Amor Nel

MAE102K
Exam
May/ June 2022
64426572
Question 1:
1.1) I will explain the difference between a prism and a pyramid
to a grade 4 class as follow:
First I’ll ask a few questions to help them think and trigger
their responses : who of you know their 3 –D shapes?
Can we name a few 3-D shapes? I’ll show pictures of 3-D
and 2-D shapes to see if they know the difference. I’ll only
keep up the pictures of the pyramid and the prism, then
when they can see the difference we’ll discuss it. If we look
at a pyramid we can see that it has a base? Do you agree?
How many basis do you see? And I’ll correct them “yes,
only one.” How many flat sides does this shape have? And
together we’ll count each side and I’ll help them and say
clearly “4 flat sides” how many edges? (I’ll have a
demonstrate model in my hands even if I’ll make it out of
paper or carton box.) then I’ll explain that the four faces
meet at one vertex. I’ll have a rectangular pyramid as well
as a square pyramid.
We’ll move on to the prism as mentioned I’ll have the
demonstrative model in my hands to show the class. I’ll ask
what shapes do they see in the prism? And we’ll discuss the
two different prisms, the rectangular prism has two ends
that are exactly the same shape and size and the two
opposites ends are parallel to each other.
 Statement True/ false
All parallelograms are quadrilaterals. True
An acute angle has one angle equal to 90° False
A trapezoid has at least one pair of parallel sides True
A dilation is a rigid transformation that produces similar False
two-dimensional
figures
Classification is the cognitive skill that helps students True
recognize and group shapes according to their attributes
and properties.
A cube is a square prism with four square sides True
Decomposition refers to the ability of students to explore True
how shapes fit together to form a larger shape.
The order for rotation of a pentagon is 5 True
All rectangles are squares False
A tetrahedron has four edges false

1.3.1) parallel and congruent.

1.3.2) supplementary (add up to 180 degrees)

1.3.3) In a parallelogram, diagonal lines bisect each other, which means they
split each other in half.

1.3.4 a) Angle DBC

DCB = BAD opposites angles are congruent.

47 +23 = 70 meaning BAD = 70

BAD + ADC = 180 consecutive angles are supplementary.

180 – 70 = 110….(ADC = 110)

ADC = ABC (opposite angles are congruent)

ABC = 110

DBC = 110 – 72 = 38 degrees.

b) Angle DEC :
BEC = AED opposite angles are congruent.

BEC = 180 – 38 – 23. All the angles in a triangle is = 180 degrees.

BEC = 119 degrees.

180 – 119 = 61 degrees

DEC = 61 degrees a line = 180 degrees

C) Angle AEB

AEB = DEC

AEB = 61 degrees opposite angles are congruent.

Question 2:

2.1.1) A cube which is made of squares.

2.1.2) 12 edges

2.1.3) 6 faces

2.1.4) 8 vertices

2.2) To calculate the total surface are of the cube you need to add all the faces
together. The cubes sides length are 3cm long.. which means one of the faces of
the cubes area is calculated to area= side x side.

Area = 3x3

Area = 9cubic cm.

Cube surface area = because the cube has six faces and to calculate the
surface area means to add all the faces’ area together.

Cube surface area =

= 486 cubic cm.

2.3)
Question 3:

3.1.1) It helps teachers to know on what level the person is so that the teacher
know how to teach the person trigonometry so that the child can move to the
next level. It focus more on instruction rather than on the age or maturity of the
person. They set out clear explanations for teachers to know how to proceed in
order for the person to achieve level readiness to go to the next level and reach
understanding.

3.2) To move from level 0 to level 1 the child must be able to :

Use visual perception and nonverbal thinking to conclude answers about

shapes they see.

Recognise geometric shapes and figures and compare them with their everyday
things they see and use.

3.3) To move from level 1 to level 2 the child must be able to:

Class the figures

Recognise properties as characteristics of the classed figures.

3.4.1) objectives of the lesson: children will be able to recognise shapes around
them in their everyday life and pay attention to them. They will be able to know
the different kind of shapes by their name and they will be able to visualise the
shapes or geometrical figures if they hear the name.

3.4.2) Before stage: getting children ready for the lesson.

Activate prior knowledge: Asking questions like “what is a shape” “who knows
these shapes names?”

Be sure the task is understood: explain the term shapes as geometrical figures
that we see around us in life and in the classroom we can point them out and
discuss how many different one we see in the classroom.

Set clear expectations for the learners: As soon as I’ve finished the discussion
and lesson I’ll explain what I expect them to do and hand them a worksheet to
complete.
During stage :

Let go, no interference: Let children do their activity on their own without too
much guidance and interference.

Provide appropriate support: Guiding children towards the answer without

giving them the actual answer.

Provide worthwhile extention: Be ready with extra worksheets and activities

for the fast working pupils who finish quickly so the rest can get the best from
their own activity without being bothered while they focus.

After stage:

Promote a mathematical commonity of learners: Verbally reward good

answers and include the whole class in the discussions.

Listen actively without evaluation: Listen actively how children reach their
mathematical thinking and approach answers.

Summarize main ideas and identify future problems: Make connections for
strategies and for future reference.

Question 4:
Question 5:

5.1) To arrange shapes that closely fit together without any spaces in between
and without overlapping to create a repeated pattern.

5.2)