68756682
MIP2601
Assignment 2
, 1.1 (a). 2D Shape Properties
Focus is in the range of all quality shapes and properties. Grades 5 and 6 introduced shape drawing
with the addition of heptagons and octagons. Sixth grade students use a compass to draw circles and
draw patterns. Advances in these classes offer many cognitive and conceptual challenges.
(b) 3D Shape Properties All students at the
grade level manipulate real objects by identifying and recognizing them from the drawing. Class 5
students need to describe and identify the number of planes and curved surfaces, as well as the
number of curved corners and edges, and compare objects. Class 6 uses real objects to create a 3D
model. Progress is just right for learners going from one class to another.
(c) Symmetry
Learners at all grade levels need to identify, draw, and describe the lines of symmetry of the 2D
shape. The information is too broad for 4th grade, so the explanation should start in 5th grade.
(d) Transformation
4th grade learners create 2D shapes, stuff tessellation patterns into 2D shapes, and explain patterns
of nature, modern everyday life, and cultural heritage. Grade 5 students need to build a model from
a composite shape and perform tessellation by tracing and moving the 2D shape by rotation,
reflection, and translation. Class 6 needs to draw the enlargement and reduction of the 2D shape in
order to compare the size and shape of the triangle and the square and describe the pattern. This
topic should be used as the basis for the upper grades transformation geometry, so there is too little
information.
(E) Looking at objects
The subject of spatial perception is very difficult even for high school students, so the information
taught in 4th grade is too broad. Fourth grade students need to match and identify different
perspectives on everyday things. Grade 5 students need to link their personal locations with a
collection of everyday objects in the same way as grade 6 students, the only difference being that
grade 6 students have individual or compound geometric objects. It needs to be linked.
(f) Positions and Movements
All grade level learners must use alphanumerical grid references to locate objects, drawings, or
symbols on the grid, and objects on the map. there is. Grades 5 and 6 students can follow the
instructions to follow the route between locations on the map. The progress is correct.
1.2 (a). Length
The emphasis is on practically measuring of 2D shapes and 3D objects using measuring instruments
and the calculations of length/distance in all grades.Learners in Grade 6 are using the same units of
length they worked with in Grade 4 and 5.The only difference in Grade 6 is decimals fractions have
been introduced. The progression is just right. (b) Mass The learners practically measure, identify
measuring instruments and the units on problem solving at all grade levels. The difference is decimal
forms have been introduced in Grade 6 and the levels are just right.
MIP2601
Assignment 2
, 1.1 (a). 2D Shape Properties
Focus is in the range of all quality shapes and properties. Grades 5 and 6 introduced shape drawing
with the addition of heptagons and octagons. Sixth grade students use a compass to draw circles and
draw patterns. Advances in these classes offer many cognitive and conceptual challenges.
(b) 3D Shape Properties All students at the
grade level manipulate real objects by identifying and recognizing them from the drawing. Class 5
students need to describe and identify the number of planes and curved surfaces, as well as the
number of curved corners and edges, and compare objects. Class 6 uses real objects to create a 3D
model. Progress is just right for learners going from one class to another.
(c) Symmetry
Learners at all grade levels need to identify, draw, and describe the lines of symmetry of the 2D
shape. The information is too broad for 4th grade, so the explanation should start in 5th grade.
(d) Transformation
4th grade learners create 2D shapes, stuff tessellation patterns into 2D shapes, and explain patterns
of nature, modern everyday life, and cultural heritage. Grade 5 students need to build a model from
a composite shape and perform tessellation by tracing and moving the 2D shape by rotation,
reflection, and translation. Class 6 needs to draw the enlargement and reduction of the 2D shape in
order to compare the size and shape of the triangle and the square and describe the pattern. This
topic should be used as the basis for the upper grades transformation geometry, so there is too little
information.
(E) Looking at objects
The subject of spatial perception is very difficult even for high school students, so the information
taught in 4th grade is too broad. Fourth grade students need to match and identify different
perspectives on everyday things. Grade 5 students need to link their personal locations with a
collection of everyday objects in the same way as grade 6 students, the only difference being that
grade 6 students have individual or compound geometric objects. It needs to be linked.
(f) Positions and Movements
All grade level learners must use alphanumerical grid references to locate objects, drawings, or
symbols on the grid, and objects on the map. there is. Grades 5 and 6 students can follow the
instructions to follow the route between locations on the map. The progress is correct.
1.2 (a). Length
The emphasis is on practically measuring of 2D shapes and 3D objects using measuring instruments
and the calculations of length/distance in all grades.Learners in Grade 6 are using the same units of
length they worked with in Grade 4 and 5.The only difference in Grade 6 is decimals fractions have
been introduced. The progression is just right. (b) Mass The learners practically measure, identify
measuring instruments and the units on problem solving at all grade levels. The difference is decimal
forms have been introduced in Grade 6 and the levels are just right.
