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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
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.
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 selfassessment

Yes  No 
I was able to help build a 3dimensional mobile that balanced.  
My face in 1(b) is symmetrical.  
I was able to complete correctly the tessellations at 1(c).  
I was able to determine correctly the breadth of the class in “el”.  
I can enlarge correctly sketches according to scale.  
I can reduce correctly sketches according to scale.  
I can explain the following concepts:  




I can determine how many times a given figure will rotate in a full revolution.  
I can draw tessellations by means of transformations. 
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 = _________________
Learning Outcome 3: The learner will be able to describe and represent characteristics and relationships between twodimensional shapes and threedimensional 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} .
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