STRAND 3.0 GEOMETRY.pptx

1. STRAND 3.0
GEOMETRY

2. SUB-STRAND 3.O
POSITION AND DIRECTION

3. CLOCKWISE AND ANTI-CLOCKWISE TURNS
• Clockwise and anti-clockwise are terms used to describe the direction in
which something moves around a central point. Clockwise means in the
same direction as the hands of a clock, while anti-clockwise (or
counterclockwise) means in the opposite direction.
• Examples:
1.Clockwise Turn: Turning a doorknob to the right (as if closing a door) is a
clockwise turn.
2.Anti-clockwise Turn: Turning a doorknob to the left (as if opening a door)
is an anti-clockwise turn.
3.Clockwise Movement: When the hands of a clock move from 12 to 3, it's
a clockwise movement.
4.Anti-clockwise Movement: When the hands of a clock move from 12 to
9, it's an anti-clockwise movement.

4. ASSESSMENT
1.Which direction does a doorknob turn when you close a door?
2.Imagine you're looking down at a clock. Which direction do the
hands move when it's 3 o'clock?
3.If you turn a wheel to the left, is it a clockwise or anti-clockwise
turn?

5. A QUARTER TURN
• A quarter turn means turning something 90 degrees, or one-
fourth of a full circle. It's like turning a page in a book or rotating
a square block.
• Example:
• Imagine you're standing facing north. If you turn to your right
until you're facing east, you've made a quarter turn.

6. ASSESSMENT
• If Emma is facing north and makes a quarter turn to her right, what
direction is she facing now?
• Jack is facing south. If he makes a quarter turn to his left, what
direction is he facing now?
• Sophia is facing east. If she makes a quarter turn to her right, what
direction is she facing now?
• Daniel is facing west. If he makes a quarter turn to his left, what
direction is he facing now?

7. HALF TURN
• A half turn means rotating something 180 degrees, or halfway
around a full circle. It's like turning around to face the opposite
direction.
• Example:
• Imagine you're facing north. If you turn around to face south,
you've made a half turn.

8. ASSESSMENT
• If Jane is facing north and makes a half turn, what direction is she
facing now?
• John is facing east. If he makes a half turn, what direction is he facing
now?
• Sandra is facing west. If she makes a half turn, what direction is she
facing now?
• Dan is facing south. If he makes a half turn, what direction is he facing
now?

9. FULL TURN
• A full turn means rotating something 360 degrees, or completing
one full circle. It's like spinning around in a circle to face the
same direction again.
• Example:
• Imagine you're facing north. If you spin around in a circle and
end up facing north again, you've made a full turn.

10. ASSESSMENT
• If Martha is facing north and makes a full turn, what direction is she
facing now?
• Jon is facing east. If he makes a full turn, what direction is he facing
now?
• Sophia is facing south. If she makes a full turn, what direction is she
facing now?
• Dano is facing west. If he makes a full turn, what direction is he facing
now?

11. SUB-STRAND 3.2
ANGLES

12. By the end of the sub strand, thelearner should be
able to:
a) identify an angle at a point in lines
b) identify angles from the objects in the environment,
c) relate a turn to angles in real life situations,
d) appreciate use of angles in real life situations.

13. IDENTIFYING AN ANGLE
• An angle is formed when two lines or line segments meet at a point.
It's like the corner where two walls meet in a room.
• Example: Imagine standing at the corner of a room where two walls
meet. The space between the walls forms an angle. You can use your
arms to show the size of the angle by opening them wider or closing
them narrower.

14. ASSESSMENT
• Where can you find angles in your classroom?
• Can you show me an angle formed by two pencils placed on your
desk?
• How do you know if an angle is big or small?
• Look around your classroom and identify objects that form angles.
• Draw an angle on a piece of paper and label its sides.

