MSE2183
Assignment 3
UNISA 2022
Marius Regardt Nel
Student Number: 36205192
ID: 8208165067084
Assignment number: 183511
DECLARATION REGARDING PLAGIARISM
DECLARATION
Name and student number: Marius Regardt Nel 36205192
Assignment topic: Geometry education
I declare that this assignment is my own original work. Where secondary material has been used (either
from a printed source or from the Internet), this has been carefully acknowledged and referenced in
accordance with departmental requirements. I understand what plagiarism is and am aware of the
department’s policy in this regard. I have not allowed anyone else to borrow or copy my work.
___________________________________
Signature: Date: 22/08/2022
SECTION A
Question 1:
1.1 Activity 2.1
1.1.1
1.1.2
1.1.3
[Link]
1.2. Activity 2.2 (3)
1.2.1
1.2.2
1.2.3
1.3. Activity 2.3 (3)
This software produces precise trigonometric functions, linear graphs, construction diagrams, and
geometrical structures by streamlining all the operations. As long as you have the raw data and statistics
you need to plot, it is a useful tool for educators. Additionally, you have the option to draw by using digital
drawing tools, which include plotting coordinates, polygons, and arcs among others. Additionally, you
can add images and use the tools' graphical formatting features, such as resizing, changing the
orientation, etc. The traditional method of creating mathematical figures belongs in the past.
1.4. Activity 4.7 (3)
V = πr2h
350 = πr2h
h = 350/(πr2) - (1)
TSA = 2πrh + 2πr2
TSA = 2πr x 350/(πr2) + 2πr2
TSA = 700/r + 2πr2
Minimum TSA is where the derivative of the TSA = 0
Thus
TSA| = -700/r2 + 4πr
0 = -700/r2 + 4πr
r³ = 700/4π
r = 3√(700/4π)
From (1) h = 350/(πr2)
h = 350/((π x 3√(700/4π)²))
1.5. Activity 5.9 (3)
Scale factor = Length A'C' / Length AC
= 15/6
= 2,5
1.6. Activity 5.10 (3)
Glide reflection A to A'' = Reflection of A over line y = 2
= Translation A' = A'' by 6 units left
By same rules B(2,3) = B'(2,1)
= C(-4,1)
SECTION B
Question 2:
3.5 Page 164
1-
7-
Through measurent we find Angle S = Angle 1 and Angle U = Angle 2
9-
RL/LA = 1,64/3,36 = 0,49
RE/EP = 1,04/2,13 = 0,49
Ratio of RL/LA = Ratio of RE/EP
13-
We set up the boundaries in a 5x5 square. Then we get the perpendicular bisector of
square ABCD. We then set up our intersected lines AE and DF so that we can see which
fire stations to our boundaries DHIC, IHAB and DHAD.
15-
3.7 Page 181
1-
Get the circumcenter by getting each sides perpendicular bisector.
We find that the line from Angle A, B, C to D are all the same length, hence equidistant.
3- The incenter.
4- The circumcenter.
7-
22-
Constructing an angle bisector.
23-
Constructing a square or diamond.
24-
Constructing a parallel line through a given point.
25-
Constructing a equilateral triangle.
26-
Constructing a perpendicular bisector.
Question 3:
4.6 Page 233
8-
Though Triangle HAF is congruent to Triangle LAH through (Angle, Angle, Side HL) we
cannot state that Line HA is congruent to Line HF as we only have no values of the
parallellograms sides.
9-
The triangles are similar and not congruent as we have no sides that are equal in the two
triangles.
21-
Two struts are needed to make a pentagon rigid.
For a polygon to be classified as being rigid it has to have (n-3) struts.
22-
C
4.7 Page 239
16-
The general formula for number of diagonals (d) in any figure are (n-3) multiplied by the
number of vertices and divide by 2.
d = n(n−3)/2
d = n(n−3)/2 ( where n is the number of vertices)
As we know in a decagon there are ten sides (see figure)
n = 10
Therefore number of diagonals in a decagon are
d = n(n−3)/2
= 10(10−3)/2
= 10×72
=35 diagonals
The shortest distance between 2 vertices are the length of a side thus we have 10 sides.
