They make sense of time duration in real applications, including the use of 24-hour time. Students name the features of circles, calculate circumference and area, and solve problems relating to the volume of prisms. They find the perimeter and area of parallelograms, rhombuses and kites. Students convert between units of measurement for area and for volume. VCAA Mathematics glossary: A glossary compiled from subject-specific terminology found within the content descriptions of the Victorian Curriculum Mathematics. VCAA Sample Program: A set of sample programs covering the Victorian Curriculum Mathematics. The creation of tessellations is part of Level 6 ( VCMMG229).ĭefine congruence of plane shapes using transformations and use transformations of congruent shapes to produce regular patterns in the plane including tessellations with and without the use of digital technology (VCMMG291) Pattern or to identify the transformations involved in a completed design. However they are now asked either to use transformations to make a regular Most common activity uses regular polygons, such as equilateral triangles, squares, hexagonsĪnd octagons. Students often engage in making tessellations using congruent shapes that fit together the Horizontal mirror lines, and half turn centres between letters along The most famous use of tessellations is the art work of M C Escher. Made with pavers or bricks, or printed on wallpapers and fabrics. Half turns or reflections of the basic design along theĭirection of the strip (or border). Translations and parallel vertical mirror lines.Ī tessellation is a design that repeats by translations, turns or Symmetry to occur the angle must be a fraction of 360°: 180° (half turn), 120° (third turn),Ī strip (or border) pattern repeats by translations, Three-dimensional symmetry patterns are not required at this level.Ī pattern that repeats around a point changes after a rotation of a certain angle. Geometric symmetry patternsĮither occur around points, or in strips, tessellations or crystal forms (three-dimensional). In general a pattern refers to something that repeats. Not ‘look the same’ although they may be congruent (see teaching idea 3 below). Indeed two shapes that are related by a reflection may Person might test for congruence for any shape (or any two designs) – which requires the This is not incorrect, but just incomplete it does not indicate how a Transformations have been introduced in levels 2, 3, 5, 6 and 7.įor many students, congruence might be simply the idea that two shapes ‘look the same’Īnd ‘are the same size’. Is far broader than that, and it is this broader concept that is addressed here. ![]() This is the content of VCMMG292, but the idea of congruence ![]() These are congruent if,īy means of translation, rotation or reflection, one shape can be made to fit exactly over another.įor many teachers, congruence has a narrow association with the ‘conditions for theĬongruence of triangles’. In the geometric context, congruence refers to two or more shapes.
0 Comments
Leave a Reply. |
AuthorWrite something about yourself. No need to be fancy, just an overview. ArchivesCategories |