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 con...
Study pp 21 to 29 of the CAPS: Mathematics – Intermediate Phase,
which contains 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
challenge at the relevant grade levels.
Space and Shape (Geometry)
3.1 Properties of 2-D shapes
The topic discusses gives the right amount of cognitive and conceptual
challenges relative to the case. It provides the right challenges for Grades 4, 5,
and 6. It is appropriate for the students to learn it because the basic
knowledge starts from grade 4, and as they go for another year, the
continuation of the topic grows, and they learn more for they know the basic
steps first.
3.2 Properties of 3-D objects
The topic gives the right amount of cognitive challenges for the students. The
discussion provides more knowledge in the subject, and it will be great
because of the spiral progression that the basic was thought of first. Then the
activities presented are also suitable for each grade level.
3.3 Symmetry
For Grade 4 students, it is enough. But for Grade 5 and 6, I think it's too little.
Adding some more activities like naming objects that are symmetrical will
improve their knowledge of symmetry and relate it to real-life things or
situations.
3.4 Transformations
For this topic, it is fair enough. It is good that it is more likely discuss in
primary, and then the actual doing will be more in the next year's levels. Their
abilities to do will also be suitable for they will be older enough to experience
doing such works with their abilities.
3.5 Viewing of objects
This topic provides fair cognitive development to the students. Every year
level offers good sources of information that is appropriate for their year level.
In this one, the development of the cognitive skills of the students will grow.
, 3.6 Position and movement
The cognitive development strategy is fair enough. For every year level, they
provide appropriate objectives and activities. And it is related to real-life for
the students in higher levels need to be familiarized with using its ideas.
1.2 Critically review the progression made from Grade 4 to Grade 6 for
each of the seven topics under the content area, Measurement. Write a
short paragraph (three sentences) on each topic that you discuss, and
motivate whether the progression provides sufficient cognitive and
conceptual challenge at the relevant grade levels.
Measurement
4.1 Length
This topic, I think, will be too much for Grade 4 Students. It is fair to use some
small numbers in the problem solving, or it can also be acceptable if we use
only mm, cm and meters. It is too little for Grade 5 and 6; they can also learn
Hectometer, Decimeter, and Decameter.
4.2 Mass
This topic is fair for the Grade 4 Students. And I think it's too little for Grades 5
and 6. They can also learn some conversions in milligram, centigram,
decigram, decagram, hectogram, and even metric ton.
4.3 Capacity/Volume
This is fair for Grade 4 Students. For Grades 5 and 6, it's missing something.
They can also learn centiliters, decilitres, decalitres, and also hectolitres.
4.4 Time
The given objectives and activities are fair enough for all the Grade levels.
They discuss appropriate topics and Activities in all. The progression for each
class is also relevant.
4.5 Temperature
It is not fair for Grade 4 not to learn something about the temperature. They
can provide basic info for Grade 4 students not to be lost when they
encounter the topic next academic year. Providing a small discussion and
history of the temperature and why it is essential will suit their year level.
4.6 Perimeter, Surface Area, and Volume
The Ideas presented are appropriate for every year level. They are excellent
and suitable for every year they learn new things. And they are ideal for the
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