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First of all, test your memory. Explain the meaning of “symmetrical” to your friend.
1. Use magazines to find pictures of shapes / figures that are symmetrical.
2. Do the following:
So far we have worked with 2-dimensional shapes. Let’s now take a good look at 3-dimensional figures.
1. Have a class discussion. What is the difference between 2-dimensional and 3-dimensional figures?
2. How would you like to be an architect and a builder? Now you and your friend have the opportunity to build the school of your dreams! You need the following:
This school must have classrooms and there must be a round swimming pool. Naturally you will also want a computer centre and a school hall. The changing rooms and the rugby field must be close together.
First study the following useful information before you start:
The following information might be useful:
A structure like a matchbox is called a RECTANGULAR PRISM , because the faces are all rectangles.
A CUBE is a special type of rectangular prism, because the FACES of a cube are all squares.
3. After your model has been completed, you must complete the table below. Look at the figures you have made. If, for instance, the hall is a rectangular prism, it must be written in the applicable column.
| Rectangular prisms | Cubes | Other 3D shapes | 2D shapes |
| e.g. Hall | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
| ...................................... | ............................... | ............................... | ............................... |
Think about how tiles are laid on a wall or the floor of a bathroom. The tiles fit exactly against one another. The spaces you can see are only there for the cement or glue so that the tiles can stick properly and will not fall off.
The tiles usually look like this when they are laid:
We say the tiles TESSELLATE because they fit into one another EXACTLY without spaces between them.
1. This afternoon when you are at home, look at the tiles in your bathroom, kitchen or any other room. You could also look at the floor or wall tiles in any shop in your area. Make a drawing of what they look like in the box below:
2. Now look at the drawing of the tiles above. Can you see that the inside tiles are rectangles and the outside tiles are triangles ?
Now make your own patterns by combining
| LU 3 |
| Space and Shape (Geometry)The learner will be able to describe and represent characteristics and relationships between two-dimensional shapes and three-dimensional objects in a variety of orientations and positions. |
| We know this when the learner: |
3.1 recognises, visualises and names two-dimensional shapes and three-dimensional objects in natural and cultural forms and geometric settings including those previously dealt with and focusing on:3.1.1 similarities and differences between cubes and rectangular prisms;
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3.2 describes, sorts and compares two-dimensional shapes and three-dimensional objects from the environment and from drawings or pictures according to properties including:
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3.3 investigates and compares (alone and/or as a member of a group or team) two-dimensional shapes and three-dimensional objects studied in this grade according to properties listed above by:
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3.5 makes two-dimensional shapes, three-dimensional objects and patterns from geometric shapes and describes these in terms of:
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| 3.6 recognises and describes natural and cultural two-dimensional shapes, three-dimensional objects and patterns in terms of geometric properties. |
ACTIVITY 3
1. 6
2. 5
3. 6
4. 4
ACTIVITY 4
6 ; 7
3 ; 6 ; 10 ; 98 ; 218
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