MIP2601
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UNIVERSITY EXAMINATIONS
October/November 2024
MIP2601
MATHEMATICS FOR INTERMEDIATE PHASE TEACHERS III
100 marks
Duration: 3 hours 30 minutes
EXAMINERS:
FIRST: DR PD MOTSEKI
SECOND: DR SM KODISANG
This paper consists of 7 pages.
Instructions:
1. Scan or enter the QR code before you start the exam. (See page 2).
2. Please include your student number on your exam answer script.
3. Answer ALL questions
4. If necessary, round off your answers to TWO decimal places unless stated otherwise.
5. Clearly show ALL calculations, diagrams, graphs et cetera that you have used in
determining your answers.
6. Number the answers correctly according to the numbering system used in the question
paper.
6. If not typed, write neatly and legibly.
8. You are required to provide in-text citations and references when you include the
scholarly work of other authors.
9. See Appendix A on page 7 for information on how to submit your answer file.
Open Rubric
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CONFIDENTIAL
MIP2601
October/November 2024
Page 2 of 7
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October/November 2024
Question 1: Understanding and application of Van Hiele's theory of Geometry Thinking
1.1 One of the properties of Van Hiele's levels of geometry thinking is termed 'separation'.
What do you understand by the term 'separation' in line with Van Hiele's theory of
geometry thinking? Provide an example to illustrate your understanding. (3)
1.2 Describe a geometry activity that you would assign to a Grade 5 class to check whether
the learners operate at an abstraction level. Justify why you say the activity characterises
the abstraction level. (2)
1.3 Explain FOUR skills that are developed in learners when teaching geometry. (8)
1.4 Based on your understanding of the skills described in question 1.3, design a geometry
learning activity for a Grade 5 class to develop learners' spatial sense of the concept of
tessellation. (6)
1.5 Develop three questions that you could ask learners for the activity in question 1.4 to
promote, encourage or initiate constructive engagement in a class. (6)
1.6 Use a practical example to explain visual discrimination in geometry. (3)
[Subtotal: 28]
Question 2: Polygons
2.1 How many lines of symmetry does Shape A have? (2)
Figure 1: Shape A
Page 3 of 7
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EXAM PACK
FOR ASSISTANCE WITH THIS MODULE +27 67 171 1739
, lOMoARcPSD|22437965
UNIVERSITY EXAMINATIONS
October/November 2024
MIP2601
MATHEMATICS FOR INTERMEDIATE PHASE TEACHERS III
100 marks
Duration: 3 hours 30 minutes
EXAMINERS:
FIRST: DR PD MOTSEKI
SECOND: DR SM KODISANG
This paper consists of 7 pages.
Instructions:
1. Scan or enter the QR code before you start the exam. (See page 2).
2. Please include your student number on your exam answer script.
3. Answer ALL questions
4. If necessary, round off your answers to TWO decimal places unless stated otherwise.
5. Clearly show ALL calculations, diagrams, graphs et cetera that you have used in
determining your answers.
6. Number the answers correctly according to the numbering system used in the question
paper.
6. If not typed, write neatly and legibly.
8. You are required to provide in-text citations and references when you include the
scholarly work of other authors.
9. See Appendix A on page 7 for information on how to submit your answer file.
Open Rubric
Downloaded by Corona Virus ()
, lOMoARcPSD|22437965
CONFIDENTIAL
MIP2601
October/November 2024
Page 2 of 7
Downloaded by Corona Virus ()
, lOMoARcPSD|22437965
CONFIDENTIAL
MIP2601
October/November 2024
Question 1: Understanding and application of Van Hiele's theory of Geometry Thinking
1.1 One of the properties of Van Hiele's levels of geometry thinking is termed 'separation'.
What do you understand by the term 'separation' in line with Van Hiele's theory of
geometry thinking? Provide an example to illustrate your understanding. (3)
1.2 Describe a geometry activity that you would assign to a Grade 5 class to check whether
the learners operate at an abstraction level. Justify why you say the activity characterises
the abstraction level. (2)
1.3 Explain FOUR skills that are developed in learners when teaching geometry. (8)
1.4 Based on your understanding of the skills described in question 1.3, design a geometry
learning activity for a Grade 5 class to develop learners' spatial sense of the concept of
tessellation. (6)
1.5 Develop three questions that you could ask learners for the activity in question 1.4 to
promote, encourage or initiate constructive engagement in a class. (6)
1.6 Use a practical example to explain visual discrimination in geometry. (3)
[Subtotal: 28]
Question 2: Polygons
2.1 How many lines of symmetry does Shape A have? (2)
Figure 1: Shape A
Page 3 of 7
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