Gr ade 6 Mathemat ics

Shape and Space

Grade 6: Shape and Space (Measurement)
(6.SS.1, 6.SS.2)
Enduring Understanding(s):
All measurements are comparisons.
The unit of measure must be of the same nature as the property of the object
being measured.
Many geometric properties and attributes of shapes are related to
measurement.

General Learning Outcome(s):

Use direct or indirect measurement to solve problems.

Specific Learning Outcome(s): Achievement Indicators:

6.SS.1 Demonstrate an understanding  Provide examples of angles found in the

of angles by environment.
n identifying examples of  Classify a set of angles according to their
angles in the environment measure (e.g., acute, right, obtuse, straight,
n classifying angles according reflex).
to their measure  Sketch 45º, 90º, and 180º angles without
n estimating the measure of the use of a protractor, and describe the
angles using 45º, and 90º, and relationship among them.
180º as reference angles  Estimate the measure of an angle using 45º,
n determining angle measures 90º, 180º as reference angles.
in degrees  Measure, using a protractor, angles in
n drawing and labelling angles various orientations.
when the measure is  Draw and label an angle in various
specified orientations using a protractor.
[C, CN, ME, V]  Describe the measure of an angle as the
measure of rotation of one of its sides.
 Describe the measure of an angle as the
measure of an interior angle of a polygon.

6.SS.2 Demonstrate that the sum of  Explain, using models, that the sum of the
interior angles is interior angles of a triangle is the same for
n 180º in a triangle all triangles.
n 360º in a quadrilateral  Explain, using models, that the sum of the
[C, R] interior angles of a quadrilateral is the same
for all quadrilaterals.

Shape and Space 3

Prior Knowledge
Students may have had experience with the following:
QQ Dividing 3-digit numerals by 1-digit numerals
QQ Solving one-step single-variable equations, and problems involving these equations,
using whole numbers only
QQ Adding and subtracting 1-, 2-, and 3-digit numerals with answers to 1000

Related Knowledge
Students should be introduced to the following:
QQ Demonstrating and explaining the meaning of preservation of equality, concretely,
pictorially, and symbolically

Background Information
An angle is the space between two rays or line segments that are joined at a common
point. There are many different sizes of angles, some are small and some are large.
Angles can be seen by observing different geometric shapes as well as the environment
around us. Angles are measured in degrees using a protractor.

Grade 6 is the first year students are formally learning about angles and angle measures.
This year, students will learn to measure angles using a protractor, recognize reference
angles (45º, 90º, and 180º), and estimate measures of angles using the reference angles.
Look at reference angles shown below:

  
45° 90° 180°

4 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Based on these angles, students will be able to recognize whether an angle is smaller
than 45º (see angle A below), between 45º and 90º (see angle B below), between 90º and
180º (see angle C below), or bigger than 180º (see angle D below).

210°

135° 
75° 
30°
 
angle A angle B angle C angle D

Based on the angle measure, students will learn to name and classify angles as acute
(between 0º and 90º, such as angles A, B, and reference angle 45º above), right (90º, such
as reference angle 90º above), obtuse (between 90º and 180º, such as angle C above),
straight (180º, such as reference 180º above), and reflex (between 180º and 360º, such as
angle D above).

Students will also learn to identify examples of angles found in the environment, such
as the space between the ceiling and the wall, the space between the ground and a lamp
post, or the space between two branches on a tree.

Measuring interior angles of polygons will reveal some interesting geometric rules.
Students will learn that
n the sum of interior angles is 180º in a triangle
20°

80°
40°
60°
120°
60°
70°
30° 30° 60° 60°


n the sum of interior angles is 360º in a quadrilateral

square trapezoid rectangle

parallelogram rhombus irregular quadrilateral

Shape and Space 5

Mathematical Language
angle
acute angle
degree
interior angle
polygon
quadrilateral
reflex angle
straight angle
triangle

Learning Experiences

Assessing Prior Knowledge

Materials:
n BLM 5–8.9: Centimetre Grid Paper
Organization: Individual/whole class
Procedure:
1. Distribute to each student the centimetre grid paper from BLM 5-8.9.
2. Ask students to use the centimetre grid to draw the following:
a) Four kinds of polygons with 2 cm sides each
b) Four kinds of polygons with 3 cm sides each
c) Four kinds of polygons with 4 cm sides each
3. Ask them to write the name of the polygon inside each shape.
4. Ask students to write inside each polygon the number of sides it has.
5. Have one student draw one of his or her polygons on the board.
6. With a piece of paper, cover most of the polygon, leaving only one
angle visible, and say to the students: “This is an angle. Who could
come to the board and show another angle?”
7. Have students point out different angles inside the polygon.
8. Draw each angle separately, next to the polygon.

6 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 9. Discuss angles. Ask students questions such as the following:
a) Are all of these angles the same?
b) What is the same?
c) What is different?
10. Tell students to count the number of angles they find in each polygon,
and write the number inside each polygon.
11. Discuss the relationship between the number of sides and the number
of angles

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Construct different kinds of polygons (i.e., triangle, quadrilateral,
pentagon, and hexagon).
r Construct polygons given measure of sides.
r Name polygons according to the sides that they have.
r Recognize angles.
r Recognize the relationship between sides and angles of a polygon.

Suggestions for Instruction

QQ Provide examples of angles found in the environment.

Materials:
QQ BLM 5-8.2: Concept Description Sheet #1

Organization: Whole class/small group/individual

Procedure:
1. Have a class discussion on the concept of angles. Have students answer questions,
such as the following:
a) What are angles?
b) Where can you find angles?
c) Are all angles the same?
2 Distribute to each student a copy of BLM 5-8.2: Concept Description Sheet #1.

Shape and Space 7

 3 Tell students to write the word “angle” inside the oval, and complete the sheet, doing
the following:
a) Describe the characteristics of an angle.
b) Provide examples of angles.
c) Provide examples of non-angles.
d) Draw pictures of angles.
4 Tell students to discuss with their group members the angles they can find
a) in the classroom
b) in their homes
c) on the playground
5 Have students record their examples of angles in their journals.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Describe the characteristics of an angle.
r Provide examples of angles.
r Provide examples of non-angles.
r Draw pictures of angles.
r Provide examples of angles found in the classroom.
r Provide examples of angles found in their homes.
r Provide examples of angles found on the playground.

8 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Suggestions for Instruction

QQ Classify a set of angles according to their measure (e.g., acute, right,

obtuse, straight, reflex).
QQ Provide examples of angles found in the environment.

Materials:
QQ BLM 6.SS.1.1: Angles

Organization: Whole class/individual

Procedure:
1. Draw a right angle on the board and write “right angle” under it.
2. Tell students to look around the classroom to spot some right angles.
3. Discuss the examples of right angles they spotted in the classroom.
4. Draw a straight angle on the board and write “straight angle” under it.
5. Tell students to look around the classroom to spot some straight angles.
6. Discuss the examples of straight angles they spotted in the classroom.
7. Discuss other angles and name them.
8. Ask students to draw examples of acute, obtuse, and reflex angles on the board.
9. Distribute a copy of BLM 6.SS.1.1, and ask students to write the name of each angle
inside it.
10. Discuss their classifications.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Recognize a right angle.
r Recognize a straight angle.
r Recognize an acute angle.
r Recognize an obtuse angle.
r Recognize a reflex angle.
r Provide examples of angles found in the environment.

Shape and Space 9

 Suggestions for Instruction

QQ Sketch 45º, 90º, and 180º angles without the use of a protractor, and
describe the relationship among them.
QQ Provide examples of angles found in the environment.

Materials:
QQ BLM 6.SS.1.2: Reference Angles

Organization: Whole class/individual

Procedure:
1. Place on the overhead projector a transparency of BLM 6.SS.1.2.
2. Draw two vertical lines on the chalkboard in order to create three sections.
3. Write on the top part of the first section “45º”, second section “90º”, and third section
“180º”. Then say to the students “Look around the classroom and find possible
examples of each angle.”
4. Have a class discussion about the possible examples for each angle.
5. Ask for three volunteers (one for each section) to record possible examples of each
angle, and sketch the angle (without a protractor).
6. Discuss the relationship among the three angles and their importance (reference
angles).
7. Tell students to sketch a “45º”, “90º”, and “180º” angle without a protractor, and
describe the relationship among these three angles in their journals.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Provide an example of a 45º angle.
r Provide an example of a 90º angle.
r Provide an example of a 180º angle.
r Sketch a 45º angle without a protractor.
r Sketch a 90º angle without a protractor.
r Sketch a 180º angle without a protractor.
r Describe the relationship among these three (45º, 90º, 180º) angles.

10 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Estimate the measure of an angle using 45º, 90º, 180º as reference

angles.
QQ Measure, using a protractor, angles in various orientations.

Materials:
QQ BLM 6.SS.1.1: Angles
QQ BLM 6.SS.1.2: Reference Angles

Organization: Individual

Procedure:
1. Distribute to each student a copy of BLM 6.SS.1.1.
2. Place a transparency of the BLM 6.SS.1.2 on the overhead projector.
3. Tell students to use the reference angles to estimate the measure of each angle on
their paper, and write the estimated measure next to the angle.
4. Ask a few students to read out loud their estimated measures of each angle.
5. Say “Take out your protractors, measure each angle, and record the angle
measurement next to the angle.”
6. When they complete their work, ask students to record the difference between the
measured angle and its estimate.
7. Let students know that, with practice, their estimates can get quite close to the actual
angle measurement.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Use the reference angles to estimate the measure of an angle.
r Estimate the measure of an acute angle, using 45º and 90º angles as
reference angles.
r Estimate the measure of an obtuse angle, using 90º and 180º angles
as reference angles.
r Estimate the measure of a reflex angle, using a 90º angle as a
reference angle.
r Use a protractor to measure angles in standard position.
r Use a protractor to measure angles in various orientations.

Shape and Space 11

 Suggestions for Instruction

QQ Draw and label an angle in various orientations using a protractor.

Materials:
QQ poster-sized paper
QQ protractor
QQ pencil

Organization: Groups of four

Procedure:
1. Seat students in groups of four.
2. Distribute a large poster-sized paper to each group.
3. Say to the class:
a) I want each of you to choose an angle measure. Make sure that the number of
degrees you choose is not the same as the angle chosen by any of the other three
members in your group.
b) Use your protractor to draw your angle on the poster-sized paper in front of you.
c) Then, using the same angle measure, draw the angle in three other orientations.
d) Label each angle (write the angle measure inside the angle).
4. Have one member of each group place the paper (completed work) on the board.
5. Ask students to have a class discussion on what they have observed about angles in
various orientations.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Use a protractor to measure an angle.
r Draw an angle.
r Replicate an angle.
r Draw an angle in various orientations.

12 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Describe the measure of an angle as the measure of rotation of one of

its sides.

Organization: Whole class

Procedure:
1. Say and demonstrate the following to the class:
a) Today’s activity will be a live demonstration of an angle measure. It will involve
some physical activity on your part.
b) I want everyone to stand up facing me. Stand with your feet together and
pretend your feet are the two sides of an angle.
c) Now, keeping your heels together, rotate your left foot so that you make an angle.
(Demonstrate).
d) How big of an angle can you make without moving your right foot and without
falling?
e) Now, make a zero degree angle by rotating your left foot back to a “feet together”
position. (Demonstrate).
f) Show the person next to you a variety of angles you can make by keeping your
heels together and rotating your right foot.
g) Thanks for the great participation. Now, go back to your seats.
2. Discuss the number of angles and the kinds of angles that students made with their
feet.
3. Tell students to describe in their journals what happens to the measure of an angle
when you rotate one of its sides.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Follow directions.
r Make an angle using their feet.
r Make a variety of angles using their feet.
r Associate the change in measure of an angle with the rotation of
its side.

Shape and Space 13

 Suggestions for Instruction

QQ Describe the measure of an angle as the measure of rotation of one of

its sides.

