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Grade 3 Teacher Section QuIckcheck Math: uSeR guIde

1. QUICKCHECK Math USER GUIDE Geometry and Spatial Sense Grade 3 Teacher Section LEARNING CONNECTION ACTIVITY SUGGESTIONS Learning Connection Activity Suggestions These suggestions are organized around the same key math concepts addressed in the 24 activities They relate to some of the Mathematical Process Expectations used in the Ontario Math Curriculum 0 444 2O 4amu AmIasm4a PJ Mathematical Process Expectations Reflecting Connecting and Communicating m Describe relationships between two dimensional shapes including congruence Use the following activities to give students the opportunity to create and describe polygons using geometric properties and to differentiate between specific examples of polygons that belong to the same category Use geoboards or paper and pencil to create the following A quadrilateral that has only one pair of parallel lines Ask What is this shape called Trapezoid Say Make a shape that is congruent to the one you just made Two quadrilaterals with two pairs of parallel lines Ask What else could you call these shapes Parallelogram A polygon with only two right angles Ask What is this shape called Pentagon Say Now make a different pentagon How do you know that it is a pentagon Five sides five interior angles Two different rhombuses Ask Is a rhombus a quadrilateral A
2. parallelogram How do you know Say Describe a polygon to your partner and see if he she can make it m Relate two dimensional shapes to three dimensional figures including naming prisms and pyramids by the shape of their bases Have students use toothpicks and Plasticine to build a three dimensional figure Using the number and shape of faces students describe their figure to a partner so that the partner can make it without seeing it Challenge m Investigating prisms wW wW 4 The following two questions give students the opportunity to investigate the relationship between the number of sides of the base and the total number of faces in a prism Help students make the connection between the number of sides of a prism s base and the number of faces in that prism number of faces number of sides of the base shape 2 The emphasis here is on investigating and describing the relationship not on memorizing a formula BRAULT amp BOUTHILLIER B PUBLISHING www ebbp ca amp pattern What do you notice the same as for prisms m Describe the locations and movements 2 Try the activity above using a square and triangle based pyramid Ask Is there a pattern 1 Say Look at two different prisms Count the number of sides of the base and record the number Now count the number of faces and record it Repeat this with a different prism Is there a of shapes and
3. objects 1 Plot three or four familiar locations on an 8 X 8 grid see example at right Ask students to show travel routes on the lines of the grid and then describe the movement from School one location to another Park Ask What is the total number of squares travelled Could you show a shorter route Z2O SAMHN JMINADM Say Plot a new location on the grid that is the same distance away from home and school How do you know that it is the same distance away Describe its location as it relates to home and to school

Grade 3 Teacher Section QuIckcheck Math: uSeR guIde

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