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SASKATCHEWAN CURRICULUM OBJECTIVES: POLYGONS
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Learning Objectives

Grade


5

6

7

8

9

10

The student should be able to:

G/M-13 identify, name, give an example, and list the properties of the following figures

   a) parallelogram, trapezoid, rhombus, pentagon, hexagon, octagon

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   b) isosceles trapezoid




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   c) triangles (classification according to their sides): equilateral, isosceles, scalene



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   d) triangles (classification according to their angles): right, acute, obtuse, equiangular



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   e) convex, concave, regular, irregular polygons




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G/M-14 combine 2-D geometric figures (polygons) to make other figures (2-D or 3-D)

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G/M-15 construct parallelograms, rectangles, rhombuses, and squares using paper folding, mira, and/or compass and straight edge





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G/M-16 understand and use the terms

   a) congruent, congruency, tessellate, tessellation

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   b) similar



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G/M-17 identify the relationships between the sides and between the angles of similar polygons



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G/M-18 enlarge and reduce polygons (on a grid)

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G/M-19 use a scale drawing to make similar figures




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G/M-20 calculate the scale factor of two similar polygons




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G/M-21 determine the missing side of similar triangles





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The student should be able to:

G/M-22 solve problems involving similar triangles and other similar polygons




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G/M-23 create similar figures using a variety of tools such as grids, scale factors, photocopiers, pantographs, etc.




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G/M-24 demonstrate congruency by

   a) transformations


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   b) comparing different parts of the figures


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G/M-25 identify and state corresponding parts of congruent polygons




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G/M-26 construct congruent angles and congruent triangles using paper folding, mira, and/or compass and straight edge




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G/M-27 state the properties of congruent polygons



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G/M-28 identify and draw, using simple figures,

   a) reflections (flips), rotations (turns), translations (slides)

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   b) a combination of translations, reflections, and rotations


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G/M-29 determine lines of symmetry

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G/M-30 locate the centre and angles of a rotation, given a figure and its image


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The student should be able to:

G/M-31 classify geometric figures according to the number of lines of symmetry


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G/M-32 create symmetrical shapes using reflection or rotation


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G/M-33 continue or create patterns using translations, reflections, and/or rotations


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G/M-34 recognize tessellations in the environment and tessellate a surface by using one or more shapes

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G/M-35 explain why some shapes tessellate and identify and create shapes that tessellate

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G/M-36 determine which properties are preserved by translations, rotations, and reflections (such as congruency, area, orientation)



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