Materials:
QQ a variety of craft materials
QQ scissors

Organization: Pairs

Procedure:
1. Let students know that they will be making their own protractors using what they
know about angles.
2. Have them work in pairs to formulate a plan for how they are going to make their
protractor.
3. Ask them to document the steps they take, making specific reference to reference
angles and rotation.
4. Allow students to construct a protractor.
5. Have the students all measure the same angles from the classroom using their
protractors (i.e., the edge of a desk, the binding and edge of a three-ring binder).
6. Facilitate a class discussion about the students’ protractors.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Reason mathematically.
r Apply their knowledge about reference angles.
r Apply their knowledge about rotation.
r Measure angles using a protractor.

14 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Suggestions for Instruction

QQ Describe the measure of an angle as the measure of an interior angle

of a polygon.

Materials:
QQ protractor
QQ ruler
QQ pencil

Organization: Whole class/individual

Procedure:
1. Draw four distinct angles on the board (e.g., 30º, 45º, 90º, and 120º).
2. Measure each angle using a protractor.
3. Write the measure of each angle inside it.
4. Have a discussion on angles and angle measures.
5. Draw a triangle (i.e., choose one of the angles you drew on the board and connect its
two adjacent sides by a third line segment, creating a side opposite to the angle). See
example below.

or

angle triangle . . . etc.

6. Ask students the following:

a) What happened to the angle?
b) Did the angle measure change?
7. Ask a student to measure the angle that was made into an interior angle of a triangle.
8. Discuss interior angles of a polygon.
9. Ask one of the students to come up to the board and draw a polygon, but not a
triangle, using another one of the angles.
10. Ask students to predict the measure of the angle, which is now an interior angle.
11. Ask a different student to come up to the board and measure that particular interior
angle.

Shape and Space 15

 12. Ask students what would happen to the other two angles if they were made into
interior angles.
13. Discuss the measure of angles as the measure of an interior angle of a polygon.
14. Tell students to do the following:
a) Draw an angle in their journals.
b) Describe the measure of the angle as the measure of an interior angle of a
polygon of their choice.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Sketch an angle (approximate size).
r Measure an angle with a protractor.
r Know what an interior angle of a polygon is.
r Describe the measure of an angle as the measure of an interior
angle of a polygon.

Suggestions for Instruction

QQ Explain, using models, that the sum of the interior angles of a triangle
is the same for all triangles.

Materials:
QQ BLM 6.SS.1.3: Sum of Interior Angles of a Triangle
QQ straws
QQ pipe cleaners
QQ scissors
QQ protractor
QQ pencil

Organization: Whole class/four groups

16 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Procedure:
1. Pre-cut straws to the following lengths: 6 cm, 9 cm, 12 cm, and 15 cm. It would
be helpful if you could have a different colour for each length, such as red, green
purple, and white.
2. For each group, you will need the following:
a) two straws of each: 6 cm (red)
15 cm (white)
b) four straws of each: 9 cm (green)
12 cm (purple)
3. Distribute to each group the 12 pre-cut straws and 12 pipe cleaners.
4. Distribute to each student a copy of BLM 6.SS.1.3.
5. Tell students to do the following:
a) Separate the straws into four piles according to size (colour).
b) Slightly bend each pipe cleaner.
c) Take one red straw, one purple straw, and one white straw
d) Use the pipe cleaners to join two straws together.
e) You will need three bent pipe cleaners to join the three straws and form a
triangle.
f) Using three different lengths of straws will make a scalene triangle.
g) Measure each angle of the scalene triangle.
h) On BLM 6.SS.1.3, mark “scalene” under “Triangle Name.”
i) Write the measure of each interior angle under “Interior Angle Measures.”
j) Add up the measure of the three interior angles and write the sum under “Sum
of Interior Angles of Triangle.”
6. Place on the overhead projector a transparency copy of BLM 6.SS.1.3.
7. Ask students for information to record under each heading.
8. Discuss the results they got by measuring the interior angles of the scalene triangle.
9. Tell students to use one green straw, one purple straw, and one white straw to
construct a right triangle.
10. Tell students to record the name, each angle measure, and sum of interior angles of
the right triangle on the BLM sheet.
11. Tell students to use three green straws to make an equilateral triangle, and the two
purples and one red straw to make an isosceles triangle.
12. Have them record the results of each triangle.

Shape and Space 17

 13. Discuss the results they got by measuring the interior angles of the other three
triangles. For example, compare the
a) interior measures of each triangle to the interior measures of the scalene triangle
b) sum of the interior measures of each triangle to the sum of the interior measures
of the scalene triangle
c) interior measures of each triangle to the interior measures of the other triangles
d) sum of the interior measures of each triangle to the sum of the interior measures
of the other triangles
14. Tell students to write in their journals what they observed about how different
measures of the interior angles of a triangle influence the sum of the interior angles
of a triangle.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Follow instructions.
r Construct a model.
r Measure interior angles of a triangle accurately.
r Explain, using models, that the sum of the interior angles of a
triangle is 180º.
r Explain, using models, that the sum of the interior angles of a
triangle is the same for all triangles.

Suggestions for Instruction

QQ Explain, using models, that the sum of the interior angles of a

quadrilateral is the same for all quadrilaterals.

Materials:
QQ BLM 6.SS.1.4: Sum of Interior Angles of a Quadrilateral
QQ BLM 6.SS.2.3: Sides for Flexible Quadrilaterals
QQ protractor
QQ scissors
QQ pencil
QQ small binder rings (safety pins or paper clips will also work)

Organization: Whole class/small groups

18 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Have students seated in small groups.
2. Distribute to each student a copy of BLM 6.SS.2.2 and BLM 6.SS.2.3.
3. Tell students to do the following:
a) Take BLM 6.SS.2.3.
b) Cut the strips of paper along the lines. You should have 16 strips of paper.
1. 5 large
2. 1 medium
3. 10 small
c) Use a hole-puncher to punch holes on each end of the strips of paper.
d) Separate the strips of paper into four piles according to the following
classifications: parallelogram P1, parallelogram P2, trapezoid T1, and trapezoid
T2.
e) Join two strips of paper by lining up the holes and putting a ring through the
holes. Then, using the same method, join to them the third and the fourth strip of
paper to form the four sides of each quadrilateral.
f) Measure each angle of the “parallelogram P1” without moving the sides of the
model.
g) On your sheet BLM 6.SS.2.2, mark “parallelogram P1” under the “Name of
Quadrilateral.”
h) Write the measure of each interior angle under “Interior Angle Measures.”
i) Add up the measure of the four interior angles and write the sum under “Sum of
Interior Angles of Quadrilaterals.”
4. Write on the board “parallelogram P1.”
5. Tell students to discuss with their group members their angle measures and the sum
of their interior measures.
6. Ask a few students to record on the board their angle measures and the sum of their
interior measures.
7. Discuss with the class the results they got by measuring the interior angles of
“parallelogram P1” and how some results may be similar or different from other
students’ results.
8. Tell students to do the following:
a) Measure the interior angles of the other three quadrilaterals.
b) Record the measure of each interior angle.
c) Record the sum of the measures of each quadrilateral.

Shape and Space 19

 9. Discuss the results they got by measuring the interior angles of the other three
quadrilaterals. For example: compare the following:
a) Interior measures of each quadrilateral to the interior measures of the
“parallelogram P1”
b) Sum of the interior measures of each quadrilateral to the sum of the interior
measures of the “parallelogram P1”
c) Interior measures of each quadrilateral to the interior measures of the other
quadrilaterals
d) Sum of the interior measures of each quadrilateral to the sum of the interior
measures of the other quadrilaterals
10. Tell students to write in their journals what they observed about how different
measures of the interior angles of a quadrilateral influence the sum of the interior
angles of a quadrilateral.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Follow instructions.
r Construct a model.
r Measure interior angles of a quadrilateral accurately.
r Explain, using models, that the sum of the interior angles of a
quadrilateral is 360º.
r Explain, using models, that the sum of the interior angles of a
quadrilateral is the same for all quadrilaterals.

20 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 6: Shape and Space (Measurement) (6.SS.3)
Enduring Understanding(s):
All measurements are comparisons.
There is no direct relationship between perimeter and area.
Perimeter, area, and volume are measurable properties of objects.
The units of measure must be of the same nature as the property being
measured.

General Learning Outcome(s):

Use direct or indirect measurement to solve problems.

Specific Learning Outcome(s): Achievement Indicators:

6.SS.3 Develop and apply a formula for  Explain, using models, how the perimeter
determining the of any polygon can be determined.
n perimeter of polygons  Generalize a rule for determining the
n area of rectangles perimeter of polygons.
n volume of right rectangular  Explain, using models, how the area of any
prisms rectangle can be determined.
[C, CN, PS, R, V]  Generalize a rule for determining the area
of rectangles.
 Explain, using models, how the volume
of any right rectangular prism can be
determined.
 Generalize a rule for determining the
volume of right rectangular prisms.
 Solve a problem involving the perimeter
of polygons, the area of rectangles, or the
volume of right rectangular prisms.

Prior Knowledge
Students may have had experience with the following:
QQ Demonstrating an understanding of multiplying 2-digit numerals by 2-digit
numerals to solve problems
QQ Demonstrating an understanding of division of 2-digit numerals by 3-digit numerals
QQ Using perimeter or area or both (whole numbers) to design and construct different
rectangles and draw conclusions
QQ Demonstrating an understanding of measuring length

Shape and Space 21

 QQ Demonstrating an understanding of volume
QQ Identifying and sorting quadrilaterals
QQ Describing orally and in writing the rule for pattern
QQ Demonstrating an understanding of area of regular and irregular 2-D shapes
QQ Describing and constructing rectangular and triangular prisms
QQ Demonstrating an understanding of perimeter of regular and irregular shapes
QQ Adding and subtracting 1-, 2-, and 3-digit numerals with answers to 1000

Related Knowledge
Students should be introduced to the following:
QQ Explaining and applying the order of operations, excluding exponents
QQ Representing generalizations arising from number relationships

Background Information
Perimeter, area, and volume are not of the same nature; therefore, they do not use the
same units of measurement.

Perimeter is the distance around a shape, and it is measured in linear units such as
kilometres (km), metres (m), centimetres (cm), and millimetres (mm).

Area is the amount of surface a shape covers, and it is measured in square units such
as square kilometres (km²), square metres (m²), square centimetres (cm²), and square
millimetres (mm²).

Volume is the amount of space an object occupies or, if the object is hollow, the amount
of space inside the object (capacity). Volume is measured in cubic units such as cubic
metres (m³), cubic centimetres (cm³), and cubic millimetres (mm³).

When given either perimeter, or area, or both, students in Grade 5 learned to: (a) design
and construct different rectangles; (b) draw conclusions. They also demonstrated an
understanding of volume by: (a) selecting and justifying referents for cm³ and m³ units;
(b) estimating volume by using referents for cm³ and m³; (c) measuring and recording
volume (cm³ and m³ ); and (d) constructing rectangular prisms for a given volume.

In Grade 6, students will learn through their activities to develop and apply a formula
for determining the (a) perimeter of polygons; (b) area of rectangles; and (c) the volume
of right rectangular prisms.

22 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
centimetre
millimetre
kilometre
height
length
width
perimeter
area
volume
polygon
rectangle
right rectangular prism

Learning Experiences

Assessing Prior Knowledge

Materials:
n BLM 5-8.9: Centimetre Grid Paper
n ruler
n pencil
n scissors
n tape
Organization: Individual
Procedure:
1. Tell students that you wish to assess their understanding of perimeter
and area of rectangles and also their understanding of volume of
rectangular prisms.
2. Distribute to each student a copy of BLM 5-8.9.
3. Tell students to draw two rectangles:
a) One with a 14 cm perimeter and mark P = 14 cm inside it.
b) One with a 24 cm² area and mark A = 24 cm² inside it.

Shape and Space 23

 4. Circulate to check that students chose a correct rectangle for each
scenario.
5. Construct a rectangular prism that has a 60 cm³ volume.
6. Circulate to check that students chose a correct rectangular prism.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Use a given perimeter to find the dimensions of a rectangle.
r Use a given area to find the dimensions of a rectangle.
r Divide two-digit numerals by one-digit numerals.
r Draw a rectangle.
r Use a given volume to find the dimensions of a rectangular prism.
r Construct a rectangular prism.

