UNIVERSITY EXAMINATIONS

October/November 2024

MIP2601

MATHEMATICS FOR INTERMEDIATE PHASE TEACHERS III

100 marks

Duration: 3 hours 30 minutes

EXAMINERS:

FIRST: DR PD MOTSEKI

SECOND: DR SM KODISANG

This paper consists of 7 pages.

Instructions: 1. Scan or enter the QR code before you start the exam.

(See page 2).

2. Please include your student number on your exam answer script.

3. Answer ALL questions

4. If necessary, round off your answers to TWO decimal places unless stated otherwise.

5. Clearly show ALL calculations, diagrams, graphs et cetera that you have used in
determining your answers.

6. Number the answers correctly according to the numbering system used in the question
paper.

6. If not typed, write neatly and legibly.

8. You are required to provide in-text citations and references when you include the
scholarly work of other authors.
9. See Appendix A on page 7 for information on how to submit your answer file.
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Question 1: Understanding and application of Van Hiele's theory of Geometry Thinking

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1.1 One of the properties of Van Hiele's levels of geometry thinking is termed 'separation'. What do
you understand by the term 'separation' in line with Van Hiele's theory of geometry thinking?
Provide an example to illustrate your understanding. (3)

In Van Hiele's theory of geometric thinking, "separation" refers to the ability to differentiate between
various geometric properties and concepts, as well as the skill to abstract these concepts from their
physical representations. This cognitive capability develops progressively across different levels of
understanding, allowing learners to engage with geometric figures in a more abstract manner rather
than solely through their visual characteristics.

Example:

At the first level (visualization), a student may recognize a triangle based on its shape but struggle to
distinguish among different types of triangles. At this stage, the concept of separation is limited, as the
understanding primarily relies on visual perception.

As the student progresses to the second level (analysis), they gain the ability to categorize triangles
into types such as isosceles, equilateral, and scalene based on specific properties (e.g., side lengths,
angles). For example, the student can ascertain that an isosceles triangle is defined by having at least
two equal sides and can grasp this characteristic without needing to view the actual shape.

Overall, the concept of separation empowers students to engage critically with geometric ideas,
facilitating their ability to study, classify, and abstractly apply geometric properties.

1.2 Describe a geometry activity that you would assign to a Grade 5 class to check whether the learners
operate at an abstraction level. Justify why you say the activity characterises the abstraction level.
(2)

The activity I would assign to a Grade 5 class to assess whether learners operate at an abstraction
level is the "Geometric Patterns Activity." In this task, learners receive a collection of geometric
shapes (such as triangles, squares, and circles) and are asked to create a pattern using these shapes.
They must extend the pattern by introducing new shapes, applying rules and logical reasoning to
determine the appropriate next shapes in the sequence.

This activity exemplifies the abstraction level as it requires students to move beyond merely
recognizing the physical characteristics of the shapes and to focus on their properties and
relationships. They need to identify underlying patterns and rules that dictate the sequence,
demonstrating their capacity for abstract thought and logical reasoning in problem-solving.
Furthermore, this activity enables students to classify and categorize shapes based on their properties,
thereby reinforcing their understanding of abstraction in geometric thinking.

1.3 Explain FOUR skills that are developed in learners when teaching geometry. (8)

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Teaching geometry fosters the development of several essential skills in learners. Here are four key
skills:

1. Spatial Reasoning: Geometry enhances learners' capacity to visualize and manipulate shapes
and spaces. This skill entails understanding the relationships between various geometric
figures in both two and three dimensions. Through exploring concepts such as congruence,
similarity, and transformations, learners refine their ability to perceive spatial relationships,
which is crucial for fields like architecture, engineering, and design.
2. Problem-Solving: Geometry promotes critical thinking and problem-solving abilities.
Learners learn to tackle geometric problems in a systematic manner, employing logical
reasoning to uncover relationships and properties. They practice devising strategies for
problem-solving, whether through construction, measurement, or proof, cultivating an
analytical mindset that is applicable across diverse contexts.
3. Measurement and Calculation: Geometry necessitates considerable measurement work,
including grasping concepts such as area, perimeter, volume, and angles. Learners develop
skills to accurately calculate these measurements, reinforcing their numerical proficiency
while enhancing their understanding of real-world applications in areas like construction,
landscaping, and the arts.
4. Abstract Thinking: As learners advance in their geometry studies, they cultivate the ability
to think abstractly about shapes and their properties. They engage with concepts that may not
be immediately apparent or tangible, such as theoretical constructs in Euclidean and non-
Euclidean geometry. This abstract thinking skill is vital for higher-level mathematics and
other disciplines, as it allows learners to generalize concepts and apply them in various
scenarios.

