ONAP G&SS A-1.

Name: __________________________________________ Date: ____________________________

Activity 1: Mystery Shapes (page 1)

Goal: to guess the mystery shape using the least number of clues

How to play:
Both teams play at the same time.

Step 1 Player 1 from each team selects a shape without revealing the shape.

Step 2 Player 1 writes property clues on page 2 to help his or her teammate
identify the mystery shape. A property could be number of sides,
length of a side, number of angles, size of an angle, or number of lines
of symmetry. There can be only one property in each clue.

Step 3 Player 1 reads one property clue at a time to his or her partner. Player
2 from each team guesses the mystery shape after each clue is read.
After guessing the correct shape, players switch roles for the next
round.

Scoring:
• If a player guesses the mystery shape after the first clue is read, the player’s
team receives 3 points.
• After two clues, the team receives 2 points.
• After three clues, the team receives 1 point.
• The first team to reach 10 points wins.

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ONAP G&SS A-1.2

Name: __________________________________________ Date: ____________________________

Activity 1: Mystery Shapes (page 2)

Round 1 clues

1.

2.

3.

4.

Round 2 clues

1.

2.

3.

4.

Round 3 clues

1.

2.

3.

4.

Round 4 clues

1.

2.

3.

4.

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ONAP G&SS A-2.1

Activity 2: Net Match-Up (page 1)

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ONAP G&SS A-2.2

Activity 2: Net Match-Up (page 2)

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ONAP G&SS B-1

Name: __________________________________________ Date: ____________________________

Geometry and Spatial Sense

1. a) Circle the shapes that are polygons.

A B C D E

b) Match the shape to the correct description.

regular hexagon ____

isosceles triangle _____

C
scalene triangle _____

D
equilateral triangle _____

E
square _____

NEL Copyright © 2010 by Nelson Education Ltd.

ONAP G&SS B-2

Name: __________________________________________ Date: ____________________________

2. a) Which figures below are prisms? ___________________________________________________

b) Which figures below are pyramids? ________________________________________________

c) Which of the prisms below are not right prisms?_____________________________________

A B

C D

E F

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ONAP G&SS B-3

Name: __________________________________________ Date: ____________________________

3. a) Which angles below are acute angles? _____________________________________________

b) Which angles below are obtuse angles? ____________________________________________

c) Which angle below is a right angle? _______________________________________________

d) Which angle below is a straight angle?_____________________________________________

B
A

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ONAP G&SS B-4

Name: __________________________________________ Date: ____________________________

4. Use a protractor to complete

the following questions.
a) What is the measure
in degrees of this angle? ______________

b) Construct a 40° angle.

5. Use a ruler, a protractor, and the following triangles to answer both

parts of this question on the next page.

A C E

B D

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ONAP G&SS B-5

Name: __________________________________________ Date: ____________________________

5. a) Write one word in each column beside each triangle that best
describes the triangle.

Type of triangle Type of triangle

Triangle (equilateral, isosceles, scalene) (right, acute, obtuse)

b) Use a checkmark or an X in each column to show all the

properties that describe the triangle.

Property

two equal three equal no equal one 90° two equal three equal no equal
Triangle
sides sides sides angle angles angles angles

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ONAP G&SS B-6

Name: __________________________________________ Date: ____________________________

6. a) Construct a right triangle with one side length

measuring 8 cm. Use a ruler and a protractor. Add labels.

b) Construct a triangle with one angle measuring 40° and

one side measuring 12 cm. Use a ruler and a protractor.
Add labels.

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ONAP G&SS B-7

Name: __________________________________________ Date: ____________________________

7. Match the shape to its net by writing the correct letter in each blank.

a) A

b) B

c) C

d) D

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ONAP G&SS B-8

Name: __________________________________________ Date: ____________________________

8. Sketch a net for each shape.

a)

b)

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ONAP G&SS B-9

Name: __________________________________________ Date: ____________________________

9. Tell how to get from each start point to each end point.
Use the directions north, east, south, and west.
The first one is done for you.

Start point End point How to get there

A B Move 3 squares east and 2 squares south.

a) D A

b) B C

W E A

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ONAP G&SS B-10

Name: __________________________________________ Date: ____________________________

10. I can show a move from Orangeville to Barrie in two ways:

• using direction words: go 2 squares east, then go 2 squares north
• using the grid directions: go from (A1) to (A3), then go from
(A3) to (C3)

Describe two ways to travel from Newmarket to Collingwood.

One way should use the direction words, and one way should use
the grid directions.

D Collingwood
W E

C Barrie

A Orangeville Newmarket

1 2 3 4

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ONAP G&SS B-11

Name: __________________________________________ Date: ____________________________

11. a) Write the translation rule that moves the shape in position A to
position B.