Suggestions for Instruction

QQ Explain, using models, how the perimeter of any polygon can be

determined.

Materials:
QQ geoboard
QQ elastic band
QQ pegs

Organization: Whole class/small group/individual

Procedure:
1. Distribute to each student:
a) 1 geoboard
b) 6 pegs
c) 1 elastic band
2. Say the following to the students:
a) Use the geoboard, elastic band, and any number of pegs you want to make a
polygon.
b) Analyze your polygon to determine its perimeter.

24 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 c) Write in your notebook how you determined the perimeter of your polygon.
d) Use your geoboard, elastic band, and pegs to make a different polygon.
e) Analyze your new polygon to determine its perimeter.
f) Write in your notebook how you determined the perimeter of your new polygon.
g) Use your geoboard, elastic band, and pegs to make two more types of polygons,
and go through the same process.
h) Analyze the notes you wrote about how to determine the perimeter of each
polygon.
i) Write in your notebook how you would determine the perimeter of any polygon.
j) Repeat the process for regular polygons.
3. Discuss together what students found out about determining the perimeter of any
polygon.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Construct a polygon using a geoboard, elastic band, and pegs.
r Determine the perimeter of a polygon.
r Add lengths together.
r Explain how they determined the perimeter of a polygon.

Shape and Space 25

 Suggestions for Instruction

QQ Generalize a rule for determining the perimeter of polygons.

Materials:
QQ collection of polygons (both regular and irregular)
QQ BLM 6.SS.3.1: Polygon Collection: Set 1–5, with the polygons cut out and placed in
envelopes

Organization: Four or five groups

Procedure:
1. Distribute a different collection of polygons to each group.
2. Tell students to do the following:
a) Sort the polygons by their number of sides.
b) Estimate and then measure the perimeter of each polygon.
c) Can you find a shortcut or rule for finding the perimeter of polygons?
d) Exchange your polygon collection with another group.
e) Verify that the shortcut or rule you developed works for other polygons.
f) Report to the class how your group calculated the perimeters, including the
shortcut (or rule) you found.
g) Discuss similarities or differences among your findings.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Sort polygons by the number of their sides.
r Estimate the perimeter of a polygon.
r Measure the perimeter of a polygon.
r Explain the shortcut or rule for finding the perimeter of a polygon.

26 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Explain, using models, how the area of any rectangle can be

determined.

Materials:
QQ geoboard
QQ elastic band
QQ pegs

Organization: Whole class/individual

Procedure:
1. Distribute the following to each student:
a) 1 geoboard
b) 1 elastic band
c) 4 pegs
2. Say the following to the students:
a) Use the geoboard, elastic band, and the four pegs to make a rectangle.
b) Analyze your rectangle to determine its area.
c) Write in your notebook how you determined the area of your rectangle.
d) Use your geoboard, elastic band, and pegs to make a different rectangle.
e) Analyze your new rectangle to determine its area.
f) Write in your notebook how you determined the area of your new rectangle.
g) Use your geoboard, elastic band, and pegs to make two more types of rectangles,
and go through the same process.
h) Analyze the notes you wrote about how to determine the area of each rectangle.
i) Write in your notebook how you would determine the area of any rectangle.
3. Discuss together what students found out about determining the area of any
rectangle.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Construct a rectangle using a geoboard, elastic band, and pegs.
r Determine the area of a rectangle.
r Explain how they determine the area of a rectangle.

Shape and Space 27

 Suggestions for Instruction

QQ Generalize a rule for determining the area of rectangles.

Materials:
QQ square tiles or a geoboard

Organization: Groups

Procedure:
1. Distribute square tiles or a geoboard to each group.
2. Tell students to do the following:
a) Make a collection of rectangles.
b) Look for shortcuts that can be used in determining area.
c) Determine the area of each rectangle.
d) Draw each rectangle on grid paper.
e) Record each rectangle’s dimensions on grid paper.
f) Record the area of each rectangle inside it.
g) Exchange collections with another group.
h) Verify that the shortcut or rule you developed works for other rectangles.
i) Report to the class how your group calculated the area, including any shortcut
(or rule) you may have found.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Construct different rectangles.
r Determine the area of different rectangles.
r Measure the sides of a rectangle.
r Use multiplication facts.
r Find a shortcut or rule for finding the area of a rectangle.
r Explain the shortcut or rule for finding the area of a rectangle.

28 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Explain, using models, how the volume of any right rectangular prism
can be determined.
QQ Generalize a rule for determining the volume of right rectangular
prisms.

Materials:
QQ centicubes

Organization: Small groups

Procedure:
1. Tell students to:
a) Make right rectangular prisms whose volumes are 48 cm³, 36 cm³, 28 cm³, 21 cm³,
and 12 cm³.
b) Make a table, such as the one below.
c) Record each prism’s
n dimensions
n area of its base
n volume
Width Length Area of Base Height Volume
in cm in cm in cm 2 in cm in cm3

d) Explain in your journals how the volume of each of these right rectangular
prisms was found.
e) Discuss with your group members how a prism’s dimensions are related to its
area and volume.
f) Explain in your journals how the volume of any right rectangular prisms can be
found.
g) Write a shortcut method or rule to be used to calculate volume of any right
rectangular prism.
h) Verify your shortcut rules by predicting the volume of a right rectangular prism
that is 4-cm wide by 3-cm long by 10-cm high.
i) Build the prism using centicubes and count the number of cubes. The count
should match the volume calculated by your rule.
j) Share your conclusions with the class.

Shape and Space 29

 Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Construct a right rectangular prism using centicubes, given a
specific volume.
r Calculate dimensions of a right rectangular prism, given a specific
volume.
r Find a shortcut or rule for finding the volume of a right
rectangular prism.
r Explain the shortcut or rule for finding the volume of a right
rectangular prism.

Suggestions for Instruction

QQ Explain, using models, how the volume of any right rectangular prism
can be determined.
QQ Generalize a rule for determining the volume of right rectangular
prisms.

Materials:
QQ centicubes

Organization: Small groups

Procedure:
1. Have a class discussion about volume and right rectangular prisms. Be sure
everyone understands before you move on.
2. Present students with the following problem:
A grocery store chain is opening up a new store in Stonewall, MB. They are
given very specific instructions as to how to place each shelf so that all of the
items will fit. The page about juice boxes has a small tear in the bottom and some
information seems to be missing.

30 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 The volume of juice boxes is
36 cm3 and 48 cm3 and they
are to be displayed on the same
shelf.

The space to the next shelf

must be

The manager does not want the owners to doubt his abilities, so he has the
stocking clerks try to figure out the height that the shelf should be. They can
record their information in the table below:

Width Length Area of Base Height Volume

in cm in cm in cm 2 in cm in cm3

3. Have students explain in their journals how the volume relates to the width, length,
area of base, and height of their right rectangular prisms. Ask them to use this
relationship to determine the volume of a juice box that is 5 cm long by 3 cm wide by
6 cm tall.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Construct a right rectangular prism using centicubes, given a
specific volume.
r Find a shortcut or rule for finding the volume of a right
rectangular prism.
r Explain the shortcut or rule for finding the volume of a right
rectangular prism.

Shape and Space 31

 Suggestions for Instruction

QQ Solve a problem involving the perimeter of polygons, the area of

rectangles, or the volume of right rectangular prisms.

Materials:
QQ BLM 6.SS.3.2: Dolly Made a Garden

Organization: Individual

Procedure:
1. Distribute to each student a copy of BLM 6.SS.3.2.
2. Tell students to do the following:
a) Read the problem carefully.
b) Name the polygon.
c) Explain how they will find the perimeter of Dolly’s garden.
d) Solve the perimeter problem of Dolly’s garden.
3. Discuss with the class the polygon created by Dolly.
4. Ask a student to write the name of the polygon on the board.
5. Have a student tell the class how he or she found the perimeter of Dolly’s garden.
6. Invite comments by other students.
7. Ask a student to write his or her solution on the board.
8. Discuss the results with the class.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Recognize and name a polygon.
r Explain how they will find the perimeter of a polygon.
r Solve the perimeter of a polygon.

32 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Solve a problem involving the perimeter of polygons, the area of

rectangles, or the volume of right rectangular prisms.

Materials:
QQ BLM 6.SS.3.3: David’s Playroom
QQ A poster-sized paper

Organization: Small group

Procedure:
1. Distribute to each student a copy of BLM 6.SS.3.3 and a poster-sized paper.
2. Tell students to do the following:
a) Read the problem carefully.
b) Name the quadrilateral.
c) Explain how they will find the area of David’s playroom.
d) Solve the area problem of David’s playroom.
3. Discuss with the class the quadrilateral created by David.
4. Ask each group to use the poster-sized paper to do the following:
a) Write the name of the quadrilateral on top of the poster paper.
b) Draw the shape of David’s playroom.
c) Write down how they found the area of David’s playroom.
d) Write their solution to the problem involving the area of David’s playroom.
5. Place each poster on the board.
6. Discuss the results with the class.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Recognize and name a quadrilateral.
r Explain how they will find the area of a quadrilateral.
r Solve the area of a quadrilateral.

Shape and Space 33

 Suggestions for Instruction

QQ Solve a problem involving the perimeter of polygons, the area of

rectangles, or the volume of right rectangular prisms.

Materials:
QQ BLM 6.SS.3.4: Peter’s Toy Box

Organization: Individual

Procedure:
1. Distribute to each student a copy of BLM 6.SS.3.4.
2. Tell students to do the following:
a) Read the problem carefully.
b) Create a chart based on the problem.
c) Explain how you will find the volume of Peter’s toy box.
d) Solve the volume problem of Peter’s toy box.
3. Discuss with the class the dimensions of Peter’s toy box.
4. Write the dimensions on an overhead transparency.
5. Have a student tell the class how he or she found the volume of Peter’s toy box.
6. Ask if anyone has a different explanation.
7. Ask a student to write his or her solution on the board.
8. Discuss the results with the class.

Observation Checklist

 Check students’ replies to determine whether they can do the

following:
r Create a chart based on a problem.
r Explain how they will find the volume of a right rectangular
prism.
r Solve a problem involving the volume of a right rectangular
prism.

34 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 6: Shape and Space (3-D Objects and
2-D Shapes) (6.SS.4, 6.SS.5)
Enduring Understanding(s):
Shapes are distinguished by their properties

General Learning Outcome(s):

Describe the characteristics of 3-D objects and 2-D shapes, and analyze the
relationships among them.

Specific Learning Outcome(s): Achievement Indicators:

6.SS.4 Construct and compare triangles  Sort a set of triangles according to the
in different orientations, length of the sides.
including  Sort a set of triangles according to the
n scalene measures of the interior angles.
n isosceles  Identify the characteristics of a set of
n equilateral triangles according to their sides or their
n right interior angles.
n obtuse  Sort a set of triangles and explain the
n acute sorting rule.
[C, PS, R, V]  Draw a triangle (e.g., scalene).
 Replicate a triangle in a different orientation
and show that the two are congruent.

6.SS.5 Describe and compare the  Sort a set of 2-D shapes into polygons and
sides and angles of regular and non-polygons, and explain the sorting rule.
irregular polygons.  Demonstrate congruence (sides to sides and
[C, PS, R, V] angles to angles) in a regular polygon by
superimposing.
 Demonstrate congruence (sides to sides and
angles to angles) in a regular polygon by
measuring.
 Demonstrate that the sides of a regular
polygon are of the same length and that the
angles of a regular polygon are of the same
measure.
 Sort a set of polygons as regular or irregular
and justify the sorting.
 Identify and describe regular and irregular
polygons in the environment.