Collectively, these skills contribute to a comprehensive mathematical education, equipping learners

for future academic and professional pursuits.

1.4 Based on your understanding of the skills described in question 1.3, design a geometry learning
activity for a Grade 5 class to develop learners' spatial sense of the concept of tessellation.
(6)
Geometry Learning Activity: "Tessellation Creations"

Objective: To enhance learners' spatial reasoning and understanding of tessellation through the
creation of their own tessellating patterns using geometric shapes.

Materials:

Geometric shapes (triangles, squares, hexagons, etc.) cut from cardstock

Graph paper
Coloured pencils or markers
Rulers
Scissors and glue
Examples of tessellations (posters or digital images)
Activity Steps:

Introduction to Tessellation:

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Introduce the concept of tessellation as the process of covering a plane with a pattern of shapes
without gaps or overlaps. Show various examples from nature, art, and architecture to stimulate
interest.

Exploration of Shapes:

Provide learners with assorted geometric shapes and encourage them to experiment with how these
shapes can fit together without leaving any spaces. Learners will arrange the shapes on their desks to
identify potential tessellating combinations.

Designing Tessellations:

After grasping how shapes can tessellate, learners will transition to graph paper. Instruct them to
select one or more shapes they identified and create a larger tessellating pattern, allowing for
repetition and rotation of shapes to fill the space effectively.

Colouring and Detailing:

Once their patterns are established, learners can use coloured pencils or markers to embellish their
tessellations. Encourage creativity by suggesting they incorporate patterns within shapes or utilize
complementary colours.

Presentation and Reflection:

Learners will present their tessellations to the class, explaining the shapes used and the process they
followed to achieve their designs. This presentation reinforces their comprehension of spatial
relationships.

Conclude with a group discussion on what strategies were effective, the challenges encountered, and
how they addressed them, reinforcing their learning experience.

Justification:

This activity cultivates spatial reasoning by prompting learners to visualize the interactions and
placements of geometric shapes. The hands-on approach allows for manipulation and exploration of
shape properties within a spatial framework. Additionally, the collaborative and reflective elements of
the activity promote critical thinking about geometric concepts, thereby enhancing their understanding
of tessellation.

1.5 Develop three questions that you could ask learners for the activity in question 1.4 to promote,
encourage or initiate constructive engagement in a class. (6)

Three questions designed to encourage formative engagement during the tessellation creation.

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“What pattern or shape did you feel was most effective in your tessellation, and what made that
arrangement successful?” This question invites scholars to reflect. They can explain the logic behind
their design opinions and spatial configurations, increasing their understanding.

"In what ways did your colour choices enhance your tessellation, and how do you believe colour
influences the overall perception of the pattern? “This question encourages students to explore the
artistic dimension of their work and consider the impact of colour on visual perception, fostering a
connection between geometry and art.

“What obstacles did you encounter when creating your penstocks, and what strategies did you use to
overcome them?” This question promotes problem-solving and self-reflection, allowing learners to
share their experiences and approaches, which can help cultivate a collaborative learning
environment.

1.6 Use a practical example to explain visual discrimination in geometry. (3)

Practical Example of Visual Discrimination in Geometry

Scenario: Identifying Shapes in an Artistic Picture

In a classroom activity, students are presented with a vibrant picture featuring a variety of geometric
shapes, including circles, squares, triangles, and rectangles, intermingled with non-geometric objects
like animals and trees.

Activity Steps:

Observation Task:

Learners closely examine the picture to identify and count the geometric shapes present, noting
characteristics such as the number of sides and angles.

Sorting Exercise:

After identification, learners cut out the shapes they found and sort them into categories based on type
(e.g., one pile for triangles, another for squares).

Discussion:

The teacher leads a discussion where learners share their findings, emphasizing the differences and
similarities among the shapes they identified. They may discuss specific attributes, such as how all
squares have four equal sides, whereas rectangles consist of two pairs of equal sides.