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ONAP G&SS B-12

Name: __________________________________________ Date: ____________________________

11. b) Translate shape C left 6 and up 3. Sketch and label the new shape D.

12. Identify each move as a translation or a reflection.

A B C D E

a) from A to E _____________________________

b) from C to D ____________________________

c) from D to E _____________________________

Copyright © 2010 by Nelson Education Ltd. NEL

 ONAP INDIVIDUAL STUDENT SCORING GUIDE
GRADE 6: GEOMETRY AND SPATIAL SENSE — PART B

Name: ________________________________________________________ Date: _______________________________________

Overall Expectation 5m46 (Geometric Properties):

Identify and classify two-demensional shapes by side and angle properties, and compare and sort
three-dimensional figures.

5m49
1. a) A, D, E
1 point for all correct

5m49
1. b) regular hexagon: B
isosceles triangle: D
scalene triangle: E
equilateral triangle: A
square: C
1 point for 3 or 4 correct
OR 2 points for all correct

5m50
2. a) A, C, E, F
1 point for all correct

5m50
2. b) B, D
1 point

5m50
2. c) E, F
1 point

5m51
3. a) C, E
b) D, F
c) B
d) A
1 point for 2 or 3 correct
OR 2 points for all correct

5m52
4. a) 65°
1 point

5m52
4. b)

1 point (within ± 2°)

NEL Copyright © 2010 by Nelson Education Ltd. 191

 5m53
5. a) A isosceles, acute
B equilateral, acute
C scalene, right
D isosceles, obtuse
E scalene, obtuse
1 point for all side length information correct
AND 1 point for all angle information correct

5m53
5. b)
Property

two equal three equal no equal one 90° two equal three equal no equal
Triangle
sides sides sides angle angles angles angles

A X X
B X X

C X X X
Geometry and Spatial Sense

D X X
E X X

1 point for all side length information correct (first three columns)
AND 1 point for all angle information correct (last four columns)

5m54
6. a) 1 point for a right triangle (within ± 2°) with an 8 cm side (within ± 3 mm)

5m54
6. b) 1 point for a triangle with a 40° angle (within ± 2°) or with a 12 cm side (within ± 3 mm)
OR 2 points for a triangle with a 40° angle and a 12 cm side
Total for Overall Expectation 5m46
17
Overall Expectation 5m47 (Geometric Relationships):
Identify and construct nets of prisms and pyramids.

5m55
7. a) B b) D c) A d) C
1 point for 2 or 3 correct
OR 2 points for all 4 correct

5m56
8. a) 1 point for a reasonably represented shape (must have 6 equal squares)

5m56
8. b) 1 point for a reasonably represented shape
(must have 2 equal hexagons and 6 equal rectangles)
Total for Overall Expectation 5m47
4

192 Copyright © 2010 by Nelson Education Ltd. NEL

 Overall Expectation 5m48 (Location and Movement):
Identify and describe the location of an object, using the cardinal directions, and translate
two-dimensional shapes.

5m57
9. a) Move 2 squares west and 6 squares north or move 6 squares north and 2 squares west.
1 point

5m57
9. b) Move 2 squares east and 3 squares south or move 3 squares south and 2 squares east.
1 point

5m58
10. 1 point for using direction words correctly (3 squares north and 3 squares west or 3 squares
west and 3 squares north)
AND 1 point for using grid directions correctly (go from A4 to D4 and then from D4 to D1 or go
from A4 to A1 and then from A1 to D1)
NOTE: The trip can be made in two or more segments.

5m59
11. a) 4 right, 5 down or 5 down, 4 right or 4 east, 5 south or 5 south, 4 east
1 point

5m59
11. b)
D

1 point

5m60
12. a) translation (slide)
b) reflection (flip)
c) reflection (flip)
1 point for 2 correct
OR 2 points for 3 correct
Total for Overall Expectation 5m48
8

NEL Copyright © 2010 by Nelson Education Ltd. 193

 ONAP GR ADE 6: GEOM ET RY AN D SPATIAL SENSE

Date: ______________________________ Grade: _________ School: ______________________________________________

Overall Expectation 5m46 (Geometric Properties)

Identify and classify two-dimensional shapes by side
and angle properties, and compare and sort
three-dimensional figures.

Specific Expectation # 5m49 5m50 5m51 5m52

Question # 1. a) 1. b) 2. a) 2. b) 2. c) 3. 4. a) 4. b)
Gender IEP/
Student Name
(M/F) ELL 1 2 1 1 1 2 1 1
Geometry and Spatial Sense

194 Copyright © 2010 by Nelson Education Ltd. NEL

 CL ASS TR ACKI NG SH EET – PART B

Board: _____________________________________________ Teacher Name: _____________________________________

5m46 (Geometric Properties) 5m47 (Geometric 5m48 (Location and Movement)

continued Relationships) Identify and describe the location of an object,
Identify and construct nets of using the cardinal directions, and translate
prisms and pyramids. two-dimensional shapes.