Shape and Space 35

Prior Knowledge
Students may have had experience with the following:
QQ Designing and constructing different rectangles
QQ Identifying and sorting quadrilaterals according to their attributes
QQ Demonstrating an understanding of area of regular and irregular 2-D shapes
QQ Describing and constructing rectangular and triangular prisms
QQ Demonstrating an understanding of line symmetry
QQ Sorting regular and irregular polygons according to the number of sides

Related Knowledge
Students should be introduced to the following:
QQ Demonstrating an understanding of angles
QQ Performing a combination of transformations on a single 2-D shape, and drawing
and describing the image

Background Information
A polygon is a closed plane figure formed by three or more line segments. The simplest
polygon is a triangle. There are regular polygons and irregular polygons.

A regular polygon is a polygon in which all sides and all angles are congruent. See
examples below.
120° 120°
90° 90° 108°
60°
108° 108°
120° 120°

60° 60° 90° 90° 108° 108° 120° 120°

triangle quadrilateral pentagon hexagon

An irregular polygon is a polygon whose sides and angles are not all congruent. See
examples below.

120° 120° 120°

90° 90° 105°
70° 86°
120° 120°

100° 130°
40° 70° 90° 90° 120° 120°
triangle quadrilateral pentagon hexagon

36 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
A triangle is a polygon with three sides and three angles. Triangles are sorted according
to their sides and angles.
n A scalene triangle is a triangle with no congruent sides and no congruent angles.
Example:



 



 





n An isosceles triangle is a triangle with at least two congruent sides and two
congruent angles.
Example:
 




n An equilateral triangle is a triangle with three congruent sides and three congruent
angles.
Example:
C
 

B
 
A

Shape and Space 37

 n A right triangle is a triangle with one right angle.
Examples:
 
 






n An obtuse triangle is a triangle containing one obtuse angle (greater than 90º and
less than 180º).
Example:


 



n An acute triangle is a triangle in which all three angles are acute (greater than 0º
and less than 90º).
Example:
A
 

B
 

C

When two figures have the same shape and size, they are congruent.

Examples:
n Two sides (line segments) are congruent if they are the same length.
n Two angles are congruent if they have the same measure.

38 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
acute
congruent
equilateral
hexagon
isosceles
obtuse
pentagon
polygon
right
scalene
square
triangle

Learning Experiences

Assessing Prior Knowledge

Materials:
n BLM 5-8.9: Centimetre Grid Paper
n ruler
n protractor
n pencil
Organization: Individual
Procedure:
1. Distribute to each student a copy of BLM 5-8.9.
2. Ask students to use the centimetre grid to draw the following:
a) One triangle using a ruler and protractor.
b) One quadrilateral using a ruler and protractor.
3. Tell students to do the following:
a) Mark each interior angle of each shape with a different letter of the
alphabet.
b) Name each interior angle of each polygon according to its
measure.

Shape and Space 39

 4. Circulate to check that students do the following:
a) Draw the correct shape.
b) Write the correct name for each angle.

Observation Checklist
 Observe students’ responses to determine whether they can do the
following:
r Draw a triangle using a ruler and protractor.
r Draw a quadrilateral (e.g., square, rectangle, parallelogram,
trapezoid, or other irregular quadrilateral) using a ruler and
protractor.
r Recognize interior angles in a polygon.
r Mark interior angles in a polygon.
r Name interior angles of a polygon according to their measure
(e.g., acute, right, obtuse, straight, reflex).

Suggestions for Instruction

QQ Sort a set of triangles according to the length of the sides.

Materials:
QQ scissors
QQ ruler
QQ BLM 6.SS.4.1: Cards of Triangles #1
QQ BLM 6.SS.4.2: Sorting of Triangles According to the Length of the Sides

Organization: Whole class/pairs

Procedure:
1. Distribute to each pair a copy of BLM 6.SS.4.1, and to each student a copy of
BLM 6.SS.4.2.
2. Have the students cut the cards of triangles in BLM 6.SS.4.1 so they get eight cards
(that is, four cards per student).

40 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
3. Tell students to do the following:
a) Measure all three sides of each triangle.
b) On your copy of BLM 6.SS.4.2, mark down
n the name of the triangle
n length of each side
n how many sides have the same length—that is,
n 3 sides have the same length
n 2 sides have the same length
n No sides are the same length
c) Discuss the results with your partner.
d) Copy your partner’s results onto your sheet.
e) Sort the triangles according to the number of sides that have the same length
(3, 2, none).
4. Have a class discussion on sorting triangles according to the length of the sides.
5. Tell students to write in their journals their observations on sorting triangles
according to the length of the sides.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Measure the sides of a triangle.
r Compare triangles according to the length of the sides.
r Sort triangles according to the length of the sides.

Shape and Space 41

 Suggestions for Instruction

QQ Sort a set of triangles according to the measures of the interior

angles.

Materials:
QQ scissors
QQ protractor
QQ BLM 6.SS.4.3: Cards of Triangles #2
QQ BLM 6.SS.4.4: Sorting of Triangles According to the Measure of the Interior Angles

Organization: Whole class/pairs

Procedure:
1. Distribute to each pair a copy of BLM 6.SS.4.3, and to each student a copy of
BLM 6.SS.4.4.
2. Have students cut the cards of triangles in BLM 6.SS.4.3 so they get eight cards (that
is, four cards per student).
3. Tell students the following:
a) Measure all three interior angles of each triangle.
b) On your copy of BLM 6.SS.4.4, mark down
n the name of the triangle
n the measure of each interior angle
3. Ask students to use the measure of the interior angles to sort their triangles into
groups. Have them explain their sorting rules on the table provided.
4. Discuss the various sorting rules as a class. Through the discussion, encourage
students to sort the triangles by
a) the number of angles that are equal (3 – equilateral, 2 – isosceles, none – scalene)
b) the type of angles it contains (one obtuse – obtuse, one right – right, all acute –
acute)
5. Encourage correct use of mathematical terminology
6. Ask students to show their knowledge of different types of triangles through their
choice of
a) a journal entry
b) a flip book
c) an interview
d) a poem
e) etc.

42 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Measure interior angles of a triangle.
r Compare triangles according to the measure of the interior angles.
r Sort triangles according to the measure of the interior angles.

Suggestions for Instruction

QQ Identify the characteristics of a set of triangles according to their

sides or their interior angles.

Materials:
QQ ruler
QQ protractor
QQ BLM 6.SS.4.5: Triangle Identification

Organization: Whole class/individual

Procedure:
1. Distribute to each student a copy of BLM 6.SS.4.5.
2. Tell students to analyze the set of triangles.
3. Say to the students the following:
a) You need to measure the sides or interior angles of the triangles.
b) Record their measurements.
c) Identify the characteristics of the set of triangles based on your measurements.
4. Have a class discussion.
5. Tell students to write their observations regarding the identification of the set of
triangles in their journals.

Shape and Space 43

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Measure the sides of triangles.
r Measure the interior angles of triangles.
r Compare triangles according to the length of their sides.
r Compare triangles according to their interior angles.
r Identify the characteristics of a set of triangles according to their
sides or their interior angles.

Suggestions for Instruction

QQ Sort a set of triangles according to the length of the sides.

QQ Sort a set of triangles according to the measures of the interior
angles.
QQ Identify the characteristics of a set of triangles according to their
sides or their interior angles.

Materials:
QQ paper
QQ pencil
QQ ruler
QQ protractor
QQ grid paper

Organization: Small groups

Procedure:
1. Seat students in small groups.
2. Hand out a grid paper to each student.
3. Tell students the following:
a) Each group needs to make a set of triangles (that is, a group of triangles with
similar characteristics).
b) Discuss with group members what kind of triangles each person will make.
c) Discuss with group members how many triangles each person will make.
d) Make your triangles.

44 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
4. When your set of triangles is complete, change sets with another group.
5. Identify the characteristics of the other group’s set of triangles according to their
sides or their interior angles.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Work well as a member of a group.
r Construct a variety of triangles.
r Identify the characteristics of the other group’s set of triangles
according to their sides or their interior angles.

Suggestions for Instruction

QQ Sort a set of triangles, and explain the sorting rule.

Materials:
QQ protractor
QQ ruler
QQ BLM 6.SS.4.6: Triangle Page

Organization: Whole class/small groups

Procedure:
1. Distribute to each student a copy of BLM 6.SS.4.6.
2. Tell students to do the following:
a) Analyze the triangles carefully.
b) Sort the triangles and record them in your notebooks.
c) Explain your sorting rule in your notebooks.
d) Discuss the results with your group members.
3. Have a few students orally present their work.
4. Use the presentations as the basis for a class discussion on the sorting of triangles.
5. Tell students to write their observations on sorting triangles in their journals (e.g.,
Did everyone use the same sorting rule? Why? What are the sorting methods some
students used?).

Shape and Space 45

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Measure the sides of triangles.
r Measure the interior angles of triangles.
r Sort triangles according to their sides or interior angles.
r Explain the sorting of triangles.

Suggestions for Instruction

QQ Draw a triangle (e.g., scalene).

QQ Replicate a triangle in a different orientation and show that the two
are congruent.

Materials:
QQ protractor
QQ ruler
QQ a blank sheet of paper
QQ pencil

Organization: Individual

Procedure:
1. Have a class discussion on triangles (e.g., Can students name some triangles and
describe them according to their sides or interior angles?).
2. Distribute to each student a blank sheet of paper (computer paper is fine).
3. Tell students to do the following:
a) Draw a triangle using a ruler and a protractor.
b) Replicate the triangle in a different orientation.
c) Show that the two triangles are congruent.
4. Ask a few students to give an oral presentation to the class.

46 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Draw a triangle using a ruler and protractor.
r Measure sides of a triangle accurately.
r Measure inside angles of a triangle accurately.
r Replicate triangles using a ruler and protractor.

Suggestions for Instruction

QQ Sort a set of 2-D shapes into polygons and non-polygons, and explain
the sorting rule.

Materials:
QQ BLM 6.SS.5.1: Polygons or Non-polygons?

Organization: Whole class/pairs

Procedure:
1. Distribute to each pair a copy of BLM 6.SS.5.1.
2. On the board, create two columns. Write the word “polygons” in one column and the
word “non-polygons” in the other column.
3. Tell students to do the following:
a) Analyze the 2-D shapes in BLM 6.SS.5.1.
b) Discuss the 2-D shapes with your partners (e.g., Which column does each 2-D
shape belong to? Why?).
c) Copy the chart off the board into your notebooks.
d) Place each 2-D shape in the appropriate column.
4. Ask a few students to help you complete the chart on the board.
5. Have a class discussion on the results of the sorting of the 2-D shapes.

Shape and Space 47

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Recognize polygons.
r Recognize non-polygons
r Explain what makes a polygon.
r Explain what makes a non-polygon.

Suggestions for Instruction

QQ Demonstrate congruence (sides to sides and angles to angles) in a

regular polygon by superimposing.

Materials:
QQ BLM 6.SS.5.2: Equilateral Triangle

Organization: Whole class/small groups

Procedure:
1. Distribute to each student a copy of BLM 6.SS.5.2.
2. Discuss with the class the characteristics of an equilateral triangle.
3. Tell students to do the following:
a) Fold your equilateral triangle, matching up two sides and two angles.
b) Rotate the paper, and match up two other sides and angles until all the sides and
angles are checked for congruence.
c) Discuss the congruence by folding and superimposing with your group
members.
4. Have a student give a class presentation on what he or she learned about congruence
by folding and superimposing.

48 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Superimpose two sides and two interior angles of a triangle by
folding.
r Recognize that all three sides of an equilateral triangle are
congruent.
r Recognize that all three interior angles of an equilateral triangle
are congruent.

Suggestions for Instruction

QQ Demonstrate congruence (sides to sides and angles to angles) in a

regular polygon by measuring.

Materials:
QQ BLM 6.SS.5.2: Equilateral Triangle
QQ ruler
QQ protractor
QQ pencil

Organization: Whole class/pairs

Procedure:
1. Distribute to each pair a copy BLM 6.SS.5.2.
2. On the board, create two columns. Write the word “Sides of an Equilateral Triangle”
in one column and the word “Angles of an Equilateral Triangle” in the other column.
3. Tell students to do the following:
a) Mark each side of the triangle with a lower-case letter.
b) Mark each interior angle of the triangle with an upper-case letter.
c) Measure each side of the triangle with your ruler.
d) Record the length of each side of the triangle.
e) Measure each interior angle of the triangle with your protractor.
f) Record the measure of each interior angle of the triangle.
4. Ask a few students to help record the results on the board.
5. Have a class discussion on demonstrating congruence in a regular triangle by
measuring.

