dot paper.
Draw a different quadrilateral with one reflex angle.

Step 3 Use square dot paper.

Draw two parallel line segments with different lengths.
Join the segments to form a quadrilateral.
Draw a pentagon with exactly 2 parallel sides.
Draw a hexagon with exactly 2 parallel sides.

Step 4 Label each figure you drew with its name.

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Master 3.17 Step-by-Step 4

Lesson 4, Question 6

Use triangular dot paper and a protractor.

Construct a concave hexagon.
The hexagon must have at least one angle with each measure:
60° and 240°. Three or more sides must be 3 units long.

Step 1 Any 2 adjacent dots are 1 unit apart.

Draw a line segment 3 units long.

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.

Step 5 Repeat Steps 1 to 4 to draw a different concave hexagon.

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Master 3.18 Step-by-Step 5

Lesson 5, Question 6

You will need a regular tetrahedron, a triangular pyramid, and triangular dot paper.

Step 1 Use the regular tetrahedron.

Trace one face.
Trace the same face on each side of the first triangle you drew.
Copy the diagram on dot paper. This is one net.
Arrange the faces to make a second net.

Step 2 Use the triangular pyramid that is not a regular tetrahedron.

Trace the face that is different from the other three faces.
Trace one of the three congruent faces on each side of the first triangle
you drew. Copy the diagram on dot paper.

Step 3 Use the triangular pyramid that is not a regular tetrahedron.

Trace the three triangular faces, so that one meets
another along one of the two equal sides.
Place the base of the pyramid so it touches one of the non-equal sides
of one of the triangles you drew.
Trace the base. Copy the diagram on dot paper. This is another net.

Step 4 Look at the two nets in Steps 2 and 3.

Try to arrange the faces a different way to make a different net.

Step 5 How are the nets in Step 1 like the nets in Steps 2, 3, and 4?
How are the nets different?
___________________________________________________________
___________________________________________________________
___________________________________________________________

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Master 3.19 Step-by-Step 6

Lesson 6, Question 5

You will need linking cubes, 1-cm grid paper, and triangular dot paper.

Step 1 Use 3 linking cubes.

Build an object that is not a rectangular prism.

Step 2 Place the object on the desk.

Look down on the object.
Draw its top view.
Look at the object from the front.
Draw its front view.
Look at the object from the side.
Draw its side view.

Step 3 To draw the object on triangular dot paper:

Draw a line segment for each vertical edge.
Draw a line segment for each edge that goes up to the right.
Draw a line segment for each edge that goes up to the left.

Step 4 Describe what you did in Steps 2 and 3.

___________________________________________________________
___________________________________________________________
___________________________________________________________

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Master 3.20a Unit Test: Unit 3 Geometry

Part A

1. Use a ruler and a protractor. Draw an angle with each measure.

a) 140° b) 240° c) 340° d) 40°

2. Name this polygon

List as many of its attributes as you can.

__________________________________________
__________________________________________
__________________________________________
________________________________________________________________
________________________________________________________________

Part B

3. Use triangular dot paper or square dot paper.

Draw a quadrilateral with each attribute:

a) 1 right angle b) 1 reflex angle

c) 2 parallel sides d) 2 equal sides that are not parallel

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Master 3.20b Unit Test: Unit 3 Geometry continued

4. Use these figures:

a) Choose 2 attributes. Sort the figures.

Record your sorting in a Venn diagram.

b) Choose 3 attributes. Sort the figures again.

Record your sorting in a Venn diagram.

5. Use a ruler and protractor.

a) Construct a trapezoid with one right angle and one 120° angle.

b) What are the measures of the other angles?

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Master 3.20c Unit Test: Unit 3 Geometry continued

6. Use a ruler and a compass.

Draw UMNP with sides 5 cm long.
What are the measures of the angles in UMNP?

7. a) Use linking cubes.

Build a rectangular prism.
Draw the prism on triangular dot paper.

b) Use the same linking cubes.

Build an object that is not a rectangular prism.
On grid paper, draw its front, top, and side views.

Part C

8. Use a ruler and a protractor.

Draw quadrilateral BCDE with these measures:
BC = 6 cm, DE = 9 cm, ∠BED = 50°, and ∠EDC = 60°
How many different quadrilaterals can you draw? Explain.

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Master 3.21 Unit Test Sample Answers

Unit Test – Master 3.20 5. a) For example:

Part A
1.

b) 90º and 60º

6. a) All angles are 60°.

2. Hexagon, 6 sides, concave, 1 reflex angle
(270°), 3 right angles, 1 acute angle,
1 obtuse angle, 3 parallel sides, irregular,
no lines of symmetry

Part B
3. a) b)

7. Answers will vary.

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)

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Extra Practice Masters 3.22–3.25

Go to the CD-ROM to access editable versions of these Extra Practice Masters.

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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

Copyright © 2006 Pearson Education Canada Inc.

All Rights Reserved. This publication is protected by copyright,

and permission should be obtained from the publisher prior to
any prohibited reproduction, storage in a retrieval system, or
transmission in any form or by any means, electronic, mechanical,
photocopying, recording, or likewise. For information regarding
permission, write to the Permissions Department.
Pages identified as line masters may be copied for classroom use.

Printed and bound in Canada

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