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Assignment 4 MIP2601 (Due date 23 Aug 2023)
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MIP2601 Assignment 4 Unique number Due date 23 Aug 2023 Questions and answers
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AUGUST 23, 2023MIP2601 ASSIGNMENT 4
Unique number: 863196
, Question 1: Policy matters
Study pages 21 to 29 of the CAPS: Mathematics – Intermediate Phase, which contain the
Intermediate Phase overview for Space and Shape (Geometry) and Measurement, then
respond to the following questions:
1.1 Critically review the progression from Grade 4 to Grade 6 for each of the six topics that
fall under the content area, Space and Shape (Geometry). Write a short paragraph (three
sentences) on each topic that you discuss and motivate whether the progression
provides sufficient cognitive and conceptual challenges at the relevant grade levels.
Geometry concepts are introduced progressively to students in different grade levels. In Grade
4, students start with foundational ideas of points and lines. By Grade 5, they advance to
understanding planes. This incremental approach challenges their cognitive and conceptual
abilities, allowing them to build upon prior geometry knowledge.
In terms of 2-D shapes, Grade 4 learners identify and classify basic shapes based on their
properties. Moving to Grade 5, they delve into more intricate concepts like composite shapes
and symmetry. Further complexity is added in Grade 6, where students explore tessellation
and congruence. This gradual progression ensures that students develop a solid grasp of
shapes and their attributes.
Similarly, in the realm of 3-D objects, Grade 4 initiates students into basic 3-D shapes,
followed by learning about properties, nets, and surface area in Grade 5. The journey
culminates in Grade 6 with the study of volume and capacity. This step-by-step approach helps
students deepen their comprehension of 3-D objects and their characteristics.
Transformation geometry unfolds progressively as well. Symmetry and reflection kick off the
exploration in Grade 4. Grade 5 expands this to include rotation and translation. Finally, Grade
6 introduces enlargements and reductions, challenging students to grasp more intricate
transformations as they advance through the curriculum.
The learning path for position and orientation starts with Grade 4 students describing their
position and locating objects on a grid. Grade 5 adds direction and movement to the mix. In
Grade 6, students culminate their understanding with coordinates. This sequence of learning
progressively challenges students to apply and expand their understanding of position and
orientation.
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