MIP2601
Student No.
Assigment 2
6 JUNE 2022
Unique no. 792074
,Question 1
1.1
Topic 1
Properties of 2-D shape
In topic 1 the main focus pointes is on the range of shapes as well as characteristics from grade 4 to 6,
in each grade they only recap and built on the previous grades content . All of the grades add the
drawing of 2D shapes on grid paper, grade 5and 6 get introduced with new shapes such as the heptagon
in grade 5 and octagon in grade 6, plus Recognize and describe Angeles in 2D shapes . Furthermore, the
grade 6 learners get Furter activities such as drawing circles, patterns in circles using a pair of
compasses. The progression is a good amount of work that gets to build on from the previous year with
a good amount of cognitive and conceptual challenge at these all of the grades.
Topic 2
Properties of 3-D shape
Grade 4,5 and 6 learners work with real range objects by recognizing and knowing them by using
drawing. The Grade 5 learners has to compare objects by describing and identifying the number of flat
and curved surfaces and number of faces , while the grade 6 learners need to describe and compare
number of vertices and edges as well as making 3-D models using straws, toothpicks nets etc. The
cognitive and conceptual challenge is just right, they progress well from grade to grade.
Topic 3
Symmetry
With symmetry, all of the grades need to recognize, draw and describe lines of symmetry in 2-D shapes.
The information may be too much for to cover in one grade only, the cognitive, conceptual challenge
and process may take time.
Topic 4
Transformations
With transformation the different grades differ a lot, the grade 4s build composite shapes, pack out 2-D
shapes using tessellation patterns and describing patterns in nature, modern everyday life and cultural
heritage. The grade 5s use transformation to make composite shapes, make tessellation by tracing and
moving 2D shapes by rotation, reflecting and translation. The grade 6es gets a big jump to draw
enlargement and reductions of 2D shapes to compare size and shape of triangles and quadrilaterals and
describing patterns. The progression is a great amount of work and the cognitive and conceptual
challenge is high.
, Topic 5
Viewing of objects
Position and views occur at all of the grades and is also the only idea that needs to be covered and the
knowledge gets expanded at each grade. For grade 4s the data is way too much and the topic on spatial
sense is very hard even to learners in a higher grade. The Grade 4 learners match and identify different
views of everyday objects while grade 5 learners have to link the position viewer to views of everyday
objects and collections of everyday objects, this is also valid for Grade 6es but the difference is they
have to link the single or composite geometric objects. . The cognitive and conceptual challenge is just
right, they progress well from grade to grade.
Topic 6
Position and movement
All the grades need to locate position of objects, draw or symbols on a grid and locating positions of
objects on a map by using alpha-numeric grid references. Both grade 5 and 6 will be able to follow
directions to trace a path between positions on a map ang grade 6 will be able to give directions to
move between positions on a map . The progression is good.
1.2
Topic 1
Length
In grade 4,5 and 6 al off the grades cover Practical measuring, measuring instruments, units and
Calculations and problem-solving involving length. Grade 4 and 5 are basically the same where learners
will learn how to convert between millimeters, centimeters, meters and kilometers limited to examples
with whole numbers and common fractions while grade 6 learners expands as they will be able to
convert all of the units were conversions take place with whole numbers, common fractions and 2
decimal fractions. The cognitive and conceptual challenge is just right for all of the grades.
Topic 2
Mass
Grade 4 and 5 are exactly the same as they cover practical measurements, measuring instruments, units
and calculations and problem-solving involving mass. Grade 6 are the same with extended at
calculations and problem-solving involving mass where they add conversions that should include
fractions and decimal forms (to 2 decimal places) while grade 4 and 5 only convert to examples with
whole numbers and fractions. The levels and progression are just right
Topic 3
Student No.
Assigment 2
6 JUNE 2022
Unique no. 792074
,Question 1
1.1
Topic 1
Properties of 2-D shape
In topic 1 the main focus pointes is on the range of shapes as well as characteristics from grade 4 to 6,
in each grade they only recap and built on the previous grades content . All of the grades add the
drawing of 2D shapes on grid paper, grade 5and 6 get introduced with new shapes such as the heptagon
in grade 5 and octagon in grade 6, plus Recognize and describe Angeles in 2D shapes . Furthermore, the
grade 6 learners get Furter activities such as drawing circles, patterns in circles using a pair of
compasses. The progression is a good amount of work that gets to build on from the previous year with
a good amount of cognitive and conceptual challenge at these all of the grades.
Topic 2
Properties of 3-D shape
Grade 4,5 and 6 learners work with real range objects by recognizing and knowing them by using
drawing. The Grade 5 learners has to compare objects by describing and identifying the number of flat
and curved surfaces and number of faces , while the grade 6 learners need to describe and compare
number of vertices and edges as well as making 3-D models using straws, toothpicks nets etc. The
cognitive and conceptual challenge is just right, they progress well from grade to grade.
Topic 3
Symmetry
With symmetry, all of the grades need to recognize, draw and describe lines of symmetry in 2-D shapes.
The information may be too much for to cover in one grade only, the cognitive, conceptual challenge
and process may take time.
Topic 4
Transformations
With transformation the different grades differ a lot, the grade 4s build composite shapes, pack out 2-D
shapes using tessellation patterns and describing patterns in nature, modern everyday life and cultural
heritage. The grade 5s use transformation to make composite shapes, make tessellation by tracing and
moving 2D shapes by rotation, reflecting and translation. The grade 6es gets a big jump to draw
enlargement and reductions of 2D shapes to compare size and shape of triangles and quadrilaterals and
describing patterns. The progression is a great amount of work and the cognitive and conceptual
challenge is high.
, Topic 5
Viewing of objects
Position and views occur at all of the grades and is also the only idea that needs to be covered and the
knowledge gets expanded at each grade. For grade 4s the data is way too much and the topic on spatial
sense is very hard even to learners in a higher grade. The Grade 4 learners match and identify different
views of everyday objects while grade 5 learners have to link the position viewer to views of everyday
objects and collections of everyday objects, this is also valid for Grade 6es but the difference is they
have to link the single or composite geometric objects. . The cognitive and conceptual challenge is just
right, they progress well from grade to grade.
Topic 6
Position and movement
All the grades need to locate position of objects, draw or symbols on a grid and locating positions of
objects on a map by using alpha-numeric grid references. Both grade 5 and 6 will be able to follow
directions to trace a path between positions on a map ang grade 6 will be able to give directions to
move between positions on a map . The progression is good.
1.2
Topic 1
Length
In grade 4,5 and 6 al off the grades cover Practical measuring, measuring instruments, units and
Calculations and problem-solving involving length. Grade 4 and 5 are basically the same where learners
will learn how to convert between millimeters, centimeters, meters and kilometers limited to examples
with whole numbers and common fractions while grade 6 learners expands as they will be able to
convert all of the units were conversions take place with whole numbers, common fractions and 2
decimal fractions. The cognitive and conceptual challenge is just right for all of the grades.
Topic 2
Mass
Grade 4 and 5 are exactly the same as they cover practical measurements, measuring instruments, units
and calculations and problem-solving involving mass. Grade 6 are the same with extended at
calculations and problem-solving involving mass where they add conversions that should include
fractions and decimal forms (to 2 decimal places) while grade 4 and 5 only convert to examples with
whole numbers and fractions. The levels and progression are just right
Topic 3
