These resources are provided to assist teachers in delivering the lessons found in the Teachers Manual.

Geometry and Spatial Sense

Spatial sense is said to be "the intuitive awareness of one's surroundings and the objects in them". Geometry aids in representing ordering and describing objects and their spatial interrelationships. A competence in using the concepts and language of geometry together with a strong sense of spatial relationships can improve students' understanding of number and measurement.

Spatial sense is necessary for interpreting, understanding, and appreciating the inter-connectedness of our geometric world. The characteristics of two-dimensional shapes and three-dimensional figures, the interrelationships of shapes, and the effects of changes to shapes are important aspects of spatial sense.

In order to develop their intuitive spatial sense, students need to visualize, draw and compare shapes in various positions. Although students also need to learn the formal language of geometry, instruction in the correct terminology should not be the only focus of the program. Students must also explore and understand relationships among figures. As they develop the ability to use correct terminology in presenting their own views and arguments, students' conceptual understanding develops and technical terms will become more meaningful.

Students should have access to computers since they are powerful tools that assist students in expanding their understanding of analytic geometry. A solid grounding in technology will help students expore and comprehend the many facets of our ever-changing world.

(reference: Ontario Ministry of Education Guidelines - Geometry and Spatial Sense)

Mathematics: Geometry and Spatial Sense

Overall and Specific Expectations Grades 1 - 8

http://www.edu.gov.on.ca/eng/document/curricul/curr97ma/geometry.html

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Purposes of Evaluation:

A balanced unit would incorporate the categories of the achievement chart in both instruction and evaluation.

A good mathematics program should also use assessment for different purposes:

(1) to determine prior knowledge;

(2) to identify developmental levels of mathematical understanding;

(3) to support day-to-day learning; and

(4) to set new goals.

These purposes are to be addressed through diagnostic, formative, and summative assessment strategies.

Assessment should encourage students to show what they know and can do rather than focus on what they do not know or cannot do. An assessment that focuses on what students can do takes into account the developmental stage of the child.

http://www.edu.gov.on.ca/eng/document/reports/math/teaching.html#assessment

Expectations: Grade 4 Mathematics

- Geometry and Spatial Sense (pg 8)

- Patterning and Algebra (pg 9)

Achievement Levels:

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Growth Scheme

(An assessment tool to measure chess skill and aptitude using the meta-method approach)

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Ontario Curriculum Unit Planner

Consult the Ontario Curriculum Unit Planner for more details regarding expectations, assessment strategies and recording devices. To get a copy of the Ontario Curriculum Unit Planner click on the following link:

http://www.ocup.org/howtoget.htm