# data[].attributes.body
-Great teacher supports

-Found it interesting that we have to teach learners 1/2 turns and 1/4 turns

How do we ACTUALLY teach this?

# data[].attributes.body
e.g. A quarter-turn results in an object facing either 9 o’clock or 3 o’clock, (i.e., start at 12 o’clock, and go a quarter-turn clockwise, and end at 3 o’clock, or go a quarter-turn counterclockwise, and end at 9 o’clock).

# data[].attributes.attachment_link.description
Are you encountering any issues, glitches, accessibility concerns, lack of functionality or other problems on the website? Do you have a suggestion, or is there a feature you would like to see? Please let us know so we can improve your experience in the future. Your help is greatly appreciated.

# data[].attributes.body
AND EXAMPLES!

# data[].attributes.body
shapes are important

definitions are embedded in the curriculum

sample tasks

Ways to differentiate the sample tasks

How to teach it in a meaningful way? How to integrate strands together?

We enjoyed how clear and easy it is to navigate through the document.

# data[].attributes.headline
Resource “Which One Doesn’t Belong?”- Shapes

# data[].attributes.subject
Resource “Which One Doesn’t Belong?”- Shapes

# data[].attributes.body
-there are a handful of teacher supports

- tangible examples

- easy to read and follow

-could the ministry provide more access to free resources?

-could the ministry provide more examples of HOW to actually teach it? (for example, in science curriculum there are lesson ideas)

# data[].attributes.body
We really like that the overview shows what all the grades cover so you know what foundational knowledge students may be coming into the class with and can support how we build on that knowledge.

# data[].attributes.body
let's make shapes fun!

why is teaching congruency important/relevant?

where do we see these shapes in real life?

# data[].attributes.body
teaching cardinal directions in a practical way that makes sense (i.e. not north = up)

# data[].attributes.body
How can I best support movement and directions with ELL's or disabled children

# data[].attributes.body
Here is an example of composing and decomposing 2D shapes, showing that the area of a shape remains constant regardless of how its parts are rearranged

# data[].attributes.attachment_caption
It's interesting that grade 4 has the least specific expectations for geometry

# data[].attributes.headline
I think that having tactile manipulatives could help with learning about spatial sense! 

# data[].attributes.subject
I think that having tactile manipulatives could help with learning about spatial sense! 

# data[].attributes.body
We liked how their are visual examples to support teachers in facilitating expectations.

# data[].attributes.headline
making a "grid" in the classroom/outside as a part of a treasure hunt could be a good way to engage with the math on a deeper and practical level. OR EVEN AN ESCAPE ROOM (WIH A FOCUS ON POSITIONAL LANGUAGE!!!!!!!! YEAHHHHHHHHH !!!!!!!!!

# data[].attributes.subject
making a "grid" in the classroom/outside as a part of a treasure hunt could be a good way to engage with the math on a deeper and practical level. OR EVEN AN ESCAPE ROOM (WIH A FOCUS ON POSITIONAL LANGUAGE!!!!!!!! YEAHHHHHHHHH !!!!!!!!!

# data[].attributes.body
Having students go around the school and map the school community is a great learning experience to better understand location and movement.

# data[].attributes.body
connections to coding?

# data[].attributes.headline
actual physical movement could maybe also allow for more engagement for ELLs as well

# data[].attributes.subject
actual physical movement could maybe also allow for more engagement for ELLs as well

# data[].attributes.attachment_caption
Didn’t realize telling the time was part of spatial sense

# data[].attributes.headline
Location and Movement: Activity for students to describe relative positions (E1.5) 

# data[].attributes.subject
Location and Movement: Activity for students to describe relative positions (E1.5) 

# data[].attributes.body
1. We wonder how we can support students learning to meet specific spatial reasoning expectations cross-curricularly.

2. We can keep authenticity for student learning through language, while being inclusive for all learning needs (ELL, spec. ed, etc).