MIP2601 Assignment 4
(COMPLETE ANSWERS)
Semester 2 2024 (348743) - DUE
5 August 2024
100% GUARANTEED
,MIP2601 Assignment 4 (COMPLETE ANSWERS)
Semester 2 2024 (348743) - DUE 5 August 2024
QUESTION 1 1.1 Assume that you are planning a lesson in
which you will teach a Grade 6 class the topic
“Transformations”. Without drawing a lesson plan, answer
the following questions: 1.1.1 Formulate three questions
that you will ask to establish the learners’ prior
knowledge. (6) 1.1.2 Describe two activities that you will
do with your learners in class (your activities should cover
all aspects of the topic). In your activities, you should
include relevant drawings which will be used in the
activities and your step-by-step explanation of the
specific aspect of the topic about which the activity is. (6)
1.1.3 Discuss three misconceptions that you may expect
learners to have. (6) 1.1.4 Design, on a worksheet, three
items which can be used in this lesson. (Your items should
test the concept of Transformations.) (6)
MIP2601/102/0/2024 4 1.2 Develop a marking guideline
for the worksheet in 1.1.4 (4) 1.3 Discuss 4 items from
the environment that you can use to introduce the
concept Transformation and how you will use them (4)
[32]
Sure, let's break down the questions and activities for the lesson on "Transformations" for a
Grade 6 class:
1.1.1 Formulate Three Questions to Establish Prior Knowledge
1. What do you understand by the term "transformation" in mathematics?
o This question aims to gauge if students have any basic understanding or
familiarity with the term as it relates to shapes and movements in geometry.
2. Can you describe or demonstrate how a shape might look if it is "flipped" or
"rotated"?
o This question assesses whether students have any informal knowledge of specific
types of transformations like reflections (flips) or rotations.
3. Have you ever used graph paper to draw shapes or patterns? If yes, what did you
notice when you moved the shapes around?
, o This question checks if students have practical experience with manipulating
shapes on a grid, which is a fundamental aspect of understanding transformations.
1.1.2 Describe Two Activities Covering All Aspects of the Topic
Activity 1: Reflecting Shapes on a Grid
Objective: To teach students how to reflect shapes over a line of symmetry.
Materials: Graph paper, pencils, rulers.
Step-by-Step Explanation:
1. Draw a simple shape (e.g., a triangle) on the left side of the graph paper.
2. Draw a vertical line down the center of the graph paper (y-axis) as the line of
symmetry.
3. Ask students to count the units each vertex of the triangle is from the line of
symmetry.
4. Guide students to plot the corresponding points on the right side of the line of
symmetry, ensuring each point is equidistant from the line.
5. Connect the points to complete the reflected shape.
Activity 2: Rotating Shapes on a Coordinate Plane
Objective: To help students understand and perform rotations of shapes on a coordinate
plane.
Materials: Graph paper, pencils, protractors.
Step-by-Step Explanation:
1. Draw a shape (e.g., a square) with its vertices clearly marked on the coordinate
plane.
2. Select a point of rotation (e.g., the origin or a vertex of the shape).
3. Demonstrate how to use a protractor to measure a 90-degree angle from one
vertex of the shape.
4. Rotate the shape 90 degrees clockwise around the chosen point, marking the new
position of each vertex.
5. Connect the new vertices to form the rotated shape.
1.1.3 Discuss Three Misconceptions You May Expect Learners to Have
1. Confusing Reflection with Rotation: Students might think reflecting a shape (flipping)
is the same as rotating it. Clarifying that reflection involves a mirror image while rotation
involves turning the shape around a point can help address this.
2. Inaccurate Measurements: When reflecting or rotating shapes, students might not
measure distances or angles accurately, leading to incorrect transformations.
Emphasizing the importance of precise measurements can mitigate this.
3. Misunderstanding the Concept of Symmetry: Students might believe that any line
through a shape is a line of symmetry. Reinforcing that a line of symmetry divides a
shape into two mirror-image halves is crucial.
