- Mathematics
- Year 5
Geometry
approx. 13 hrs
4 topics
42 concepts
In the Year 5 Geometry program, students develop skills in visualisation with a study of dimensions and angles.
approx. 13 hrs
4 topics
42 concepts
In the Year 5 Geometry program, students develop skills in visualisation with a study of dimensions and angles.
The concepts in Year 5 Geometry are aligned with the course content in the Measurement and Geometry strand of the Australian curriculum. Students studying Geometry in Year 5 classify 2D shapes and 3D objects according to their bases, vertices, angles and faces. They name triangles by their sides and angles and use appropriate naming conventions for angles, such as acute, obtuse, straight and right angles.
This learning program is made up of the following 4 topics, broken down into 42 concepts.
Find location on maps, including maps with legends, given their grid references
Find a location on a map that is in a given direction from a town or landmark
Follow a sequence of two or more directions, including compass directions, to find and identify a particular location on a map
Use grid references on maps to describe position, identifying and marking locations
Use NE, SE, SW and NW to indicate north-east, south-east, south-west and north-west, respectively, on a compass rose
Identify and name equilateral, isosceles and scalene triangles
Rotate a graphic or object through a specified angle about a particular point, including by using the rotate function in a computer drawing program
Identify shapes that have rotational symmetry and determine the order of rotational symmetry
Make enlargements of two-dimensional shapes, pictures and maps, with and without the use of digital technologies
Identify and name right-angled, obtuse and acute angled triangles
Compare and measure an interval on an original representation and its enlargement to determine how many times larger than the original the enlargement is
Understand that a triangle can be named by its sides or angles
Determine angle properties of squares, rectangles, parallelograms and rhombuses
Select and classify a two-dimensional shape from a description of its features
Identify and draw regular and irregular two-dimensional shapes from descriptions of their side and angle properties
Translate, reflect and rotate a two-dimensional shape, recognising that the properties of the shape does not change
Identify and describe two-dimensional shapes as either regular or irregular
Identify and draw lines of symmetry on given regular and irregular shapes
Identify the arms and vertex of an angle where both arms are invisible
Compare the sizes of two or more angles in degrees
Estimate angles in degrees and check by measuring
Recognise the need for a formal unit for the measure of angles
Introduce protractors to measure angles
Extend the arms of an angle where necessary to facilitate measurement of the angle using a protractor
Construct angles of up to 360 degrees using a protractor
Classify angles as acute, right, obtuse, straight, reflex or a revolution
Identify and describe the angle size in degrees for each of the classifications; acute, right, obtuse, straight, reflex and revolution.
Identify and determine the number of pairs of parallel faces of three-dimensional objects
Identify, describe and compare the properties of prisms and pyramids
Determine that the faces of prisms are always rectangles except the base faces, which may not be rectangles
Determine that the faces of pyramids are always triangles except the base face, which may not be a triangle
Use the term apex to describe the highest point above the base of a pyramid or cone
Connect three-dimensional objects with their nets and other two-dimensional representations
Identify the base of prisms and pyramids
Visualise and sketch nets for given three-dimensional objects
Visualise and name prisms and pyramids, given diagrams of their nets
Visualise and draw the resulting cut face (plane section) when a three-dimensional object receives a straight cut
Recognise that prisms have a uniform cross-section when the section is parallel to the base
Recognise a cube as a special type of prism
Recognise that pyramids do not have a uniform cross-section when the section is parallel to the base
Sketch three-dimensional objects from different views, including top, front and side views
Name prisms and pyramids according to the shape of their base
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