15. ANGLES IN THE ENVIRONMENT
• Corners of Rooms: The corners where walls meet form right angles.
• Clock Hands: The minute and hour hands form angles as they move around the clock.
• Street Signs: Yield signs, stop signs, and street corners form various angles.
• Playground Equipment: Slides, swings, and jungle gyms often have angular shapes.
• Windows: The frames of windows can form angles with the walls.
• School Supplies: Pencils, rulers, and notebooks may have angled edges or corners.
• Sports Fields: The corners of soccer fields, basketball courts, and baseball diamonds form angles.
• Nature: Branches of trees, the edges of leaves, and the shapes of rocks can exhibit angles.
• Building Architecture: Buildings often have angled features in their design, such as roofs and
windows.
• Technology: The screens of devices like tablets and TVs often have rectangular or square shapes
with right angles.
• Encouraging students to identify angles in their surroundings can help reinforce their
understanding of geometric concepts in a real-world context.

16. ASSESSMENT
• How many right angles can you find in your classroom? Can you name
them?
• Look outside the window. What shapes do you see that have angles?
• Can you find an object in your home that has an angle greater than 90
degrees? Describe it.
• Walk around your neighborhood and count the number of street
signs you see. How many of them have angles?
• Imagine you are playing on the playground. Can you name three
pieces of equipment that have angles?

17. TYPES OF ANGLES
• Types of Angles:
• Right Angle: An angle that measures exactly 90 degrees. It looks like
the corner of a square.
• Acute Angle: An angle that measures less than 90 degrees. It looks
like a small angle.
• Obtuse Angle: An angle that measures more than 90 degrees but less
than 180 degrees. It looks like a wide angle.
• Example: Imagine drawing these angles on a piece of paper. A right
angle looks like the corner of a square, an acute angle looks like a
small "v", and an obtuse angle looks like a wide "v".

18. ASSESSMENT
• Can you find a right angle in your classroom? Where is it located?
• Look around your room and identify an acute angle. What object
forms it?
• Can you draw an obtuse angle on a piece of paper? How would you
do it?
• Think of a clock. At what time does the minute hand form a right
angle with the hour hand?
• Look at a door. Is the angle between the door and the wall acute,
obtuse, or right?

19. COMPARING ANGLES USING A RIGHT ANGLE
• A right angle is exactly 90 degrees. When comparing angles to a right
angle, we can see if they are smaller (acute) or larger (obtuse) than a
right angle.
• Examples:
• Acute Angle: An angle smaller than a right angle. Example: The angle
formed by two hands on a clock at 3 o'clock.
• Obtuse Angle: An angle larger than a right angle. Example: The angle
formed by the minute hand and hour hand on a clock at 9 o'clock.

20. ASSESSMENT
• Look at the corner of your desk. Is the angle it forms with the floor
smaller or larger than a right angle?
• Imagine a door. Is the angle between the door and the wall smaller or
larger than a right angle?
• Draw an angle smaller than a right angle. What object or shape does
it resemble?
• Find something in your classroom that has an angle larger than a right
angle. What is it, and where is the angle located?
• Look at a window. Is the angle formed by the window frame and the
wall smaller or larger than a right angle?

21. SUB-STRAND 3.3
PLANE FIGURE

22. By the end of the sub strand, thelearner should be
able to:
• By the end of the sub strand, thelearner should be able to:
• identify rectangles, squares, triangles, circles and ovals from objects in
the environment,
• draw the shapes of rectangles, squares, triangles, circles and ovals from
objects in the environment,
• identify lines of symmetry of different shapes,
• make patterns using squares, rectangles and triangles,
• identify properties of plane figures in different situations
• f) appreciate using shapes inreal life situations.

23. SHAPES IN OUR ENVIRONMENT
• Circle: The wheels of a bicycle or car, plates, clocks, coins.
• Square: Windows, tiles on the floor, picture frames, boxes.
• Rectangle: Doors, books, TV screens, notebooks.
• Triangle: Roof of a house, slices of pizza, yield signs, bookmarks.
• Oval: Eggs, footballs, watermelons, avocados.
• Hexagon: Honeycomb cells, bolts and nuts, soccer balls.
• Star: Starfish, sheriff badges, stickers, flags.
• Heart: Valentine's Day cards, cookie cutters, balloons.
• Cylinder: Soda cans, candles, toilet paper rolls, tubes.
• Cube: Dice, building blocks, ice cubes, Rubik's Cube.
• These shapes can be found all around us in our daily lives, helping us understand the
concepts of geometry in a tangible way.

24. ASSESSMENT
• Where can you find circles in your home?
• Can you name three objects in your classroom that are shaped like
rectangles?
• How many sides does a stop sign have, and what shape is it?
• Look around your neighborhood and identify a triangular-shaped
object. What is it?
• Find something in your kitchen that is shaped like a cylinder. What is
it used for?

