Consolidation of Grade 6 EQAO Questions - Geometry and Spatial Sense

Oct 1, 2026

Uploaded by Melati

Consolidation of Grade 6 EQAO questions focused on Geometry and Spatial Sense, outlining learning expectations across polygons and angles, geometric properties, and geometric relationships. The material summarizes what students should be able to classify and construct, including quadrilaterals, benchmark angles, triangles, and angles measured and constructed with a protractor. It also covers constructing and sketching three-dimensional figures, interpreting nets, and describing location and movement using coordinate systems, translations, reflections, and rotations in the first quadrant.

LanguageEnglish

CategoryExam

FormatPDF

Pages26

Reading Time1 h 6 min

AccessFree to download

Geometry and Spatial Sense: Geometric Properties

Grade 4, Grade 5, Grade 6 overall and specific expectations

Geometry and Spatial Sense: Geometric Relationships

Grade 4, Grade 5, Grade 6 overall and specific expectations

Geometry and Spatial Sense: Location and Movement

Grade 4, Grade 5, Grade 6 overall and specific expectations

Consolidation of Grade 6 EQAO Questions Geometry and Spatial Sense SE2 Families of Schools GRADE SIX EQAO QUESTIONS: Geometry and Spatial Sense | Year | GV1 | GV2 | GV3 | | --- | --- | --- | --- | | Spring 2006 | MC14
MC24 | OR9 | MC3
MC23
OR30 | | Spring 2007 | MC13
OR9 | MC21 | MC14
MC20
OR30 | | Spring 2008 | MC17
OR30 | MC18 | MC16
MC26
OR7 | | Spring 2009 | MC17
MC18
OR7 | | MC16
MC26
OR30 | | Spring 2010 | MC17
MC18 | OR7 | MC6
MC16
OR29 | OVERALL EXPECTATIONS GV1 • Classify and construct polygons and angles GV2 • Sketch three-dimensional figures, and construct three-dimensional figures from drawings; GV3 • Describe location in the first quadrant of a coordinate system, and rotate twodimensional shapes GEOMETRY AND SPATIAL SENSE: Geometric Properties | Grade 4 | Grade 5 | Grade 6 | | --- | --- | --- | | Overall Expectation \#1 | | | | -Identify quadrilaterals and threedimensional figures and classify them by their geometric properties, and compare various angles to benchmarks | -Identify and classify twodimensional shapes by side and angle properties, and compare and sort three-dimensional figures | -Classify and construct polygonsand angles | | Specific Expectations | | | | -Draw the lines of symmetry of two-dimensional shapes, through investigation using a variety of tools and strategies | | | | -Identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties | | -Sort and classify quadrilaterals by geometric properties related to symmetry, angles, and sides, through investigation using a variety of tools and strategies | | | -Distinguish among polygons, regular polygons, and other two-dimensional shapes | -Sort polygons according to the number of lines of symmetry and the order of rotational symmetry, through investigation using a variety of tools | | -Identify and describe prisms and pyramids, and classify them by their geometric properties (i.e., shape of faces, number of edges, number of vertices), using concrete materials | -Distinguish among prisms, right prisms, pyramids, and other three-dimensional figures | | | -Identify benchmark angles (i.e., straight angle, right angle, half aright angle), using a reference tooland compare other angles to these benchmarks | -Identify and classify acute, right, obtuse, and straight angles | | | – Relate the names of the benchmark angles to their measures in degrees | – Measure and construct angles up to 90º, using a protractor | -Measure and construct angles up to 180° using a protractor, and classify them as acute, right, obtuse, or straight angles | | | – Identify triangles (i.e., acute, right, obtuse, scalene, isosceles, equilateral), and classify them according to angle and side properties | | | | – Construct triangles, using a variety of tools, given acute or right angles and side measurements | – Construct polygons using a variety of tools, given angle and side measurements | SE2 Families of Schools GEOMETRY AND SPATIAL SENSE: Geometric Relationships | Grade 4 | Grade 5 | Grade 6 | | --- | --- | --- | | Overall Expectation \#2 | | | | -Construct three-dimensional figures, using two-dimensional shapes | -Identify and construct nets of prisms and pyramids | -Sketch three-dimensional figures, and construct three-dimensional figures from drawings | | Specific Expectations | | | | -Construct a three-dimensional figure from a picture or model of the figure, using connecting cubes | | -Sketch, using a variety of tools, isometric perspectives and different views (i.e., top, side, front) of three dimensional figures built with interlocking cubes
-Build three-dimensional models using connecting cubes, given isometric sketches or different views (i.e., top, side, front) of the structure | | – Construct three-dimensional
figures, using only congruent shapes | | | | –

FAQs

What geometry topics are included for Grade 6 in this EQAO consolidation?

It covers classifying and constructing polygons and angles, measuring and constructing angles, identifying and classifying geometric shapes, and working with rotations in the first quadrant coordinate system.

How does the document organize expectations across grades 4 to 6?

It presents overall expectations and then lists specific expectations separately for Grade 4, Grade 5, and Grade 6 under each geometry theme.

What three-dimensional geometry skills are described?

Students are expected to sketch or construct three-dimensional figures from drawings or pictures, use isometric perspectives, build models with connecting cubes, and interpret or construct nets of prisms and pyramids.

Oct 1, 2026

Uploaded by Melati