Answer to Question #208309 in Geometry for wann

Question

Study pp 21-29 of the Curriculum and Assessment Policy Statement (CAPS): Mathematics –

Intermediate Phase, which contains the Intermediate Phase overview for Space and Shape 

(Geometry) and Measurement. Thereafter, respond to the following questions:

1.1. Critically review the progression from Grade 4-6 for each of six topics under the content 

area, Space and Shape (Geometry). Write a short paragraph (three sentences) for each 

topic in which you discuss and motivate whether the progression provides a fair amount of 

cognitive and conceptual challenge at the relevant grade levels – too much, too little, or just 

right? (14) 

Answer 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.

 

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. 

 

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 student's cognitive development for each year the difficulty level also increases.

 

4.7 History of Measurement

I guess the idea should also be taught to lower year levels. They also need to answer the question of why there is a measurement and how important it is. It is required to know by the lower year level for they also need to understand why they are studying measurement.