Explanation of Visual Discrimination

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Visual discrimination refers to the ability to recognize and differentiate between various visual
stimuli, which is crucial for identifying and categorizing shapes in geometry. In this activity, learners
enhance their visual discrimination skills by:

Identifying Shapes: Distinguishing between different geometric shapes based on specific attributes
(e.g., number of sides and angles).

Recognizing Variations: Noticing differences in size, colour, or orientation within the same shape
(e.g., varying sizes of triangles).

Filtering Irrelevant Information: Separating geometric shapes from non-geometric objects in the
picture, demonstrating their focus on relevant details.

By participating in this activity, learners improve their visual discrimination skills, which are essential
for grasping geometric concepts and advancing their learning in mathematics and other visual
disciplines.
[Subtotal: 28]

Question 2: Polygons

2.1 How many lines of symmetry does Shape A have? (2)

Figure 1: Shape A

The shape depicted resembles the letter "X" or a cross and consists of two intersecting line segments.
It possesses two lines of symmetry: one vertical line that bisects the shape through the intersection
point, creating congruent left and right halves, and one horizontal line that divides the shape into
congruent top and bottom halves. Thus, this shape has two lines of symmetry.

2.2 Study the shapes in figure 2 and identify a shape with rotational symmetry. (2)

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Figure 2: Geometric Shapes

Among the shapes illustrated in Figure 2, the heart-shaped symbol exhibits rotational symmetry. This
type of symmetry indicates that the shape can be rotated by a specific angle and still appear identical
to its original orientation. The heart shape specifically has 180-degree rotational symmetry, meaning
that a 180-degree rotation results in an appearance identical to the original. In contrast, none of the
other shapes in the figure—the arrow, downward-pointing arrow, or two-headed arrow—display
rotational symmetry; they are either asymmetrical or possess only reflective (line) symmetry.
Therefore, the heart symbol is the only shape in this set with rotational symmetry.

2.3 Study figure 3 and answer the questions that follow.

Figure 3: Two-dimensional shape

2.3.1 Name the two-dimensional shape. (2)

The two-dimensional shape shown in Figure 3 is a right triangle.
2.3.2 What types of angles are represented by A; B and C? Motivate your answer. (6)

In the right triangle:

A: The angle labelled 'A' is an acute angle, as it is less than 90 degrees.

B: The angle labelled 'B' is a right angle, as it measures exactly 90 degrees.
C: The angle labelled 'C' is also an acute angle, as it is less than 90 degrees.

The sum of the three angles in a triangle is always 180 degrees. In a right triangle, one of the angles is
90 degrees, and the other two angles are acute angles.

2.4 Find the values of the angles a, b, and c in figure 4. Provide reasons for your answers. (6)

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Figure 4: Geometric shape

To find the values of the angles in the triangle, we can use the fact that the sum of the angles in a
triangle is always 180°.

Given that one angle is 140° and another is 30°, we can find the third angle 'a' by subtracting the sum
of the known angles from 180°:
a = 180° - 140° - 30°
a = 10°

Therefore, the values of the angles are:

a = 10°
b = 140°
c = 30°

These values satisfy the property that the sum of the angles in a triangle is 180°.

2.5 A regular pentagonal prism is closed on both sides. It has one of the edges equal to 10 cm. The
length of the prism is 10 cm and the area of the pentagonal face is 4000 cm2. Find the total surface
area of the prism. (6)

To determine the total surface area of a regular pentagonal prism, we must calculate both the area of
its two pentagonal bases and the lateral surface area.

Step 1: Area of the Pentagonal Bases

The area of a single pentagonal face is given as 4000 cm². Since the prism has two bases, the total
area of the bases is:

Area of bases=2 × 4000cm2= 8000cm2.

Step 2: Lateral Surface Area

The lateral surface area of a prism can be calculated using the formula:

Lateral Surface Area = Perimeter of the base × Height.

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To find the perimeter of the pentagonal base, we note that a regular pentagon has five equal edges.
Given that each edge measures 10 cm, the perimeter is:

Perimeter = 5 × 10 cm = 50 cm.

The height of the prism (length) is provided as 10 cm. Thus, the lateral surface area is calculated as:

Lateral Surface Area=50 cm×10 cm=500 cm2.