Shape and Space 49

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Measure sides of a triangle with a ruler.
r Recognize congruence of sides by measuring.
r Measure inside angles of triangle with a protractor.
r Recognize congruence of interior angles by measuring.
r Explain congruence by measuring sides and angles.

Suggestions for Instruction

QQ Demonstrate that the sides of a regular polygon are of the same

length and that the angles of a regular polygon are of the same
measure.

Materials:
QQ BLM 6.SS.5.3: Regular Pentagon
QQ ruler
QQ protractor
QQ pencil

Organization: Whole class/small group

Procedure:
1. Distribute to each pair a copy BLM 6.SS.5.3.
2. On the board, create two columns. Write the word “Sides of regular pentagon” in
one column and the word “Angles of a regular pentagon” in the other column.
3. Tell students to do the following:
a) Mark each side of the pentagon with a lower-case letter.
b) Mark each interior angle of the pentagon with an upper-case letter (with the
same letter as the side opposite the angle).
c) Choose a method to demonstrate that the sides are the same length.
d) Choose a method to demonstrate that the interior angles are of the same
measure.
4. Have a student demonstrate to the class that the sides are the same length.
5. Have a student demonstrate to the class that the interior angles are of the same
measure.

50 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Demonstrate that the sides of a regular polygon are the same
length.
r Demonstrate that the interior angles of a regular polygon are of
the same measure.

Suggestions for Instruction

QQ Sort a set of polygons as regular or irregular, and justify the sorting.

Materials:
QQ BLM 6.SS.5.4: Polygons: Regular and Irregular
QQ BLM 6.SS.5.5: Am I a Regular Polygon?

Organization: Individual/whole class

Procedure:
1. Distribute to each student a copy of BLM 6.SS.5.4 and BLM 6.SS.5.5.
2. Tell students to do the following:
a) Analyze the polygons on BLM 6.SS.5.4.
b) Complete the chart in BLM 6.SS.5.5 by classifying each polygon and providing a
justification.
3. Place on the overhead projector a transparency copy of the chart in BLM 6.SS.5.5.
4. Ask a few students to help you complete the chart.
5. Have a class discussion on the results of sorting the polygons.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Recognize regular polygons.
r Recognize irregular polygons
r Explain what makes a polygon regular.
r Explain what makes a polygon irregular.

Shape and Space 51

 Suggestions for Instruction

QQ Identify and describe regular and irregular polygons in the

environment.

Materials:
QQ ruler
QQ protractor
QQ pencil and paper

Organization: Whole class/small group

Procedure:
1. Discuss with the class the characteristics of regular and irregular polygons.
2. Tell students to do the following:
a) Find polygons in the classroom, hallway, gym floor, or on the playground (e.g.,
square tiles in the hallway, large square drawn on the gym floor, large, square
cement sidewalk tiles).
b) Identify the polygons as regular or irregular.
c) Discuss with your group members the characteristics of each polygon.
3. Have a class discussion regarding the polygons students found in the environment.
4. Tell students to do the following:
a) Describe in your journals the polygons you found
b) Describe what makes each example a regular or irregular polygon.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Recognize regular polygons in the environment.
r Recognize irregular polygons in the environment.
r Explain what makes a polygon regular.
r Explain what makes a polygon irregular.

52 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Putting the Pieces Together
What’s There?

Purpose: The purpose of this activity is to assess students’ knowledge in measuring

angles and distance, calculating perimeter, distinguishing between regular and
irregular polygons, and justifying choices.
The mathematical processes demonstrated by this task are communication, connections,
problem solving, reasoning, and visualization.

In order for students to be able to perform this task, they need to have some prior
knowledge related to the task.

Prior Knowledge: Students should be able to do the following:

QQ Use perimeter or area or both (whole numbers) to design and construct different
rectangles and draw conclusions.
QQ Demonstrate an understanding of measuring length.
QQ Identify and sort quadrilaterals.
QQ Describe orally and in writing the rule for pattern.
QQ Demonstrate an understanding of area of regular and irregular 2-D shapes.
QQ Sort regular and irregular polygons according to the number of sides.
QQ Demonstrate an understanding of perimeter of regular and irregular shapes.
QQ Add and subtract 1-, 2-, and 3-digit numerals with answers to 1000.

Related Knowledge: Students should be able to do the following:

QQ Demonstrate an understanding of angles.
QQ Perform a combination of transformations on a single 2-D shape, and draw and
describe the image.
QQ Demonstrate and explain the meaning of preservation of equality, concretely,
pictorially, and symbolically.
QQ Represent generalizations arising from number relationships.

Curricular Links: This task links to other curriculum such as social studies and English
language arts.

Materials/Resources:
n BLM 6.SS.5.4: Polygons: Regular and Irregular
n map of Manitoba
n scissors
n ruler
n protractor

Shape and Space 53

 Note: During this task, students will use angles and polygons to get familiar with
the map of Manitoba. (You may use a different map to fit your social studies lesson.)

Organization:
1. Prior to the students entering the room, place the following on each board:
a) A map of Manitoba
b) Images of two angles and two regular polygons (different ones on each
board)
c) A copy of BLM 6.SS.1.2: Reference Angles
2. Have students work in small groups.

Inquiry:
Scenario:
Each group of students will be responsible for naming places on a map that lie:
a) a certain distance and direction from a given point
b) inside or outside of the perimeter of a regular polygon

Procedure:
Before the students enter the room,
a) arrange the desks so they are suitable for working in small groups
b) provide the following for each group:
n Map
n Transparent copy of BLM 6.SS.5.4
c) provide each student with one of the following:
n A pair of scissors
n Ruler
n Protractor
n Looseleaf paper
n A copy of the directions
n A copy of BLM 5-8.9: Centimetre Grid Paper
n A copy of BLM 5-8.4: How I Worked in My Group

Student Directions:
1. Look at the transparency of BLM 6.SS.5.4.
2. Each student needs to choose a polygon. Make sure that each group member
chooses a different polygon.

54 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 3. Tell students the following:
On your looseleaf,
a) identify your polygon as regular or irregular
b) specify the polygon according to the number of sides and angles, such as
triangle, quadrilateral, pentagon, and hexagon
c) justify your classification by describing the characteristics of your polygon
4. Carefully cut out your polygon, making sure that all sides of your polygon stay
intact and none of the other polygons on the transparent BLM copy get damaged.
Your group members will need the other polygons.
5. On your centimetre grid paper,
a) replicate your polygon in two different orientations and
b) inside each polygon, write its name, such as polygon #1 and polygon #2
6. On your looseleaf, describe why polygon #1 and polygon #2 are congruent to
each other and to the transparent polygon.
7. Calculate the perimeter of your polygon and record your calculations on your
looseleaf.
8. Place your transparent polygon on the map in front of you.
9. On your looseleaf, record the specific places or landmarks (city, river, lake, road)
that lie inside the perimeter of your polygon.
10. Choose a city or town that lies inside your polygon (e.g., Winnipeg).
11. Choose a city or town that lies on the left side your polygon (e.g., Brandon).
12. Choose a city or town that lies above your polygon (e.g., Churchill).
13. Look at the reference angles placed on the board.
14. Based on the reference angles, identify the angle you would get if you imagined
that a line going from (for example) Brandon to Winnipeg would be one side of
an angle and Winnipeg to Churchill would be the other side of the angle.
15. On your looseleaf, record your observations regarding the angle.
16. On your centimetre grid paper, replicate your angle in two different orientations
and write the name inside each angle, such as “angle A” and “angle B.”
17. Discuss your observations with your group members.

Literature Link:
After students complete this activity, read to the class the book entitled Hamster
Champs by Stuart J. Murphy and illustrated by Pedro Martin. This is a well written
and neatly illustrated book about three hamsters using a protractor and a straight
edge to perform stunts for a cat that has nothing to do except to chase them.

Shape and Space 55

 Assessment:
Use the following observation checklist to assess student learning.

The student can do the following: Yes No Comment

Identify a polygon as regular or

irregular.
Identify the characteristics of a given
polygon.
Identify a polygon according to the
number of its sides and angles (e.g.,
triangle, quadrilateral, pentagon,
hexagon).
Replicate a polygon in two different
orientations.
Justify that two replicated polygons are
congruent to each other and the original
polygon.
Identify an angle based on the reference
angles.
Replicate an angle in two different
orientations.
Communicate observations orally or in
writing.

Extension:
Taking it further
Have students describe in detail how they would design a map of their classroom.
Students should be reminded to use correct mathematical terminology.

56 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Grade 6: Shape and Space (Transformations) (6.SS.6,
6.SS.7, 6.SS.8, 6.SS.9)
Enduring Understanding(s):
The position of shapes can be changed by translating, rotating, or reflecting
them.

General Learning Outcome(s):

Describe and analyze position and motion of objects and shapes.

Specific Learning Outcome(s): Achievement Indicators:

6.SS.6 Perform a combination of  Demonstrate that a 2-D shape and its

transformations (translations, transformation image are congruent.
rotations, or reflections) on a  Model a set of successive translations,
single 2-D shape, and draw and successive rotations, or successive
describe the image. reflections of a 2-D shape.
[C, CN, PS, T, V]  Model a combination of two different types
of transformations of a 2-D shape.
 Draw and describe a 2-D shape and
its image, given a combination of
transformations.
 Describe the transformations performed on
a 2-D shape to produce a given image.
 Model a set of successive transformations
(translation, rotation, or reflection) of a
2-D shape.
 Perform and record one or more
transformations of a 2-D shape that will
result in a given image.
6.SS.7 Perform a combination of  Analyze a design created by transforming
successive transformations of one or more 2-D shapes, and identify the
2-D shapes to create a design, original shape and the transformations used
and identify and describe the to create the design.
transformations.  Create a design using one or
[C, CN, T, V] more 2-D shapes and describe the
transformations used.

(continued)

Shape and Space 57

 Specific Learning Outcome(s): Achievement Indicators:

6.SS.8 Identify and plot points in the  Label the axes of the first quadrant of a
first quadrant of a Cartesian Cartesian plane and identify the origin.
plane using whole-number  Plot a point in the first quadrant of a
ordered pairs. Cartesian plane given its ordered pair.
[C, CN, V]  Match points in the first quadrant of a
Cartesian plane with their corresponding
ordered pair.
 Plot points in the first quadrant of a
Cartesian plane with intervals of 1, 2, 5, or
10 on its axes, given whole-number ordered
pairs.
 Draw shapes or designs, given ordered
pairs in the first quadrant of a Cartesian
plane.
 Determine the distance between points
along horizontal and vertical lines in the
first quadrant of a Cartesian plane.
 Draw shapes or designs in the first
quadrant of a Cartesian plane and identify
the points used to produce them.
6.SS.9 Perform and describe single  Identify the coordinates of the vertices of a
transformations of a 2-D shape in 2-D shape (limited to the first quadrant of a
the first quadrant of a Cartesian Cartesian plane).
plane (limited to whole-number  Perform a transformation on a given
vertices). 2-D shape and identify the coordinates of
[C, CN, PS, T, V] the vertices of the image (limited to the first
quadrant).
 Describe the positional change of the
vertices of a 2-D shape to the corresponding
vertices of its image as a result of a
transformation (limited to first quadrant).

