Geometry Answers

Discuss how you will teach a Grade 9 class how to construct angle 45° without using

a protractor. In your discussion, include the steps that you will follow and all

mathematical instruments that you will use.

Give one worked out example of an activity that you will do in class with your Grade

8 learners to develop their understanding of the volume of a cylinder (include drawings

that you will use).

Line PR is perpendicular to line QS, angle QPR=60°, angle PSR=30° and line PQ=8cm. Calculate line SR correct to two significant figures

Joe has 650 cm^2 of tin. He wants me to make a tin of can that can hold as much juice as possible. What dimensions should he use? What is the largest volume this can could have?

find the equation of the line, given the following information

Passes through (1,4) and is parallel to y=5x + 2

De Villiers (2003:5 - 10) classifies five different functions of proof within mathematical

statements. With the aid of examples, discuss the implications of the five functions of

proof to teaching and learning geometry.

7.1 When we start teaching a concept to learners, we do not even need to mention the “big

name” for it. You will be surprised to see in the CAPS that we are actually teaching the

idea of polyhedrons in Grade 5 already. Visit CAPS and then draw up a lesson plan

introducing the idea or concept ‘Polyhedrons’ to a Grade 5 class, using those

polyhedrons which are prescribed for them.

7.1.1 Clearly describe what you are expected to do in the ‘before’, ‘during’ and ‘after’ stages of

the lesson taught using problem solving approach.

7.1.2 List 5 questions that you will pose to learners to trigger constructive discussions

Describe the manipulatives you will use for the lesson.

7.1.4 Design a worksheet and a memorandum.

In measurement, what do you understand by the terms standard and none standard

units of measurements? Provide examples in each case.

1.3 De Villiers (2003:5 - 10) classifies five different functions of proof within mathematical

statements. With the aid of examples, discuss the implications of the five functions of

proof to teaching and learning geometry.

2.1 If a regular decagonal field is fenced with a 2 250 cm wire mesh, show by calculations

the length of each side in metres.

2.2 If the sum of the interior angles of a regular polygon is 2 160˚, how many sides does it

have? Show all the steps of your calculation.

2.3 Find the total surface area of a cylinder whose radius is 14cm and the height is 20cm, if

it is closed on both sides. Show your calculations.

Re-write the following statements in your answer book. For each statement indicate whether it is

True or False.

3.1 A kite has a pair of equal adjacent angles. (1)

3.2 An equiangular triangle is equilateral. (1)

3.3. Parallel lines can lie in two different planes. (1)

3.4 All congruent quadrilaterals can tessellate. (1)

3.5 A regular pentagon has 5 lines of symmetry. (1)

3.6 A triangle can have more than one right angle.