The study examined the difference in performance of boys and girls in solving problems on the properties of a rectangle. The conceptual framework of the study was based on the idea that teaching the learners content in a familiar context tends to facilitate geometry learning. The data were collected using semi-structured interviews with the teachers and a mixed-gender purposeful sample of their learners and statistical techniques involving the use of t-test to compare the percentage mean scores of the gender groups. The results showed that there was a statistically significant difference in the achievement test's scores across the gender groups with boys scoring higher and that the difference seems to be due to the manifestation of cultural stereotypes in class.