(COMPLETE ANSWERS)
Semester 2 2024 (348743) - DUE
5 August 2024
100% GUARANTEED
,MIP2601 Assignment 4 (COMPLETE ANSWERS)
Semester 2 2024 (348743) - DUE 5 August 2024
QUESTION 1 1.1 Assume that you are planning a lesson in
which you will teach a Grade 6 class the topic
“Transformations”. Without drawing a lesson plan, answer
the following questions: 1.1.1 Formulate three questions
that you will ask to establish the learners’ prior
knowledge. (6) 1.1.2 Describe two activities that you will
do with your learners in class (your activities should cover
all aspects of the topic). In your activities, you should
include relevant drawings which will be used in the
activities and your step-by-step explanation of the
specific aspect of the topic about which the activity is. (6)
1.1.3 Discuss three misconceptions that you may expect
learners to have. (6) 1.1.4 Design, on a worksheet, three
items which can be used in this lesson. (Your items should
test the concept of Transformations.) (6)
MIP2601/102/0/2024 4 1.2 Develop a marking guideline
for the worksheet in 1.1.4 (4) 1.3 Discuss 4 items from
the environment that you can use to introduce the
concept Transformation and how you will use them (4)
[32]
Sure, let's break down the questions and activities for the lesson on "Transformations" for a
Grade 6 class:
1.1.1 Formulate Three Questions to Establish Prior Knowledge
1. What do you understand by the term "transformation" in mathematics?
o This question aims to gauge if students have any basic understanding or
familiarity with the term as it relates to shapes and movements in geometry.
2. Can you describe or demonstrate how a shape might look if it is "flipped" or
"rotated"?
o This question assesses whether students have any informal knowledge of specific
types of transformations like reflections (flips) or rotations.
3. Have you ever used graph paper to draw shapes or patterns? If yes, what did you
notice when you moved the shapes around?
, o This question checks if students have practical experience with manipulating
shapes on a grid, which is a fundamental aspect of understanding transformations.
1.1.2 Describe Two Activities Covering All Aspects of the Topic
Activity 1: Reflecting Shapes on a Grid
Objective: To teach students how to reflect shapes over a line of symmetry.
Materials: Graph paper, pencils, rulers.
Step-by-Step Explanation:
1. Draw a simple shape (e.g., a triangle) on the left side of the graph paper.
2. Draw a vertical line down the center of the graph paper (y-axis) as the line of
symmetry.
3. Ask students to count the units each vertex of the triangle is from the line of
symmetry.
4. Guide students to plot the corresponding points on the right side of the line of
symmetry, ensuring each point is equidistant from the line.
5. Connect the points to complete the reflected shape.
Activity 2: Rotating Shapes on a Coordinate Plane
Objective: To help students understand and perform rotations of shapes on a coordinate
plane.
Materials: Graph paper, pencils, protractors.
Step-by-Step Explanation:
1. Draw a shape (e.g., a square) with its vertices clearly marked on the coordinate
plane.
2. Select a point of rotation (e.g., the origin or a vertex of the shape).
3. Demonstrate how to use a protractor to measure a 90-degree angle from one
vertex of the shape.
4. Rotate the shape 90 degrees clockwise around the chosen point, marking the new
position of each vertex.
5. Connect the new vertices to form the rotated shape.
1.1.3 Discuss Three Misconceptions You May Expect Learners to Have
1. Confusing Reflection with Rotation: Students might think reflecting a shape (flipping)
is the same as rotating it. Clarifying that reflection involves a mirror image while rotation
involves turning the shape around a point can help address this.
2. Inaccurate Measurements: When reflecting or rotating shapes, students might not
measure distances or angles accurately, leading to incorrect transformations.
Emphasizing the importance of precise measurements can mitigate this.
3. Misunderstanding the Concept of Symmetry: Students might believe that any line
through a shape is a line of symmetry. Reinforcing that a line of symmetry divides a
shape into two mirror-image halves is crucial.