Prior Knowledge
Students may have had experience with the following:
QQ Performing a single transformation of a 2-D shape and drawing and describing the
image
QQ Identifying a single transformation of 2-D shapes
QQ Identifying triangles, quadrilaterals, pentagons, hexagons, and octagons according
to the number of sides
QQ Identifying triangles, squares, rectangles, and circles

58 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Related Knowledge
Students should be introduced to the following:
QQ Demonstrating an understanding of integers, concretely, pictorially, and
symbolically
QQ Demonstrating and explaining the meaning of preservation of equality, concretely,
pictorially, and symbolically
QQ Constructing and comparing triangles in different orientations
QQ Creating, labelling, and interpreting line graphs to draw conclusions
QQ Graphing collected data and analyzing the graph to solve problems

Background Information
Transformations play an important role in the mathematics curriculum. In the Middle
Years, the study of transformation can support students’ work in patterning, algebra,
problem solving, geometry, and statistics. In high school and beyond, the study
of transformations helps students recognize the connections between algebra and
geometry, and enhances their understanding of other topics such as matrices, scaling,
and complex numbers.

A transformation can be thought of as a change in the position, size, or shape of a

figure.

In the learning activities that follow, students are asked to perform three
transformations that change the position of a figure. Informally, these transformations
are referred to as slides, flips, and turns. Formally, they are known as translations,
reflections, and rotations.

A translation “slides” a figure a fixed distance in a given direction. The figure and its
translation are congruent (same size and shape) and face in the same direction. In the
diagram shown below, square ABCD has been translated to a new position represented
by square A’B’C’D’.
A B A’ B’

C D C’ D’

Note that Square A’B’C’D’, which is called the image of Square ABCD, is congruent to
Square ABCD and faces in the same direction. The arrow indicates the distance and the
direction of the translation.

Shape and Space 59

 A rotation “turns” a figure any number of degrees around a fixed point called the
centre (or point) of rotation. The centre of rotation may be any point within or outside
the figure. The figure and its image (the result of the transformation) are congruent, but
they may have different orientations (e.g., in the diagram below, the arrow ABCDE has
been rotated 90° counter-clockwise about its midpoint). The image arrow A’B’C’D’E’ is
congruent to Arrow ABCDE, but faces in a different direction.
A

B C

C’
E’
A’ 
D’
B’

D E

A reflection “flips” the figure over a line, creating a mirror image. The figure and its
image are congruent but have different orientations. The line the figure is flipped over is
called the line of reflection, and it is the same distance from the figure as its image (e.g.,
in the diagram below, pentagon ABCDE has been flipped over line K).
K

A C C’ A’

E E’

B D D’ B’

Note that Pentagon A’B’C’D’E’ is congruent to Pentagon ABCDE but faces in the opposite
direction. Line k, the line of reflection, is equidistant from the two pentagons.

In Grade 5, students were introduced to all three above-named transformations using

both the formal and informal terminology. In Grade 6, students continue their study of
transformations, which gets expanded with the introduction of the Cartesian plane (also
called the coordinate plane). The Cartesian plane is formed by a horizontal axis and a
vertical axis, often labelled the x-axis and y-axis respectively. It contains quadrants 1 to 4
(the quadrants are often labelled using Roman numerals I to IV).

60 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 y
7
6
Quadrant 5 Quadrant
II I
4
3
2
1

7 6 5 4 3 2 1 1 2 3 4 5 6 7 x
1
2
3
Quadrant 4 Quadrant
III IV
5

6

7

Each point on the Cartesian plane is identified by a unique ordered pair (a set of two
numbers named in a specific order), represented by (x, y). The first number, x, represents
the x-coordinate and the second number, y, represents the y-coordinate. (See points A, B,
C, and D below.)

Image of points A, B, C, and D on a Cartesian plane.

y
7
6
A
5 
B
 4
3
2
1

7 6 5 4 3 2 1 1 2 3 4 5 6 7 x
1
2
3

4 
D
 5
C
6

7

On the Cartesian plane above, point A has coordinates (4, 5), point B has coordinates
(–3, 4), point C has coordinates (–3, –5), and point D has coordinates (6, –4).

Shape and Space 61

 The only point in the above example with both coordinates being positive is point A,
which lies in the first quadrant.

In Grade 6, students will explore the first quadrant of the Cartesian plane by
a) identifying and plotting points (such as point A, on a Cartesian plane above)
b) performing and describing single transformations of a 2-D shape (such as shown
below)

2-D shape and transformation image on a Cartesian plane.

y

B’
8 
7
6
5  
A’ B C’
4 
3
2
1  
A C
8 7 6 5 4 3 2 1 1 2 3 4 5 6 7 8 x
1

2

3

4

5

6

7

8

The triangle shown above has the following vertices: A (1, 1), B (5, 4), and C (6, 1); its
image has the following vertices: A’ (1, 5), B’ (5, 8), and C’ (6, 5). This means that the
triangle has been translated four units in the vertical upward direction.

62 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Mathematical Language
axes
Cartesian plane
horizontal
image
line of reflection
ordered pairs
origin
point
quadrant
reflection
rotation
transformation
translation
vertical
vertices

Learning Experiences

Assessing Prior Knowledge

Materials:
n carpeted area or floor mats
Organization: Whole class
Procedure:
1. Tell students you want to check what they remember about
transformations.
2. Have a class discussion and demonstration about each type of
transformation.
3. Have students lie down on a carpet or mat. Ask them to slide a short
distance in one direction. Have them repeat the movement several
times by asking them to slide up, down, and sideways.

Shape and Space 63

 4. After each slide, ask students the following questions:
a) What changed?
b) What remained the same?
5. Emphasize that when a slide is made, the direction in which an object
is pointing does not change.
6. Ask the students what the mathematical terminology is for this type
of transformation.
7. Have students demonstrate flips. At the end of a flip, students should
have changed from stomach to back or back to stomach. Discuss the
different ways flips can be completed. For example, students may roll
to the left or to the right, or over the feet or head. Have students try
these different ways.
8. After each flip, ask students the following questions:
a) What changed?
b) What remained the same?
Emphasize that when an object is flipped, its orientation changes.
9. Ask students how this is different from looking at their reflection in
the mirror. Emphasize that a true reflection of oneself would have
exactly the same image, just in a different orientation.
10. Ask the students what the mathematical terminology is for this type
of transformation.
11. Have students demonstrate turns. To perform a turn, students must
keep either their feet or their heads (or belly button) at the same
location for the duration of the turn. If the feet are the point (centre)
of rotation, then the arms and head are used to move the body. If the
head is the point (centre) of rotation, the feet are used to make the
move.
12. Have students turn all the way around or partway around. Have them
turn in either a clockwise or counter-clockwise direction.
13. After each turn ask students the following questions:
a) What changed?
b) What remained the same?
14. Discuss the fact that, after a turn, the direction in which the head
points is different, except when a complete turn is made.
15. Ask the students what the mathematical terminology is for this type
of transformation.
16. Inform students that in the next few lessons they will be learning
more about translations, reflections, and rotations.

64 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Perform a slide.
r Know the mathematical terminology of a slide.
r Perform a flip.
r Know the mathematical terminology of a flip.
r Perform a turn.
r Know the mathematical terminology of a turn.

Suggestions for Instruction

QQ Demonstrate that a 2-D shape and its transformation image are

congruent.

Materials:
QQ ruler
QQ protractor
QQ BLM 6.SS.6.1: Shape and Image #1

Organization: Whole class/small groups

Procedure:
1. Have a class discussion on transformations (translations, rotations, and reflections).
2. Place on the overhead projector a transparency copy of BLM 6.SS.6.1.
3. Ask students to identify which transformation is presented on the overhead
projector, and why they believe that.
4. Distribute to each student a copy of BLM 6.SS.6.1.
5. Tell students to
a) analyze and discuss with their partners the shape and its image
b) demonstrate that the 2-D shape and its transformation image are congruent
6. Have a student volunteer come up to the overhead projector and using the
transparency copy of BLM 6.SS.6.1; demonstrate that the 2-D shape and its
transformation image are congruent.

Shape and Space 65

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify the transformation.
r Demonstrate that the 2-D shape and its transformation image are
congruent.

Suggestions for Instruction

QQ Model a set of successive translations, successive rotations, or

successive reflections of a 2-D shape.

Materials:
QQ scissors
QQ grid paper
QQ BLM 6.SS.6.1: Shape and Image #1

Organization: Groups of three

Procedure:
1. Distribute to each student a sheet of grid paper, a pair of scissors, and a copy of
BLM 6.SS.6.1.
2. Have students cut out the 2-D shape.
3. To model a set of successive translations, have student A
a) draw a set of successive translations in the horizontal or vertical direction
4. Have the rest of the students in the group figure out the translations that took place.
5. After each slide, student A will ask other students in the group the following
questions:
a) In which direction did the 2-D shape move?
b) What changed?
c) What remained the same?
6. To model a set of successive rotations, have student B do a few rotations in the
clockwise direction and a few rotations in the counter-clockwise direction, always
making sure that the corner of the 2-D shape that touches the dot stays touching the
dot.

66 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
7. After each rotation, student B will ask other students in the group the following
questions:
a) In which direction did the 2-D shape move?
b) What changed?
c) What remained the same?
8. To model a set of successive reflections, have student C do a few reflections
downward or upward and a few to the left or right, always making sure that the side
of the 2-D shape touching the dot remains touching the dot and on the same line as it
was before it got flipped.
9. After each reflection, student C will ask other students in the group the following
questions:
a) In which direction did the 2-D shape move?
b) What changed?
c) What remained the same?

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Model a successive translation.
r Model a successive rotation.
r Model a successive reflection.
r Describe the transformation performed on a 2-D object.

Suggestions for Instruction

QQ Model a combination of two different types of transformations of a

2-D shape.

Materials:
QQ scissors
QQ grid paper
QQ BLM 6.SS.6.2: Shape and Image #2

Organization: Whole class/small class

Shape and Space 67

 Procedure:
1. Distribute to each student a sheet of grid paper, a pair of scissors, and a copy of
BLM 6.SS.6.2.
2. To model a combination of two different types of transformations of a 2-D shape,
have students do the following:
a) Draw a vertical line on the grid paper.
b) Place a dot somewhere in the middle of the line.
c) Cut out the 2-D shape.
d) Place the 2-D shape on the left-hand side of the line so that one corner is touching
the dot.
e) Turn the 2-D shape clockwise, making sure that the corner of the 2-D shape that
touches the dot stays touching the dot.
f) Slide the 2-D shape up along the line, making sure they do not change the
direction of the 2-D shape.
3. After the two transformations have been completed, ask students the following
questions:
a) What changed?
b) What remained the same?
4. Have students work in small groups.
5. Let them repeat the activity by doing the following:
a) Each group member designs an activity using two transformations of his or her
own choice.
b) Let the other members describe the combination of transformations.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Model a combination of two different types of transformations of a
2-D shape.
r Describe a combination of two different types of transformations
of a 2-D shape.

68 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Draw and describe a 2-D shape and its image, given a combination of
transformations.

Materials:
QQ grid paper
QQ ruler
QQ protractor
QQ pencil

Organization: Individual

Procedure:
1. Distribute to each student a grid paper
2. Ask students to draw a 2-D shape on the grid paper.
3. Tell students to describe in their journals the 2-D shape that they drew on the grid
paper.
4. Tell students to do the following:
a) Rotate the 2-D shape 90º in the clockwise direction, then make a vertical
reflection (flip it over) to the right.
b) Draw on the grid paper the image that results from the combination of the two
transformations.
c) Describe in their journals the image of the 2-D shape that they drew on the grid
paper.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Draw a 2-D shape.
r Describe a 2-D shape.
r Draw an image of a 2-D shape given a combination of
transformations.
r Describe an image of a 2-D shape given a combination of
transformations.

Shape and Space 69

 Suggestions for Instruction

QQ Describe the transformations performed on a 2-D shape to produce a

given image.

Materials:
QQ BLM 6.SS.6.2: Shape and Image #2

Organization: Individual

Procedure:
1. Review the different types of transformations (translations, rotations, and
reflections).
2. Distribute to each student a copy of BLM 6.SS.6.2.
3. Tell students to analyze the 2-D shape and its image in order to determine the
different types of transformations that were performed to produce the image.
4. Have students describe in their journals the transformations performed on the
2-D shape shown on the BLM to produce the image shown.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Analyze the transformations performed on the 2-D shape to
produce a given image.
r Describe the transformations performed on the 2-D shape to
produce a given image.

