Mip2601
Assignment 04
Due date : 05 August 2024
Question 1
1.1.1
• What are some examples of shapes or objects you know that can be moved or
changed in position but still remain the same shape and size?
• Can you name any everyday activities where you see something being flipped,
turned, or slid?
• Have you ever noticed patterns that repeat or objects that look the same even when
viewed from different angles? Can you describe any?
1.2.2 Activity 1: Exploring Translations (Sliding)
Objective: Understand how shapes can be moved or "translated" without changing their
size or shape.
Materials:
Grid paper
Cut-out shapes (e.g., triangles, squares)
Rulers
Coloured pencils Steps:
Steps:
Introduction: Explain that translation means sliding a shape from one position to another
without rotating or flipping it. Demonstration: Show a cut-out shape on the grid paper.
Mark its initial position with a different colour.
Activity: Ask learners to move the shape horizontally and vertically by a certain number of
squares. They should mark the new position and trace the shape.
Discussion: Discuss how the shape’s size and orientation have not changed, only its
position.
, Activity 2: Exploring Rotations (Turning)
Objective: Understand how shapes can be rotated around a point and recognize the
resulting orientation.
Materials: Protractors Grid paper Cut-out shapes Push pins (for rotation points) Steps:
Introduction: Explain that rotation involves turning a shape around a fixed point called the
centre of rotation.
Demonstration: Place a cut-out shape on the grid paper and pin it at the centre of rotation.
Rotate it 90 degrees clockwise.
Activity: Learners will use protractors to rotate their shapes by 90, 180, and 270 degrees
around a marked point on the grid paper.
Discussion: Discuss how the shape’s position changes while the size and shape remain
constant.
1.3.3
Misconception about Shape Change: Students might think that translation, rotation, or
reflection changes the size or shape of the object. Clarify that these transformations only
change position, orientation, or direction, not the actual dimensions of the object.
Misconception about Symmetry: Students might confuse symmetry with identical
shapes. Explain that symmetry involves a balanced and proportional arrangement of parts,
often around a central line or point.
Misconception about Centre of Rotation: Students might struggle to understand that the
centre of rotation is a fixed point that the shape rotates around. Use hands-on activities to
show that the shape rotates in place around this point without moving away from it.
Assignment 04
Due date : 05 August 2024
Question 1
1.1.1
• What are some examples of shapes or objects you know that can be moved or
changed in position but still remain the same shape and size?
• Can you name any everyday activities where you see something being flipped,
turned, or slid?
• Have you ever noticed patterns that repeat or objects that look the same even when
viewed from different angles? Can you describe any?
1.2.2 Activity 1: Exploring Translations (Sliding)
Objective: Understand how shapes can be moved or "translated" without changing their
size or shape.
Materials:
Grid paper
Cut-out shapes (e.g., triangles, squares)
Rulers
Coloured pencils Steps:
Steps:
Introduction: Explain that translation means sliding a shape from one position to another
without rotating or flipping it. Demonstration: Show a cut-out shape on the grid paper.
Mark its initial position with a different colour.
Activity: Ask learners to move the shape horizontally and vertically by a certain number of
squares. They should mark the new position and trace the shape.
Discussion: Discuss how the shape’s size and orientation have not changed, only its
position.
, Activity 2: Exploring Rotations (Turning)
Objective: Understand how shapes can be rotated around a point and recognize the
resulting orientation.
Materials: Protractors Grid paper Cut-out shapes Push pins (for rotation points) Steps:
Introduction: Explain that rotation involves turning a shape around a fixed point called the
centre of rotation.
Demonstration: Place a cut-out shape on the grid paper and pin it at the centre of rotation.
Rotate it 90 degrees clockwise.
Activity: Learners will use protractors to rotate their shapes by 90, 180, and 270 degrees
around a marked point on the grid paper.
Discussion: Discuss how the shape’s position changes while the size and shape remain
constant.
1.3.3
Misconception about Shape Change: Students might think that translation, rotation, or
reflection changes the size or shape of the object. Clarify that these transformations only
change position, orientation, or direction, not the actual dimensions of the object.
Misconception about Symmetry: Students might confuse symmetry with identical
shapes. Explain that symmetry involves a balanced and proportional arrangement of parts,
often around a central line or point.
Misconception about Centre of Rotation: Students might struggle to understand that the
centre of rotation is a fixed point that the shape rotates around. Use hands-on activities to
show that the shape rotates in place around this point without moving away from it.
