Teacher Technology Companion for Grade 7 Geometry
Overall Expectations: (Ontario Mathematics Curriculum, rev. 2005)
► 7m43: construct related lines, and classify triangles, quadrilaterals, and prisms;;
► 7m44: develop an understanding of similarity, and distinguish similarity and congruence;
► 7m45: describe location in the four quadrants of a coordinate system, dilatate two-dimensional shapes, and apply transformations to
create and analyze designs.
“GSP” refers to The Geometer’s Sketchpad®, licensed for publicly-funded schools in Ontario and for students in these schools to take
home to install on their home machines; information may be found at: http://www.hpedsb.on.ca/sg/quinte/gsp.htm
Links:
► All “GSP Connection” files can be found at: http://www.hpedsb.on.ca/sg/quinte/grade_7.htm
► “Internet Connection” sites are linked from either:
o (A) http://www.hpedsb.on.ca/sg/quinte/geometry.htm or
o (B) http://www.hpedsb.on.ca/sg/quinte/a-w_grade_7.htm
Additional Help: William Lundy, SETS-Mathematics, Hastings and Prince Edward DSB, 613-966-1170 ext 3326; wlundy@hpedsb.on.ca
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Specific Expectation
Geometric Properties
construct related lines (i.e., parallel;
7m46
perpendicular; intersecting at 30º, 45º, and
60º), using angle properties and a variety of
tools (e.g., compass and straight edge,
protractor, dynamic geometry software) and
strategies (e.g., paper folding);
sort and classify triangles and quadrilaterals
7m47
by geometric properties related to
symmetry, angles, and sides, through
investigation using a variety of tools (e.g.,
dynamic geometry software) and strategies
(e.g., using charts, using Venn diagrams);
Teacher Technology Companion for Grade 7
GSP Connection
Internet Connection
Remarks
“Constructions” –
Intersecting Lines,
Perpendicular Bisector
“Angle Properties of
Triangles and
Quadrilaterals”
Page 1 of 3
7m48
7m49
construct angle bisectors and perpendicular
bisectors, using a variety of tools (e.g.,
…,dynamic geometry software,…) and
strategies (e.g., paper folding), and
represent equal angles and equal lengths
using mathematical notation;
investigate, using concrete materials, the
angles between the faces of a prism, and
identify right prisms
“Constructions” –Angle
Bisector, Perpendicular
Bisector, Perpendicular
Bisectors in a Triangle,
Trisecting an Angle
(A) “MathsNet
Geometry” >
“Interactive
Construction”;
n/a
(A) “Paper Models of
Polyhedra”;
(B) Unit 3: “Studying
Polyhredra”
Geometric Relationships
identify, through investigation, the
“Triangle Congruence”
7m50
minimum side and angle information (i.e.,
side-side-side; side-angle-side;
angle-side-angle) needed to describe a
unique triangle ;
determine, through investigation using a
7m51
variety of tools (e.g., dynamic geometry
software), relationships among area,
perimeter, corresponding side lengths, and
corresponding angles of congruent
shapes;
demonstrate an understanding that enlarging “Modeling a Pantograph”
7m52
or reducing two-dimensional shapes creates
similar shapes;
7m53
distinguish between and compare similar
shapes and congruent shapes, using a
variety of tools (e.g., dynamic geometry
software) and strategies (e.g., by showing
that dilatations create similar shapes and
that translations, rotations, and reflections
generate congruent shapes)
Teacher Technology Companion for Grade 7
Angle Trisection and
Perpendicular Bisectors
in Triangles may be more
appropriate activities for
extension/enrichment
(B) Unit 3: “Surface Area
& Volume”
(A) “Pantograph”
Look for instructions to
construct actual
pantographs: contact Bill
Lundy for assistance on
this
“Similarity and
Congruency”
Page 2 of 3
Location and Movement
plot points using all four quadrants of the
7m54
Cartesian coordinate plane;
identify, perform, and describe dilatations
7m55
(i.e., enlargements and reductions), through
investigation using a variety of
tools (e.g., dynamic geometry software,
geoboard, pattern blocks, grid paper);
create and analyse designs involving
7m56
translations, reflections, dilatations, and/or
simple rotations of two-dimensional
shapes, using a variety of tools (e.g.,
concrete materials, Mira, drawings,
dynamic geometry software) and strategies
(e.g.,
paper folding)
“Plotting on the Cartesian
Plane”
(A) “Pantograph”







7m57
determine, through investigation using a
variety of tools (e.g., pattern blocks,
Polydrons, grid paper, tiling software,
dynamic geometry software, concrete
materials), polygons or combinations of
polygons that tile a plane, and describe the
transformation(s) involved.
Teacher Technology Companion for Grade 7
“Glide Reflections”
“Kaleidoscope”
“Modeling a Ferris
Wheel”
“Patterning: Making a
Tumbling-Block
Design”
“Properties of
Reflections”
“Semicephalus”
“Tessellations”
(A) “MathsNet
Geometry” >
“Interactive
Transformations”
(B) Unit 7: “Virtual
Manipulatives”
(B) Unit 7: “What is a
Tiling?
(B) “Unit 7: Creating
Tiling Patterns…”
“Transformations”
Page 3 of 3