70 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Model a set of successive transformations (translation, rotation, or

reflection) of a 2-D shape.

Materials:
QQ scissors
QQ grid paper
QQ BLM 6.SS.6.2: Shape and Image #2

Organization: Whole class

Procedure:
1. Distribute to each student a sheet of grid paper, a pair of scissors, and a copy of
BLM 6.SS.6.2.
2. To model a set of successive transformations of a 2-D shape, tell students to do the
following:
a) Cut out the 2-D shape.
b) Place the 2-D shape on the grid paper near the top so that one side of the
2-D shape lies along a perpendicular line.
c) Move the 2-D shape down along the line, stopping after every third square until
you reach the bottom of the grid paper.
3. Ask students the following questions:
a) What was the set of successive transformations of a 2-D shape you performed?
b) What other sets of successive transformations of a 2-D shape can you perform?
4. Ask a student volunteer to come to the front of the class and demonstrate another set
of successive transformations of a 2-D shape.
5. Repeat the activity, making sure that students use all three types of transformations
(translation, rotation, and reflection).

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Model a set of successive transformations (translation, rotation,
and reflection) of the 2-D shape.

Shape and Space 71

 Suggestions for Instruction

QQ Model a set of successive transformations (translation, rotation, or

reflection) of a 2-D shape.

Materials:
QQ grid paper
QQ small plastic triangle

Organization: Four groups/whole class

Procedure:
1. Divide the class into four groups.
2. Each group needs to create an activity in order to model a set of successive
transformations (translation, rotation, or reflection) of a 2-D shape.
3. Each group will choose a presenter and three recorders.
4. The presenter will use the grid paper and small plastic triangle to demonstrate to the
other three groups the original (starting) position of the triangle and the end result
of each successive transformation.
5. Each recorder will be responsible to record the correct questions for one designated
group (e.g., recorder #1 will record the correct questions asked by members of group
B, recorder #2 will record the correct questions asked by members of group C, etc.).
6. To play the game “Guess My Transformation”:
a) The presenter presents (e.g., from group A).
b) One member from the other three groups will ask a question (e.g., one student
from group B asks one question). Members of each group can only ask one
question at a time (followed by one student from group D, then back to group
B…).
c) Recorder #1 will record the question for group B only if it is correct.
d) One member from another group will ask a question (e.g., one student from
group C).
e) Recorder #2 will record the question for group C only if it is correct.
f) One member from the third group will ask a question (e.g., one student from
group D).
g) Recorder #3 will record the question for group D only if it is correct.
h) Repeat this form of questioning and recording until all the conditions are
satisfied for creating the resultant image. The game is over when all the
necessary conditions are filled.
i) Each question needs to be simple and can request one piece of information only
(see sample questions below).
j) The group with the greatest number of correct questions wins.

72 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
7. The following are sample questions:
a) Is it a translation?
b) Is it to the right?
c) Is it three units?
d) Is it a rotation?
e) Is it clockwise?
f) Is it 45º?
g) Is it a reflection?
h) Is it vertical?
8. Repeat the game with another group presenting and recording.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Demonstrate understanding of a set of successive transformations
(translation, rotation, and reflection) of the 2-D shape.
r Model a set of successive transformations (translation, rotation,
and reflection) of the 2-D shape.
r Recognize a set of successive transformations (translation,
rotation, and reflection) of the 2-D shape.

Suggestions for Instruction

QQ Perform and record one or more transformations of a 2-D shape that

will result in a given image.

Materials:
QQ scissors
QQ BLM 6.SS.6.3: Envelope Shape

Organization: Individual

Shape and Space 73

 Procedure:
1. Distribute to each student a sheet of grid paper, a pair of scissors, and a copy of
BLM 6.SS.6.3.
2. Tell students to do the following:
a) Cut out the shape so that the image and the rest of the grid paper stay as they
are.
b) Place the 2-D shape back on the grid paper in its original position.
c) Move the 2-D shape on the grid paper, using necessary transformations to obtain
the given image.
3. Discuss with the class what transformations of a 2-D shape they performed in order
to obtain the given image.
4. Tell students to record in their notebooks the transformations they used to obtain the
given image.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Perform the necessary transformations of a 2-D shape to obtain the
given image.
r Record the transformations of a 2-D shape they used to obtain the
given image.

Suggestions for Instruction

QQ Analyze a design created by transforming one or more 2-D shapes,

and identify the original shape and the transformations used to create
the design
QQ Create a design using one or more 2-D shapes and describe the
transformations used.

Materials:
QQ grid paper
QQ pencil
QQ ruler
QQ transparency of BLM 6.SS.7.1: Design

Organization: Whole class/individual

74 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Procedure:
1. Place on the overhead projector a transparency of BLM 6.SS.7.1.
2. Discuss the design.
a) What do they see?
b) What type of transformations created the design?
c) What is the original position of the 2-D shape?
3. Tell students to create and draw on the grid paper their own design using one or
more 2-D shapes.
4. Tell students to describe in their notebooks the transformations they used to create
the design.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify the original 2-D shape used to create a design.
r Identify the transformations used to create a design.
r Create a design using one or more 2-D shapes.
r Describe the transformations they used to create a design.

Suggestions for Instruction

QQ Label the axes of the first quadrant of a Cartesian plane and identify
the origin.
QQ Plot a point in the first quadrant of a Cartesian plane given its ordered
pair.

Materials:
QQ grid paper
QQ pencil
QQ ruler
QQ overhead projector

Organization: Whole class/individual

Shape and Space 75

 Procedure:
1. Show a transparency copy of a grid paper on the overhead projector.
2. Have a class discussion regarding a plane and points on a plane.
3. Draw a horizontal line through the middle of your grid paper.
4. Discuss what happens to the plane when you draw a horizontal line through the
middle.
5. Draw a vertical line on the grid paper through the middle of the horizontal line.
6. Discuss what happens to the plane when you draw a vertical line through the
middle of the horizontal line.
7. Mark the top right quadrant with a Roman numeral, such as I.
8. Tell students that this year they are going to be exploring the first quadrant.
9. Label the horizontal line x and the vertical line y.
10. Discuss horizontal and vertical axes.
11. Label the origin.
12. Tell students to do the following:
a) Draw on their grid paper the two axes and label them.
b) Label the origin.
c) Mark quadrant I.
13. Discuss the significance of the origin.
14. Plot a point such as (2, 1), and explain that the first numeral always shows the x-value
(horizontal direction) and the second numeral always shows the y-value (vertical
direction).
15. Plot another point, explaining the x- and y-coordinates.
16. Ask a student volunteer to come up to the overhead projector and plot a point in the
first quadrant. For example: (3, 5).
17. Have several student volunteers come up to the overhead projector and plot a point
in the first quadrant (a different point by each student).
18. Provide an ordered pair for several points in Quadrant I, and tell students to plot
them.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Label the axes of the first quadrant of a Cartesian plane.
r Identify the origin.
r Plot a point in the first quadrant of a Cartesian plane given its
ordered pair.

76 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Suggestions for Instruction

QQ Label the axes of the first quadrant of a Cartesian plane and identify
the origin.
QQ Plot a point in the first quadrant of a Cartesian plane given its ordered
pair.
QQ Match points in the first quadrant of a Cartesian plane with their
corresponding ordered pair.

Materials:
QQ pencil
QQ BLM 6.SS.8.1: Matching Game

Organization: Whole class/individual

Procedure:
1. Before you play the Matching Game, discuss the Cartesian plane.
a) Have a student volunteer draw a Cartesian plane on the chalkboard, and label
the axes and the origin.
b) Provide an ordered pair, and have one student plot the required point in the first
quadrant of the Cartesian plane.
c) Provide an ordered pair, and have another student plot the designated point in
the first quadrant of the Cartesian plane.
d) Have students place a few points on the chalkboard, and then tell students that
now they can match dots by playing the Matching Game.
2. Distribute to each student a copy of BLM 6.SS.8.1.
3. Tell students to do the following:
a) Match each point in the first quadrant of a Cartesian plane with its
corresponding ordered pair.
b) Write next to each dot the corresponding letter.
4. Discuss the results of the Matching Game after each student has completed the
game.

Shape and Space 77

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Label the axes of the first quadrant of a Cartesian plane.
r Identify the origin.
r Plot a point in the first quadrant of a Cartesian plane, given its
ordered pair.
r Match points in the first quadrant of a Cartesian plane with their
corresponding ordered pair.

Suggestions for Instruction

QQ Plot points in the first quadrant of a Cartesian plane with intervals of

1, 2, 5, or 10 on its axes, given whole-number ordered pairs.

Materials:
QQ BLM 6.SS.8.2: Cartesian Plane #1
QQ BLM 6.SS.8.3: Cartesian Plane #2

Organization: Whole class/individual

Procedure:
1. Discuss the Cartesian plane.
2. Place on the overhead projector a transparency of BLM 6.SS.8.2.
3. Choose several whole-number ordered pairs, and plot and label the points. Make
sure you choose numbers that are not marked on the interval. For example: (5, 3).
4. Have some students come up and plot a point in the first quadrant of the Cartesian
plane after you provide its ordered pair.
5. Distribute to each student a copy of BLM 6.SS.8.2.
6. Write several ordered pairs on the board, and have students plot the points.
7. Repeat the activity with BLM 6.SS.8.3.

78 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Plot points in the first quadrant of a Cartesian plane with intervals
of 2 on its axes, given whole-number ordered pairs.
r Plot points in the first quadrant of a Cartesian plane with intervals
of 5 on its axes, given whole-number ordered pairs.

Suggestions for Instruction

QQ Plot points in the first quadrant of a Cartesian plane with intervals of

1, 2, 5, or 10 on its axes, given whole-number ordered pairs.
QQ Draw shapes or designs, given ordered pairs in the first quadrant of a
Cartesian plane.

Materials:
QQ pencil crayons
QQ ruler
QQ BLM 6.SS.8.2: Cartesian Plane #1

Organization: Pairs

Procedure:
1. Discuss using ordered pairs to draw shapes or designs in the first quadrant of a
Cartesian plane.
2. Distribute to each student a copy of BLM 6.SS.8.2.
3. Tell students that they will be playing with a partner a game called “Guess My
Shape.”
4. Explain the rules of the game:
a) Student A will plot points to make a 2-D shape or designs in the first quadrant of
a Cartesian plane.
b) Student A will call out the coordinates of the points he or she used in producing
the shape of design.
c) Student B plots the points using the ordered pairs that student A tells him or her.
d) When student A has all the points called out, he or she will say “Guess my
shape!”

Shape and Space 79

 e) Student B will guess the shape.
f) Student A and student B will compare their shapes to make sure they are the
same.
5. Repeat the game with student B making the shape and student A guessing.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Plot points in the first quadrant of a Cartesian plane with intervals
of two on its axes, given whole-number ordered pairs.
r Draw shapes or designs, given ordered pairs in the first quadrant
of a Cartesian plane.

Suggestions for Instruction

QQ Plot points in the first quadrant of a Cartesian plane with intervals of

1, 2, 5, or 10 on its axes, given whole-number ordered pairs.
QQ Draw shapes or designs, given ordered pairs in the first quadrant of a
Cartesian plane.
QQ Determine the distance between points along horizontal and vertical
lines in the first quadrant of a Cartesian plane.