Step 3: Total Surface Area

The total surface area of the prism is the sum of the areas of the bases and the lateral surface area:

Total Surface Area = Area of bases +Lateral Surface Area =8000 cm2 + 500 cm2 =8500 cm2
Conclusion

Therefore, the total surface area of the regular pentagonal prism is 8500cm2.

[Subtotal: 24]

Question 3: Trigonometry

3.1 Explain two ways in which angles can be measured. (2)

Angles can be measured in degrees or radians. A right angle represents a quarter of a full revolution,
while a straight angle constitutes half a revolution. A straight angle forms a straight line, with both its
arms aligning perfectly along the straight edges of the protractor.

3.2 Read the scenario and answer the questions that follow.

John is 30m away from the church. The angle of elevation when he looks at the top of the
church's spire is 45°. Jon's eye is 1,5m above the ground.

3.2.1 Represent the scenario diagrammatically. (5)

To represent the scenario diagrammatically, you would create a right triangle where:

 Point A is John's position, 30 meters away from the church.

 Point B is the base of the church.
 Point C is the top of the church's spire.

The height of John's eyes above the ground is 1.5 meters, and the angle of elevation from John's eyes
to the top of the spire is 45°.

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The diagram would look like this:

 The horizontal distance from John (A) to the base of the church (B) is 30 meters.
 The vertical line from point B to point C represents the height of the church's spire above
John's eye level.

3.2.2 How tall is the church's spire? (5)

To determine the height of the church's spire:

1. Use the tangent function for the angle of elevation (45°):

tan (θ) = opposite / adjacent

Here, the opposite side is the height of the spire above John's eyes (h−1.5h - 1.5h−1.5), and
the adjacent side is the distance from John to the church (30 m).

Given that θ = 45°

tan (45°) =1

Therefore: 1 = h −1.5 / 30

Solving for h:

h − 1.5 = 30

h = 30+1.5 =31.5 m

Thus, the height of the church's spire is 31.5 m.

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3.3 Assist John to determine the value of sin w in figure E. (5)

B C

Figure E

To determine the value of sin (ω) in the given figure, we can use the trigonometric relationships in a
right triangle.

In the triangle shown:

• Side A represents the length opposite the angle ω.

• Side B represents the length adjacent to the angle ω.

• Side C represents the length of the hypotenuse.

The sine function is defined as:

sin(ω) = opposite / hypotenuse

Given the information in the figure:

• Opposite side (A) = 2

• Adjacent side (B) = 2

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• Hypotenuse (C) = unknown

Using the Pythagorean theorem, we can find the length of the hypotenuse:

C^2 = A^2 + B^2

C^2 = 2^2 + 2^2

C^2 = 4 + 4

C^2 = 8

C = √8 ≈ 2.83

Now, we can calculate the value of sin (ω):

sin (ω) = opposite / hypotenuse

sin (ω) = 2 / 2.83

sin (ω) ≈ 0.707

Therefore, the value of sin (ω) is approximately 0.707.

3.4 Find the distance between a tower and a building of height 65 m and 34 m, respectively, such that
the distance between their top is 29 m (4) and represent the scenario in the form of a diagram (4).
(8)

To determine the horizontal distance between a tower and a building, we follow these steps:

Scenario Overview: We have a tower with a height of 65 m and a building with a height of 34 m.
The vertical distance between the tops of these structures is stated to be 29 m.

Define Variables:

o Let ht=65 m

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o Let hb=34 m
o Let d represent the horizontal distance between the tower and the building.

Calculate Height Difference: The difference in height between the tower and the building is:

ht − hb = 65m − 34m = 31m

Set Up the Relationship: Given the distance between the tops is 29 m, we can visualize this scenario
as a right triangle, where the vertical leg represents the height difference (31 m) and the horizontal leg
is the distance d.

Apply the Pythagorean Theorem: The relationship can be expressed as:

d2 + (ht − hb )2 = (distance between tops)2

Substituting the values:

d2 + (31 m)2 = (29 m)2

d2 + 961 = 841

Rearranging gives:

d2 = 841 – 961 = – 120

This calculation yields a negative value, indicating that the scenario may not be feasible under normal
geometric conditions. Thus, the specified vertical height difference cannot correspond with the stated
distance between the tops.

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[Subtotal: 25]

Question 4: Conversions in Measurement

4.1 Copy and complete the following to make the mathematical statement true.
Hint: Fill the box with the operational for the missing dimensions.

