Performance Stations in Math
Geometry/Measurement
Grade 6
by
Liliane Gauthier
Teacher / Educational Consultant
Saskatoon Board of Education

 
1. Geometry/Measurement
Angles, Lines & Line Segments:
Grade 6
G/M-4, G/M 11

   Materials:
  ruler
  circular protractor
  cardboard strips
  brass tack fastener
 
1.You need two cardboard strips. Place them so that they overlap in the middle. Attach with the fastener.
2.Explain how you can use these strips to construct perpendicular lines.
3.Draw a pair of perpendicular lines.
How can you check to make sure that they are perpendicular?
4.In your own words define perpendicular lines.
5.Use the materials that you have to draw a pair of parallel lines.
Explain your strategy.
How can you check to make sure that they are parallel?
6.In your own words define parallel lines.
7.Robin claims to understand lines!
She says that lines can either be perpendicular or parallel. They are always one or the other.
Sandy disagrees. She says that lines can either intersect or never meet.
 
Whom do you agree with and why?
 

 
5. Geometry/Measurement
Polygons:
Grade 6
G/M-11, G/M-13a,b

   Materials:
  colored paper strips
  glue stick
 
1.i) Use the colored strips to construct each of the following shapes. Glue them on white paper.
  a)parallelogram
  b)trapezoid
  c)isosceles trapezoid
  d)rhombus
 ii)Beside each shape that you glued give step by step directions on how to make it.
 iii)Give at least three real life examples of each shape.
 

 
8. Geometry/Measurement
Polygons:
Grade 6
G/M-16a

   Materials:
  shapes for tracing
 
1. Trace shape #1 five times and cut out.
a)Fold two to form two different congruent pieces.
b)Fold one to form three congruent pieces.
c)Fold one to form four congruent pieces.
d)Fold one to form eight congruent pieces.
Draw a sketch for each to report your solution.

 
2. Trace shape #2 five times and cut out.
a)Fold two to form two different congruent pieces.
b)Fold one to form four congruent pieces.
c)Fold one to form five congruent pieces.
d)Fold one to form eight congruent pieces.
d)Fold one to form ten congruent pieces.
Draw a sketch for each to report your solution.
3. In your own words, write the definition of "congruent".

  

 
23. Geometry/Measurement
Length:
Grade 6
G/M-45, G/M-46

   Materials:
  rulers
  metre sticks
  road maps
 
1.Name three things that are usually measured in each of the following units:
     millimetres
   centimetres
   metres
   kilometres
2.Name a benchmark that helps you remember about how long each of the following is:
     1 mm   1 cm   1 m   1 km
3.Name an object or a distance that is about
    a) 1 mm in length
    b) 10 mm in length
    c) 1 cm in length
    d) 10 cm in length
    e) 1 to 2 metres in length
    f) 250 kilometres in length
 

 
29. Geometry/Measurement
Area:
Grade 6
G/M-62, G/M 64a

   Materials:
  card board square and rectangle
 
1.Suppose that a friend of yours does not understand how to calculate area of squares and rectangles. Use the square and the rectangle to write a step by step explanation on how to calculate each area. Remember to be clear because this person does not understand what to do.
 

 
34. Geometry/Measurement
Volume:
Grade 6
G/M-66, G/M-70, G/M-74, G/M-75

   Materials:
  boxes
 
1.a)Sketch and give the dimensions of three of the boxes.
 b)Give the surface area and the volume of these boxes.
2.If the volume of this shape is 200 cm3, what is its width?
3.Make up three problems involving volume and answer them.


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