4.12 Transformations

Mathematics

More geometry, data handling and probability

Educator section

Memorandum

8.

(a) 14

(b) 37

(c) 47

(d) 97

(e) 0,47

(f) 0,47

(g) 10 000

(h) 144

(i) 63

(j) 630

(k) 6 300

(l) 630 000

(m) 3

(n) 30

(o) 30

Leaner section

Content

Activity: transformations [lo 3.5, lo 1.8]

6. TRANSFORMATIONS

6.1 Refer back to your tessellations at question 1(c). You could have completed the tessellations with a single triangle but then the triangle would have had to slide, turn or turn around.

6.2 NOTE

To move from the black tot the white triangle, we use the following transformations

Slide translation

Flip reflection

Rotation turn

6.3 Work together with a friend. Trace one of the triangles at question 1(c). Cut it out and match it up with your tessellations. See where you can slide, turn or turn the triangle around to complete the whole tessellation.

• Discuss your findings with the rest of the class.

6.4 Draw any tessellation where you can make use of any of the three transformations. Explain your tessellation to the rest of the class.

7. Time for self-assessment

8. Complete the following mental test as quickly and accurately as possible:

a) 8 + 6 = _______________________

b) 28 + 9 = ______________________

c) 28 + 19 = _____________________

d) 58 + 39 = _____________________

e) 0,97 – 0,5 = ___________________

f) 1,97 – 1,5 = ___________________

g) 105 ÷ 10 = ____________________

h) 32 x 42= _______________________

i) 7 x 9 = ________________________

j) 70 x 9 = _______________________

k) 70 x 90 = ______________________

l) 700 x 900 = ____________________

m) 18 ÷ 6 = _______________________

n) 1 800 ÷ 60 = ___________________

o) 18 000 ÷ 600 = _________________

Assessment

Learning Outcome 3: 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.

Assessment Standard 3.5: We know this when the learner uses transformations (rotations, reflections and translations) and symmetry to investigate (alone and/or as a member of a group or team) properties of geometric figures;

Learning Outcome 1: The learner will be able to recognise, describe and represent numbers and their relationships, and to count, estimate, calculate and check with competence and confidence in solving problems.

Assessment Standard 1.8: We know this when the learner de performs mental calculations involving squares of natural numbers to at least 10 ^² and cubes of natural numbers to at least 5 ^³ .