5m53 5m54 5m55 5m56 5m57 5m58 5m59 5m60

Total

Total

Total
5. a) 5. b) 6. a) 6. b) 7. 8. a) 8. b) 9. a) 9. b) 10. 11. a) 11. b) 12.

2 2 1 2 17 2 1 1 4 1 1 2 1 1 2 8

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 ONTARIO CURRICULUM CORRELATION TO ONAP GEOMETRY AND SPATIAL SENSE 6 — PART B
NOTE: This correlation is to the Grade 5 Ontario Curriculum Expectations.

Overall Expectation 5m46 (Geometric Properties):

Identify and classify two-dimensional shapes by side and angle properties, and compare and sort
three-dimensional figures.

Question
Number Specific Expectation

1. a)–b) 5m49: distinguish among polygons, regular polygons, and other two-dimensional shapes

2. a)–c) 5m50: distinguish among prisms, right prisms, pyramids, and other three-dimensional figures

3. 5m51: identify and classify acute, right, obtuse, and straight angles

4. a)–b) 5m52: measure and construct angles up to 90º, using a protractor

Geometry and Spatial Sense

5. a)–b) 5m53: identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them
according to angle and side properties

6. a)–b) 5m54: construct triangles, using a variety of tools (e.g., protractor, compass, dynamic geometry
software), given acute or right angles and side measurements

Overall Expectation 5m47 (Geometric Relationships):

Identify and construct nets of prisms and pyramids.

Question
Number Specific Expectation

7. 5m55: identify prisms and pyramids from their nets

8. a)–b) 5m56: construct nets of prisms and pyramids, using a variety of tools (e.g., grid paper, isometric dot
paper, Polydrons, computer application)

Overall Expectation 5m48 (Location and Movement):

Identify and describe the location of an object, using the cardinal directions, and translate two-dimensional shapes.

Question
Number Specific Expectation

9. a)–b) 5m57: locate an object using the cardinal directions (i.e., north, south, east, west) and a coordinate
system (e.g., “If I walk 5 steps north and 3 steps east, I will arrive at the apple tree.”)

10. 5m58: compare grid systems commonly used on maps (i.e., the use of numbers and letters to identify
an area; the use of a coordinate system based on the cardinal directions to describe a specific location)

11. a)–b) 5m59: identify, perform, and describe translations, using a variety of tools (e.g., geoboard, dot paper,
computer program)

12. 5m60: create and analyze designs by translating and/or reflecting a shape, or shapes, using a variety
of tools (e.g., geoboard, grid paper, computer program)

196 Copyright © 2010 by Nelson Education Ltd. NEL

 Next Steps for Geometry and Spatial Sense
Instructional Next Steps for Overall Expectations
After summarizing individual and class performance on each overall expectation, you
may find that there are areas that could be retaught to some students. The following
suggestions have been provided to assist you in preparing tasks for individuals or
small groups of students.

Overall Expectation 5m46 (Geometric Properties)

Identify and classify two-dimensional shapes by side and angle properties,
and compare and sort three-dimensional figures.

Background
Students deepen their understanding of geometric properties by making increasingly
precise comparisons to classify shapes and figures. For example, students compare
Geometry and Spatial Sense

triangles using internal angles (right, obtuse, acute) and side lengths (equilateral,
scalene, isosceles).

Strategies
Use the following strategies to help students visualize the shapes and classifications of
triangles (equilateral, scalene, isosceles, acute, obtuse, right).

Property Challenge: Students will benefit from many opportunities to compare the
internal angles and side lengths of various triangles. Provide students with a variety of
triangles on cards and have them sort the cards into the classifications of triangles by
side length (isosceles, scalene, equilateral) and angle measurement (acute, obtuse,
right).

Classy Match: Using the triangle cards from Property Challenge, play a memory
game. Ask students (in pairs or groups) to place the cards face down and take turns
turning over two cards at a time. If a student selects two triangles that are the same
classification, he or she may keep the match. The winner is the student with the most
matched triangles at the end of the game.

Play the game with a small group of students and ask them to “think aloud” as they
play. This allows students to explain their thinking about each match and to reveal
where they may need help.

Who Am I: Provide students with cards that contain clues about triangles (I have two
angles the same or None of my sides are the same length), and have students work in pairs
or groups to determine the type of triangle described. Students may also work on
constructing the triangles with straws or other concrete materials.

226 Ontario Numeracy Assessment NEL

 Overall Expectation 5m47 (Geometric Relationships)
Identify and construct nets of prisms and pyramids.