The probability of selecting the shortest diagonal is then:
P = 10/35
= 0,286
17-
You cannot sketch the solid as you do not know if there are blocks bottom row at the back
at A and B. There might be blocks not shown or no blocks at those places.
Question 4:
5.4 Page 277
6-
Midsegment p = (Base 1 + Base 2) / 2
= (36 + 48) / 2
= 42cm
m = 180º-51º
= 129º (Supplementary angles, parallel lines)
n = 73º (Corresponding angles, parallel lines)
.
10-
Midsegment = (Base 1 + Base 2) / 2
Midsegment x 2 = Base 1 + Base 2
Base 1 = Midsegment x 2 – Base 2
= 41 x 2 – 52
= 30
Yes the top base is 30m.
15-
The trapezoid is isosceles meaning the two sides CT and RA is congruent.
From R we move 8 spaces down in Y and 3 spaces right in X to angle A. The reverse is
also true as it is an isosceles trapezoid. 8 spaces up in Y and 3 spaces right in X.
Giving the Coordinates of T = (3,8)
17-
E = ((x1+x2)/2,(y1+y2)/2) (Midpoint theorem)
= ((0+4)/2,(0+7)/2)
= (2,3.5)
Z = ((x1+x2)/2,(y1+y2)/2) (Midpoint theorem)
= ((4+8)/2,(7+3)/2)
= (6,5)
Slope EZ = (y2-y1)/(x2-x1)
= (3.5-5)/(2-6)
= -1.5/-4
= 3/8
Slope YT = (y2-y1)/(x2-x1)
= (0-3)/(0-8)
= -3/-8
= 3/8
Thus slope of EZ = Slope of YT
EZ is parallel to YT
5.5 Page 283
10-
Resultant vector: CF
12-
18-
Let's see the figure first as a triacontagon with diagonals going through the midpoint.
That means that every line to the midpoint from a vertice is a radius which makes each
shape with side an Isosceles triangle.
To find the angle at the midpoint we have:
= 360º/30
= 12º
And each triangle is Isosceles:
Thus each corner angle is:
(180º – 12º) / 2
= 84º
a = 84º
Because of the same principle as above and that each trapezoid is regular we find that the
co- interior angles as supplementary.
= 180º - 84º
= 96º
b = 96º
20-
283 10, 12, 18, 20 (2,2, 2,2 = 8)
5.7 Page 298
4-
10-
12-
16
298 4, 10, 12, 16 (2,2,2,2=8)
Question 5:
6.1 Page 310
3-
5-
11-
12-
310 3, 5, 11, 12, (2,3,2,3 = 10)
6.2 Page 313
5-
6-
19-
22-
313 5, 6, 19, 22 (3,6, 2,3 = 14)
6.3 Page 327
4-
7-
8-
12-
327 4, 7, 8, 12, (3, 2, 2,4 = 11)
Question 6:
7.1 Page 372
1-
2-
3-
5-
6-
16-
372 1 -3, 5, 6, 16, (3, 2, 2,2 = 9)
7.2 Page 380
9-
10-
11-
19-
20-
380 9 – 11, 19, 20 (3,2,2= 7)
Question 7:
8.1 Page 425
14-
22-
29-
425 14, 22, , 29 (2,2, 3 = 7)
8.2 Page 430
13-
15-
21-
430 13, , 15, 21, (2,2,2 = 6)
8.4 Page 443
7-
14-
20-
443 7, 14, 20 (3,3,4 = 10)
Reference list:
1) [Link] Lying on a common
plane. 3 points,have a plane that they are all on.
2) [Link] geometry%2C two or more points are
said,being “in a row” or “in a line”.
3) [Link]
4) [Link]
5) [Link]
6) [Link]
7) [Link]
8) [Link]
9) [Link]
10) [Link] means "at right angles". A
line meeting,line AB is perpendicular to the line DF.
11) [Link]
279652830_Theoretical_frameworks_for_the_learning_of_geometrical_reasoning
12) Sharma, S. (2019). Use of theories and models in geometry education: A critical review. Waikato
Journal of Education, 24 (1), 43 – 54. <[Link]
