MIP2601
Mathematics for Intermediate Phase
Teachers III
Assignment 2
Year Module
Unique Assignment Number:
792074
Assignment Due Date:
06 June 2022
Student Number:
62846701
Kristin Nicole Chetty
, Question 1
1.1
Properties of 2-D shapes
The range of shapes in all grades is the focus. A further task for Grade 6
students is to use a pair of compasses to create circles, patterns in
circles, and patterns with circles. Grade 5 is presented with a
concentration on heptagon addition. With each grade, the progression
gives a decent degree of cognitive and conceptual challenge.
Properties of 3-D objects
The cognitive and conceptual challenge in grade 4 is just perfect;
students must be able to recognize, describe, and build 3-D objects. The
cognitive and intellectual difficulty in grade 5 is moderate; students must
be able to recognize, describe, make, cut, and trace three-dimensional
things. The cognitive and conceptual challenge in Grade 6 is slightly
more difficult; students must be able to recognize, describe, and create
3-D objects using items such as straws and toothpicks.
Symmetry
The focus is on symmetry, and students in all grades must be able to
recognize, draw, and describe symmetry lines in 2-D shapes. The pacing
is just right in terms of cognitive and conceptual difficulty.
Transformations
Combine 2-D shapes to create a variety of composite 2-D shapes,
including those with line symmetry. By tracing and manipulating a 2-D
shapes in one or more of the following ways: rotation, translation, and
reflection, Grade 5 create composite 2-D shapes, including shapes with
line symmetry. Grade 6 students compare the size and shape of triangles
and quadrilaterals by drawing enlargements and reductions of 2-D
shapes. The cognitive and intellectual challenge in grade 4 is just right.
The cognitive and conceptual difficulty in grade 5 is excessive, while the
cognitive and conceptual challenge in grade 6 is insufficient.
Viewing of objects
The emphasis is on all grades' positions and viewpoints. Learners in
Grade 4 must match and recognize commonplace objects from various
perspectives. Learners in grades 5 and 6 relate the viewer's position to
views of single ordinary things or groupings of objects, but they must
additionally connect single or composite geometric objects in grade 6. In
grade 4, the development delivers an excessive amount of cognitive and
conceptual strain.
Position and movement
Mathematics for Intermediate Phase
Teachers III
Assignment 2
Year Module
Unique Assignment Number:
792074
Assignment Due Date:
06 June 2022
Student Number:
62846701
Kristin Nicole Chetty
, Question 1
1.1
Properties of 2-D shapes
The range of shapes in all grades is the focus. A further task for Grade 6
students is to use a pair of compasses to create circles, patterns in
circles, and patterns with circles. Grade 5 is presented with a
concentration on heptagon addition. With each grade, the progression
gives a decent degree of cognitive and conceptual challenge.
Properties of 3-D objects
The cognitive and conceptual challenge in grade 4 is just perfect;
students must be able to recognize, describe, and build 3-D objects. The
cognitive and intellectual difficulty in grade 5 is moderate; students must
be able to recognize, describe, make, cut, and trace three-dimensional
things. The cognitive and conceptual challenge in Grade 6 is slightly
more difficult; students must be able to recognize, describe, and create
3-D objects using items such as straws and toothpicks.
Symmetry
The focus is on symmetry, and students in all grades must be able to
recognize, draw, and describe symmetry lines in 2-D shapes. The pacing
is just right in terms of cognitive and conceptual difficulty.
Transformations
Combine 2-D shapes to create a variety of composite 2-D shapes,
including those with line symmetry. By tracing and manipulating a 2-D
shapes in one or more of the following ways: rotation, translation, and
reflection, Grade 5 create composite 2-D shapes, including shapes with
line symmetry. Grade 6 students compare the size and shape of triangles
and quadrilaterals by drawing enlargements and reductions of 2-D
shapes. The cognitive and intellectual challenge in grade 4 is just right.
The cognitive and conceptual difficulty in grade 5 is excessive, while the
cognitive and conceptual challenge in grade 6 is insufficient.
Viewing of objects
The emphasis is on all grades' positions and viewpoints. Learners in
Grade 4 must match and recognize commonplace objects from various
perspectives. Learners in grades 5 and 6 relate the viewer's position to
views of single ordinary things or groupings of objects, but they must
additionally connect single or composite geometric objects in grade 6. In
grade 4, the development delivers an excessive amount of cognitive and
conceptual strain.
Position and movement
