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MIP2601 ASSIGNMENT 4 SOLUTIONS 2023 UNISA MATHEMATICS FOR INTERMEDIATE PHASE TEACHERS III
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MIP2601 ASSIGNMENT 4 SOLUTIONS 2023 UNISA MATHEMATICS FOR INTERMEDIATE PHASE TEACHERS III
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MIP2601MATHEMATICS FOR
INTERMEDIATE PHASE
TEACHERS III
ASSIGNMENT 04
(863196)
SOLUTIONS 2023
DUE DATE: 23 AUGUST 2023
Page 1 of 22
,Assignment 04 (863196)
Due date: 23 August 2023
Total: 100 marks
NOTE
• This assignment covers unit 1 of the study guide, as well as the Curriculum
and Assessment Policy Statement (CAPS) document.
• Answer all the questions.
Outcomes:
After you have completed this assignment, you should be able to
• demonstrate knowledge of the historical development of geometric concepts
• demonstrate knowledge of the role of cultures in the advancement of geometrical
principles
• appreciate the aesthetic nature of geometry
• incorporate real-world scenarios in explaining geometrical concepts
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. (14)
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
challenges at the relevant grade levels. (14)
Page 2 of 22
, SOLUTIONS TO QUESTION 1
1.1 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.
Page 3 of 22
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