25. LINES OF SYMMENTRY
(a) Rectangles
• A rectangle has two lines of symmetry. These lines divide the
rectangle into two equal halves. Each line of symmetry runs through
the center of the rectangle, from one side to the opposite side.
• Example: Imagine a rectangle, like a piece of paper. If you fold the
paper in half along its width, you'll notice that both halves match
perfectly. This folding line is a line of symmetry. Similarly, if you fold
the paper in half along its length, you'll see that both halves match.
This is another line of symmetry.

26. LINES OF SYMMENTRY
(b) Square
• A square has four lines of symmetry. These lines divide the square
into four equal parts. Each line of symmetry runs through the center
of the square, from one side to the opposite side, cutting it into two
congruent halves.
• Example: Imagine a square, like a piece of paper. You can fold the
paper vertically and horizontally. Both the vertical and horizontal
folding lines will divide the square into two equal halves. Additionally,
you can fold the paper diagonally from each corner to the opposite
corner. These folding lines also create two equal halves. These are the
four lines of symmetry of a square.

27. Lines of symmentry
(c) Triangles
• A rectangle has two lines of symmetry. These lines divide the
rectangle into two equal parts. Each line of symmetry runs through
the center of the rectangle, from one side to the opposite side.
• Example: Think of a rectangle, like a piece of paper. If you fold the
paper in half along its width, you'll see that both halves match
perfectly. This folding line is a line of symmetry. Similarly, if you fold
the paper in half along its length, you'll notice that both halves match.
This is another line of symmetry.

28. Properties of shape
• Square and rectangles
• Properties of a Square:
• Equal Sides: All four sides of a square are equal in length.
• Right Angles: Each angle in a square is a right angle (90 degrees).
• Equal Diagonals: The diagonals of a square are equal in length and bisect each other at right angles.
• Example of a Square:
• Imagine a piece of paper where all four sides are of the same length. This paper is in the shape of a square.
• Properties of a Rectangle:
• Opposite sides are equal: In a rectangle, opposite sides are equal in length.
• Right Angles: Each angle in a rectangle is a right angle (90 degrees).
• Diagonals are Equal: The diagonals of a rectangle are equal in length, but unlike a square, they do not bisect each other at right
angles.
• Example of a Rectangle:
• Think of a book. The pages are arranged in the shape of a rectangle, where the longer sides are the height of the book, and the
shorter sides are the width.
• These properties help us identify and understand the characteristics of squares and rectangles.

29. ASSESSMENT
• Which shape has all sides of equal length?
• What type of angle is found in both a square and a rectangle?
• How do the diagonals of a square compare to those of a rectangle?
• If a shape has four sides of equal length but the diagonals are not
equal, is it more likely to be a square or a rectangle?
• Can you name a real-life object that resembles a square or a
rectangle?

30. PROPERTIES OF SHAPES
TRIANGLES
Examples:
• Properties of a Triangle:
• Three Sides: A triangle has three sides. Each side is a line segment.
• Three Angles: A triangle has three angles. The angles are formed where the sides
meet.
• Sum of Angles: The sum of the interior angles of a triangle is always 180 degrees.
• Types of Triangles: Triangles can be classified based on the lengths of their sides
and the measures of their angles. For example, equilateral triangles have all sides
of equal length, while right triangles have one 90-degree angle.
• Base and Height: Triangles have a base (the bottom side) and a height (the
perpendicular distance from the base to the opposite vertex).

31. ASSESSMENT
• How many sides does a triangle have?
• How many angles does a triangle have?
• What is the sum of the interior angles of a triangle?
• Can you name a type of triangle that has three sides of equal length?
• What is the base of a triangle?

32. Making patterns using shapes
• Example:
• Let's create a pattern using squares and circles:
• Pattern: Square, Circle, Square, Circle, Square, Circle...

33. ASSESSMENT
1.What shape comes after the circle in the pattern?
2.How many squares are there in the first five shapes of the
pattern?
3.If the pattern continues, what shape would come after the next
square?
4.How many circles are there in the first seven shapes of the
pattern?
5.Can you describe the pattern using words?