4.1.1 78 cm ÷ 100 = 1 m (1)

4.1.2 884 mm ÷ 10 = 90 cm (2)

4.2 Read the scenario below and answer the questions that follow.

The governing body of Itsoseng Primary School decides to build a fence in front of the school's
tuck shop. The length of the fence is 15 m in total. The builders plant the poles 150 cm apart. They
plant each pole so that 25cm is under the ground and 1m above the ground.

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4.2.1 How many poles do they need to plant? (Hint: Make a sketch first!) (5)

Convert 15 m to cm:
15 m = 1500 cm

Distance between poles:

The distance between each pole is 150 cm.

Calculating the number of gaps between poles:

To find the number of poles, we first need to determine how many gaps of 150 cm fit into 1500 cm.

 The number of gaps = Total length / Distance between poles

 Number of gaps = 1500 cm / 150 cm = 10 gaps

Since there is one more pole than the number of gaps, we need:

 Number of poles = Number of gaps + 1 = 10 + 1 = 11 poles

They need to plant 11 poles.

4.2.2 How many long poles of 3m each do they need to have enough poles? (5) (Hint:
How long is one pole? Remember they cannot be joined together.)

Length of one pole:

Each pole is 1 m above the ground and 0.25 m (25 cm) below the ground, making the total length of
each pole:
1 m + 0.25 m = 1.25 m

Convert 1.25 m to meters:

1.25 m = 125 cm

Calculating the number of poles needed:

To find out how many 3 m poles are needed to provide enough 1.25 m poles, we can calculate how
many 1.25 m sections can be obtained from one 3 m pole.

 Length of one 3 m pole = 300 cm

 Number of 1.25 m poles from one 3 m pole = 300 cm / 125 cm = 2.4

Since we cannot have a fraction of a pole, we can only get 2 poles from one 3 m pole.

Calculating the total number of 3 m poles needed:

To find out how many 3 m poles are needed for 11 poles:

 Total number of 3 m poles = Total number of poles / Number of poles per 3 m pole
 Total number of 3 m poles = 11 / 2 = 5.5

Since we cannot have half a pole, we round up to the next whole number:

 Total number of 3 m poles needed = 6 poles

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They need 6 long poles of 3 m each.

4.2.3 What percentage of each pole is under the ground? (5)

Length of the pole under the ground:

25 cm (0.25 m)

Total length of the pole:

1.25 m (125 cm)

Calculating the percentage under the ground:

Percentage = (Length underground / Total length) × 100
Percentage = (25 cm / 125 cm) × 100 = 20%

20% of each pole is under the ground.

4.2.4 Three lengths of wire are strung between every two of the poles. How many metres of wire
do they need? (Hint: Allow for an extra 50 cm per wire.) (5)

Number of gaps between poles:

As calculated earlier, there are 10 gaps between the 11 poles.

Length of wire needed for each gap:

The length of wire needed for each gap is the distance between the poles plus an extra 50 cm. The
distance between the poles is 150 cm.

 Length of wire per gap = 150 cm + 50 cm = 200 cm

Total length of wire needed:

Total length of wire = Number of gaps × Length of wire per gap
Total length of wire = 10 × 200 cm = 2000 cm

Convert to meters:
2000 cm = 20 m

They need 20 metres of wire.

[Subtotal: 23]

[GRAND TOTAL: 100]

Unisa 2024

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ANNEXURE A

HOW TO SUBMIT YOUR ANSWER FILE

Take-Home (Assignment) assessments are conducted offline within a specific timeperiod.

You will need to visit the modules exam site to download the question paper and upload your answer
script once completed.

You might already be familiar with the Take-Home type of assessments as they are the same as upload
assignments.

Follow these steps to submit your exam file:

1. When ready to submit, open the Take-Home (Assignment) assessment again and click on the
Add Submission button.

2. Note the file requirements such as:

a. File size limit.
b. Number of files that can be submitted.
c. File formats allowed.

Note: MS Word documents need to be saved as PDF documents and paperbased answers must
be scanned into a combined PDF document.

3. Check the acknowledgement checkbox and upload your answers document and then click on
the Save changes button.

4. Review your submission information regarding the status and click on your submission file link
to check if it is correct.

5. If you need to resubmit a file, you can click on the Edit Submission button. Note: You will
need to delete any existing files.

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