Background
Students continue to require practice with a wide range of materials to connect the
properties of two-dimensional shapes and three-dimensional figures. Students build on
their knowledge of faces, edges, and vertices. Working with concrete figures and nets
helps students work toward the more abstract skill of mentally constructing nets into
three-dimensional figures and deconstructing three-dimensional figures into nets.

Strategies
Tear Down: Give students a variety of boxes or packages and ask them to cut the
edges of the prisms to create nets. Discuss how the two-dimensional faces are used to
create the three-dimensional package.

Students may also create nets of the boxes or packages by tracing one face and then
rolling the box along an edge and tracing the next face, and so on.

Netscapes: In this activity, pairs or groups of students will combine shapes to create a
net for a three-dimensional figure.

Provide students with two sets of cards: one set is comprised of two-dimensional
shapes (squares, rectangles, triangles, quadrilaterals, polygons); the other set is
comprised of the names of three-dimensional figures (e.g., triangular prism,
square-based pyramid). Ensure that there are enough shapes to create the three-
dimensional figures and that there are multiple cards of each pyramid or prism.

• Each student chooses two cards from the three-dimensional set and keeps
them hidden.
• Each student is dealt three cards from the two-dimensional set. He or she must try
to identify all the faces needed to create the prisms or pyramids.
• Students take turns drawing from the two-dimensional set and discarding a card
they do not need to create their figures.
• The first student to find all the faces needed to create the nets for both of their
three-dimensional figures wins.

Overall Expectation 5m48 (Location and Movement)

Identify and describe the location of an object, using the cardinal directions, and
translate two-dimensional shapes.

Background
Students use concrete objects and visualization to perform and describe movement in
cardinal directions (north, south, east, west) on grid representations (maps, grid paper,
matrices).

NEL Ontario Numeracy Assessment 227

 Strategies
Desk Mapping
Choose a name from the class list without revealing the name and ask all students to
stand in a grid formation. Using cardinal directions based on where the teacher is
standing, each student takes a turn describing where the secret student might be
found. Each student incorrectly identified as the secret student sits down, leaving
fewer students standing as the game progresses. The first student to identify the
location of the secret student using cardinal directions wins the game.

Dream Designs: Show examples of geometric designs (e.g., stained-glass patterns, tile
mosaics) and have students create their own designs on grid paper. Prompt students to
use slides or translations in their designs and ask them to list the transformations used.

Transformational Walks: Have students work in pairs and supply them with grid
paper or cameras. Ask students to walk through the school and find examples of
translated polygons (e.g., bricks on the wall, polygons in school logos, floor tiles,
hanging pennants in the gym). Students can sketch or take pictures of the translations
they see.
Geometry and Spatial Sense

228 Ontario Numeracy Assessment NEL

ONAP G&SS C-1.1

Performance Task 1: Triangle Challenge (page 1)

Cut out the polygons.

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ONAP G&SS C-1.2

Name: __________________________________________ Date: ____________________________

Performance Task 1: Triangle Challenge (page 2)

1. Use the grid below. Place one or more of the shapes you cut out over
the shaded rectangle.
Trace the triangles you create around the rectangle.

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ONAP G&SS C-1.3

Name: __________________________________________ Date: ____________________________

Performance Task 1: Triangle Challenge (page 3)

2. Complete the chart to classify the different triangles you created.

Triangle Type by congruent sides Type by angle

3. What type of triangle occurred the most? Explain why you think
this happened.

4. Which type of triangle were you less likely to create? Explain

your thinking.

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ONAP G&SS C-2.1

Name: __________________________________________ Date: ____________________________

Performance Task 2: Designing a Garden

Stone (page 1)
Julie helps in her family’s garden store. The store sells garden stones.
Julie is sketching a design for one of the stones.

1. Choose three different pattern blocks to create a design for a garden

stone. Completely fill in the stone on page 2 using pattern blocks.
Then carefully slide your design off the stone and sketch your design
on the stone.

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ONAP G&SS C-2.2

Name: __________________________________________ Date: ____________________________

Performance Task 2: Designing a Garden

Stone (page 2)

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ONAP G&SS C-2.3

Name: __________________________________________ Date: ____________________________

Performance Task 2: Designing a Garden

Stone (page 3)

2. Describe at least three different transformations in your design.

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 ONAP PERFORMANCE TASK CLASS TRACKING SHEET
GR ADE 6: GEOM ETRY AN D SPATIAL SENSE
PART C
Date: _____________________________________________________________ Grade: __________________________________
School: _________________________________________________ Board: ___________________________________________
Teacher Name: _____________________________________________________________________________________________

Performance Task Title: ___________________________________________________________

Student Name Level 1–4 Comments

NEL Ontario Numeracy Assessment 207