Materials:
QQ pencil crayons
QQ ruler
QQ BLM 6.SS.8.2: Cartesian Plane #1

Organization: Small groups/individual/class

Procedure:
1. Distribute to each student a copy of BLM 6.SS.8.2.
2. Tell students that they will be drawing four lines.
a) The first line will be blue. It will go through points A, B, and C, whose ordered
pairs are: A (3, 15), B (8, 15), and C (15, 15)
b) The second line will be orange. It will go through points D, E, and F, whose
ordered pairs are: D (3, 7), E (4, 7), and F (13, 7)
c) The third line will be black. It will go through points G, H, and I, whose ordered
pairs are: G (4, 4), H (8, 4), and I (15, 4)

80 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 d) The fourth line will be yellow. It will go through points J, K, and L, whose
ordered pairs are: J (3, 0), K (8, 0), and L (13, 0)
3. Discuss the four lines. (What is similar? What is different?)
4. Tell students to determine the distance between points:
a) A and B
b) B and C
c) A and C
5. Students discuss with their group members.
6. Discuss with the whole class the three distances on the first horizontal line.
7. Repeat the process for the three distances for the other three horizontal lines.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Plot points in the first quadrant of a Cartesian plane with intervals
of 2 on its axes, given whole-number ordered pairs.
r Draw horizontal lines given ordered pairs in the first quadrant of
a Cartesian plane.
r Determine the distance between points along horizontal lines in
the first quadrant of a Cartesian plane.

Suggestions for Instruction

QQ Plot points in the first quadrant of a Cartesian plane with intervals of

1, 2, 5, or 10 on its axes, given whole-number ordered pairs.
QQ Draw shapes or designs, given ordered pairs in the first quadrant of a
Cartesian plane.
QQ Determine the distance between points along horizontal and vertical
lines in the first quadrant of a Cartesian plane.

Materials:
QQ pencil crayons
QQ ruler
QQ BLM 6.SS.8.3: Cartesian Plane #2

Organization: Small groups

Shape and Space 81

 Procedure:
1. Distribute to each student a copy of BLM 6.SS.8.3.
2. Tell students that they will be playing a game called “How many units did they
move?” using dots on vertical lines.
3. Explain the rules of the game:
a) Student #1 will call out the ordered pairs for three points not on the same
vertical line. For example: (2, 3); (5, 1); and (6, 7) for points A, B, and C.
b) The other students will plot the points and draw the shape.
c) Student #1 will do the following:
n Draw a vertical line through each point and move the three points either up
or down the same number of units.
n Say to the rest of the group that the three points each found a new location.
n Call out the three new ordered pairs for the three new points. For example:
(2, 9); (5, 7); and (6, 13).
d) The other students will do the following:
n Plot the new points.
n Draw the new shape.
e) Student #1 will ask the following:
n How many units did point A move, and in which direction?
n How many units did point B move, and in which direction?
n How many units did point C move, and in which direction?
f) The rest of the group members will provide the required reply. (In this example,
each point moved 6 units up.)
4. Repeat the game with Student #2, and so on.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Plot points in the first quadrant of a Cartesian plane with intervals
of 2 on its axes, given whole-number ordered pairs.
r Draw vertical lines given ordered pairs in the first quadrant of a
Cartesian plane.
r Determine the distance between points along vertical lines in the
first quadrant of a Cartesian plane.

82 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Suggestions for Instruction

QQ Draw shapes or designs in the first quadrant of a Cartesian plane and

identify the points used to produce them.

Materials:
QQ grid paper
QQ pencil
QQ ruler
QQ overhead projector

Organization: Whole class/individual

Procedure:
1. Show a transparency copy of a grid paper on the overhead projector.
2. Have a class discussion regarding points and ordered pairs on a plane.
3. Draw and label the axes of the first quadrant of a Cartesian plane, and identify the
origin.
4. Draw a capital N shape on grid paper without plotting the dots first. For example:
draw line segments from (1, 1) to (1, 7), from (1, 7) to (4, 1), and from (4, 1) to (4, 7)
5. Ask students to identify the points used to draw the N shape.
6. Draw a square on the grid paper without plotting the dots first. For example, draw
line segments from (6, 2) to (6, 7), from (6, 7) to (11, 7), from (11, 7) to (11, 2) and from
(11, 2) to (6, 2).
7. Ask students to identify the points used to draw the square.
8. Distribute to each student a grid paper.
9. Tell students to draw and label the axes of the first quadrant of a Cartesian plane,
and identify the origin.
10. Tell students to do the following:
a) Draw one of each:
n Triangle
n Rectangle
n Pentagon
n Hexagon
b) Identify the points used to draw each shape.
11. Circulate to make sure they are: (a) drawing the correct shapes, and (b) identifying
the correct points.

Shape and Space 83

 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Label the axes of the first quadrant of a Cartesian plane.
r Identify the origin.
r Draw shapes or designs in the first quadrant of a Cartesian plane.
r Identify the points used to produce the shapes or designs.

Suggestions for Instruction

QQ Identify the coordinates of the vertices of a 2-D shape (limited to the

first quadrant of a Cartesian plane).

Materials:
QQ pencil
QQ BLM 6.SS.8.2: Cartesian Plane #1
QQ BLM 6.SS.9.1: Identification Game

Organization: Whole class/individual

Procedure:
1. Discuss drawing shapes in the first quadrant of a Cartesian plane, and identifying
the points used to produce the designs.
2. Place on the overhead projector a transparency of BLM 6.SS.8.2.
3. Draw a triangle in the first quadrant. For example, use the following ordered pairs
(0, 4), (6, 0), and (5, 8) as the vertices of the triangle.
4. Ask students to identify the coordinates of the vertices of your triangle.
5. Discuss what they had to do to identify the coordinates of the vertices of your
triangle.
6. Distribute to each student a copy of BLM 6.SS.9.1.
7. Tell students to do the following:
a) Identify the coordinates of the vertices of the 2-D shape.
b) Write the coordinates of each vertex next to it.
8. Circulate to make sure that students correctly identify each vertex.

84 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Identify the coordinates of the vertices of a 2-D shape (limited to
the first quadrant of a Cartesian plane).

Suggestions for Instruction

QQ Perform a transformation on a given 2-D shape and identify the

coordinates of the vertices of the image (limited to the first quadrant).

Materials:
QQ pencil
QQ BLM 6.SS.8.2: Cartesian Plane #1

Organization: Whole class/individual

Procedure:
1. Discuss transformations (translations, rotations, and reflections).
2. Place on the overhead projector a transparency copy of BLM 6.SS.8.2.
3. Draw a triangle in the first quadrant. For example, use the following ordered pairs
(8, 2), (12, 1), and (11, 5) as the vertices of the triangle.
4. Tell students to perform the following transformation:
a) Horizontal translation 5 units to the left.
5. Ask students to identify the coordinates of the vertices of the image.
6. Repeat the activity with different transformations.
7. Circulate to make sure that students correctly identify each vertex.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Perform a transformation on a given 2-D shape (limited to the first
quadrant).
r Identify the coordinates of the vertices of the image (limited to the
first quadrant).

Shape and Space 85

 Suggestions for Instruction

QQ Describe the positional change of the vertices of a 2-D shape to the

corresponding vertices of its image as a result of a transformation
(limited to first quadrant).

Materials:
QQ pencil
QQ BLM 6.SS.9.2: Dizzy Pentagon

Organization: Whole class/individual

Procedure:
1. Discuss transformations (translations, rotations, and reflections).
2. Distribute to each student a copy of BLM 6.SS.9.2.
3. Tell students to do the following:
a) Analyze the Dizzy Pentagon and its image.
b) Analyze the vertices of the Dizzy Pentagon and its image.
c) Describe in their journals how the vertices of the Dizzy Pentagon changed to the
corresponding vertices of its image.
4. Circulate to make sure that students correctly describe the positional change in each
vertex.

Observation Checklist

 Observe students’ responses to determine whether they can do the

following:
r Describe the positional change of the vertices of a 2-D shape to the
corresponding vertices of its image as a result of a transformation
(limited to first quadrant).

86 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
Putting the Pieces Together
Ten Flags

Introduction: Ten Flags (Based on NCTM article from Mathematics Teaching in the Middle
Schools 16.2, Sept. 2010, pp. 72-75.)

Purpose: The purpose of this activity is for students to put into practice skills that they
acquired inside the mathematics classroom. Students will need to apply their knowledge
of the first quadrant of the Cartesian plane. They will also have to rely on some prior
knowledge, such as the following:
a) the metric system—in particular, measuring distance
b) angle measures

The processes that are demonstrated by this task are communication, connections,
problem solving, reasoning, and visualization. To make the task fun, students will have
to collaborate as well as cooperate with each other.

Curricular Links: This task can be linked to the social studies curriculum. The flags can
be those of different provinces within Canada, or they can be of different countries of
the world.

Materials/Resources:
n 10 flags
n one stand-alone post
n 10 high-stools (with square seats)
n 10 protractors
n 10 boxes

For each student:

n one instruction sheet
n measuring tape
n pencil
n notepad
n assessment sheet
n BLM 5-8.4: How I Worked in My Group

Note: During this task, students will use angles and polygons to get familiar with
the map of Manitoba. (You may use a different map to fit your social studies lesson.)

Shape and Space 87

 Organization:
n Use the gym for this task, and set it up as a large-scale Cartesian plane.
n Small groups

Inquiry:
Scenario:
Students will be located along two walls: (1) the wall by the entrance of the gym,
and (2) the wall that is perpendicular to and to the left of the entrance. The flags will
be standing up seemingly scattered but actually strategically placed by the teacher.
Teacher will ensure that each flag is clearly visible from all ten marked spots (high
stools).

Procedure:
Day 1: Let’s Prepare!
Students will be divided into small groups. They will be working in the classroom.
Students will do the following:
1. Number the 10 high-stools as 1, 2, 3, 4, 5, A, B, C, D, E.
2. Make an open box (seat cover) to be placed upside-down on each box so that the
box covers the seat of the high stool and the sides of the box hang over the sides
of the seat, thus preventing itself (the box) from moving.
3. Tape a large copy of a protractor onto each box, making sure that the straight
edge of the protractor is even with a straight edge of the box.
4. Practise measuring angles. Use the taped-on protractor and a straight edge to
measure various angles in the classroom.

The teacher will do the following:

1. Take as many pieces of equal-sized paper as there are groups.
2. Mark each paper with a different number set, using two numbers of the 10 high
stools such as (1, D), ( 3, B), (4, A), (5, C), (2, E), and so on.
3. Fold each piece of paper so that the number is not displayed.
4. Place all 10 pieces of marked and folded paper into a paper bag.

Day 2: Let’s Get Moving!

Everyone will be in the gym.
Before students enter the gym, the teacher strategically places the flags, ensuring
that each is clearly visible from all 10 marked spots (high stools).
1. Students will mark a line parallel to and four metres away from the wall along
the entrance, as well as a line parallel to and four metres away from the wall that
is perpendicular to, and to the left of, the entrance. The two lines will be the two
axes of the “life-size” Cartesian plane. Where the two perpendicular lines meet,
students will place a stand-alone post, which will mark the origin.

88 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s
 2. Along each line (each axis), starting at the intersection of the two lines (the
origin), students will measure and mark two-metre intervals by placing a high
stool on each two-metre mark. Along each line, therefore, there will be five high
stools: at the two-metre, four-metre, six-metre, eight-metre, and 10-metre marks.
To achieve good results, accuracy in measuring is important.
3. Each group of students will do the following:
a) Draw a number set out of a paper bag.
b) Stand by the first specified high stool.
c) Measure the angles made by all 10 flags from the first location.
d) Record the angles made by all 10 flags measured from the first location.
e) Stand by the second specified high stool.
f) Measure the angles made by all 10 flags from the second location.
g) Record the angles made by all 10 flags measured from the second location.

Day 3: Let’s Get the Record Straight!

The teacher will have a transparency of the correct locations of each flag.
1. Each group of students will do the following:
a) Design a Cartesian plane.
b) Use a dot to record the correct spot for each flag.
c) Describe the location of each flag in terms of the two axes.
d) Check for accuracy of location for each flag.
e) Do self-assessment.
Assessment:
Use the following observation checklist to assess student learning.

The student can do the following: Yes No Comment

Design a Cartesian plane.
Correctly identify the origin.
Correctly identify each axis.
Plot points correctly.
Demonstrate an understanding of an
angle.
Measure angles accurately.
Replicate an angle.

Extension:
Taking it further
Have students describe how they would design a task involving the Cartesian plane.

Shape and Space 89

 Notes

90 G r a d e 6 M a t h e m a t i c s: S u p p o r t D o c u m e n t f o r Te a c h e r s