Unit Standard number 9016
REPRESENT, ANALYSE AND CALCULATE SHAPE AND MOTION IN 2- AND 3-DIMENSIONAL SPACE
IN DIFFERENT CONTEXTS
ACTIVITY 1 (Page 9)
Work out the length of the Hypotenuse side of the following triangle.
𝐴𝐶 2 = 𝐴𝐵2 + 𝐵𝐶 2 (Pythagoras)
𝐴𝐶 2 = 32 + 42
𝐴𝐶 2 = 9 + 16
𝐴𝐶 2 = 25
∴ 𝐴𝐶 = 5
Activity 2 (Page 10)
Jane bought a piece of scrap material for a table cloth. It needed to be 1m by 2m and she wanted
to be sure that it was a proper rectangle (all the corners were right angles). But all she had was a
tape measure. Explain with the aid of a diagram how she could use Pythagoras theorem to help
her. (10)
Jane wants to verify that this piece of cloth is a proper rectangle, i.e. all the corners are right angles.
a) a rectangle
b) 1 × 2 𝑚2 in area
Jane will follow the steps below:
i) Measure the longer sides to make sure they are straight 2𝑚, and the short sides 1𝑚
ii) Measure the length of the two diagonals, i.e. the length from one corner to the corner
opposite to it. Record it down.
1
REPRESENT, ANALYSE AND CALCULATE SHAPE AND MOTION IN 2- AND 3-DIMENSIONAL SPACE
IN DIFFERENT CONTEXTS
ACTIVITY 1 (Page 9)
Work out the length of the Hypotenuse side of the following triangle.
𝐴𝐶 2 = 𝐴𝐵2 + 𝐵𝐶 2 (Pythagoras)
𝐴𝐶 2 = 32 + 42
𝐴𝐶 2 = 9 + 16
𝐴𝐶 2 = 25
∴ 𝐴𝐶 = 5
Activity 2 (Page 10)
Jane bought a piece of scrap material for a table cloth. It needed to be 1m by 2m and she wanted
to be sure that it was a proper rectangle (all the corners were right angles). But all she had was a
tape measure. Explain with the aid of a diagram how she could use Pythagoras theorem to help
her. (10)
Jane wants to verify that this piece of cloth is a proper rectangle, i.e. all the corners are right angles.
a) a rectangle
b) 1 × 2 𝑚2 in area
Jane will follow the steps below:
i) Measure the longer sides to make sure they are straight 2𝑚, and the short sides 1𝑚
ii) Measure the length of the two diagonals, i.e. the length from one corner to the corner
opposite to it. Record it down.
1
