Exploring Shapes Nunavut

Grade: 5

Duration: 35 minutes

Class Size: 20 students

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Curriculum Alignment: Ontario Mathematics Curriculum – Grade 5

Overall Expectation(s):

• Geometry and Spatial Sense
  • Identify, classify, and describe 2-D shapes and 3-D figures using the properties of their geometric features (e.g., number of sides or edges, faces, vertices).
  • Describe congruent shapes and symmetrical figures and create designs using transformations (reflection, rotation, translation).

Specific Learning Expectations:

• Geometry and Spatial Sense (5m16)
  • Identify and classify triangles (e.g., equilateral, isosceles, scalene) and quadrilaterals (e.g., parallelograms, trapezoids, rhombuses) by geometric properties.
  • Investigate and describe lines of symmetry and rotational symmetry in 2-D shapes and designs.
  • Demonstrate understanding of congruency and symmetry through exploration and design.

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Learning Objectives (I can statements)

• I can identify and describe different 2-D geometric shapes found in the context of Nunavut’s territory.
• I can classify triangles and quadrilaterals based on their properties.
• I can explore symmetry and create designs inspired by traditional Inuit art and Nunavut landscapes.
• I can explain how geometric shapes are part of real-world geographic and cultural contexts.

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Success Criteria

• Correctly identify and name a minimum of five 2-D shapes found on a map of Nunavut.
• Classify triangles and quadrilaterals by their properties and explain reasoning in class discussion.
• Create a symmetrical design inspired by Nunavut’s imagery using at least two different types of shapes.
• Participate actively in group discussion and share findings thoughtfully.

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Materials Needed

• Large printed map of Nunavut territory (showing major geographical regions, simplified shapes)
• Cut-out geometric shapes (triangles, quadrilaterals—parallelograms, trapezoids, rhombuses) in cardstock
• Graph paper, pencils, coloured markers
• Whiteboards and markers for student groups
• Images/examples of Inuit art and landscape photography from Nunavut
• Rulers and symmetry mirrors (can be handheld or printed)

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Lesson Outline

1. Introduction (5 minutes)

• Hook: Show students a large map of Nunavut projected or on the board, highlighting some large land and water areas shaped by geometric forms.
• Ask: "Can you spot any shapes on this map? What shapes do you notice?" Notes responses on board.
• Briefly introduce the importance of shapes in geography and Inuit art in Nunavut. Mention how shapes help us understand space and design.

2. Direct Teaching and Modelling (7 minutes)

• Review 2-D shapes focusing on triangles (equilateral, isosceles, scalene) and quadrilaterals (parallelogram, trapezoid, rhombus).
• Using cut-outs, model how to identify and classify these shapes by examining properties such as equal sides, parallel lines, and angles.
• Introduce the concept of symmetry using traditional Inuit art patterns, showing how they use reflective and rotational symmetry.

3. Guided Practice (10 minutes)

• Activity: Students work in pairs with cut-out shapes and the map of Nunavut.
• Task: Identify geometric shapes found naturally in shapes forming the map’s geography (e.g., ice floes, bays, land boundaries).
• Then classify triangles and quadrilaterals identified and explain their properties using whiteboards or chart paper.
• Use symmetry mirrors to explore lines of symmetry in shapes and the designs from Inuit art examples.

4. Independent Creation (10 minutes)

• Using graph paper, pencils, and coloured markers, students create their own symmetrical designs inspired by Nunavut landscapes or Inuit designs.
• Encourage at least 2 different symmetrical shapes or transformations (reflection, rotation).
• Circulate and offer support with classification questions for diverse learners.

5. Sharing and Reflection (3 minutes)

• Invite 3-4 students to share their geometric design and explain the shapes and symmetry used.
• Quick class discussion: "How do shapes connect what we learn in mathematics to real places and cultures? What did you enjoy most?"

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Differentiation Strategies

• For students requiring support: Provide pre-cut shapes, step-by-step visual guides and sentence starters (e.g., “The triangle I found is _____ because it has…”). Use peer buddies for paired activities.
• For students needing challenge: Extend by asking for identification of lines of symmetry beyond basic reflective shapes (e.g., rotational symmetry). Encourage creating composite shapes combining different quadrilaterals.
• For English Language Learners: Use visuals extensively, offer key vocabulary word cards (e.g. symmetry, parallelogram), and allow oral explanations with sentence frames.
• For all learners: Hands-on materials and concrete examples promote engagement and understanding of abstract concepts.

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Assessment (Formative)

• Observe student participation during pair discussion and classification activity.
• Review students’ symmetrical designs for use of shape properties and symmetry.
• Use exit questions: “Name one shape you saw today and describe a property of it.”
• Oral questioning during sharing to gauge conceptual grasp.

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Additional Teacher Notes

• Connect mathematical concepts with Indigenous cultural perspectives respectfully by emphasising and exploring Inuit art designs authentically.
• Encourage students to think of maps and art as visual stories told through shapes, promoting spatial reasoning alongside cultural appreciation.
• Consider involving local community resources or Inuit cultural advisors for enriched learning experiences in future lessons.

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This lesson plan utilises tangible visuals, cultural integration, and hands-on activities to align with Ontario Curriculum standards, meeting both cognitive and cultural competencies for 5th-grade mathematics.