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MATHEMATICS
GRADE 6

TOPIC: 2-D SHAPES AND TRANSFORMATIONS

CONSEPTS & AND SKILLS TO BE ACHIEVED:

At the end of the lesson learners should be able to do the following:
SHAPES LEARNERS NEED TO KNOW AND NAME:
2D FORMS:
➢ regular and irregular polygons - triangles, squares, rectangles, other quadrilaterals,
pentagons, hexagons, heptagons, circles
➢ similarities and differences between squares and Rectangles

Features of shapes: Describe, sort and compare 2-D shapes in terms of:
➢ number of sides, length of sides, size of angles
➢ Acute, right, obtuse, straight, reflex, revolution
TRANSFORMATIONS:
➢ Refer to lines, 2-D shapes, 3-D objects and lines of symmetry when describing
patterns
➢ in nature, from modern everyday life, our cultural heritage

RESOURCES DBO Workbook 1, Sasol-Inzalo boeks, Mathematics Textbooks,

Grade 6
2D SHAPES AND TRANSFORMATIONS
 DAY 1
PROPERTIES OF 2D SHAPES
LESSON DEVELOPMENT
INTRODUCTION

Closed figures with five straight sides are called pentagons. “Penta” means five.
Closed figures with six straight sides are called hexagons. “Hexa” means six.
Closed figures with seven straight sides are called heptagons.“Hepta” means seven.
Closed figures with eight straight sides are called octagons.“Octa” means eight.

1. Write down the letters of all the figures that have the shape of:

(a) a triangle (b) a quadrilateral

(c) a pentagon (d) a hexagon
(e) a heptagon (f) an octagon.

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CLASS ACTIVITY
ANGLES
Below is an explanation how to make a right-angle template. You can
use it to check if an angle is a right angle or not.
1. Tear off a corner of your loose A4
sheet of paper, about the size shown
on the right, to use as an angle
measure.

2. Place your angle measure at each of

the other three corners of the sheet of
paper from which you have made
your angle measure. This is to check if
the angles between the edges are
the same at each corner.
3. Tear off another corner. Put the two
pieces next to each other, as shown
on the right. Use a ruler to draw a
straight line at the bottom edges of
the two pieces of paper.

A piece of paper like one of the corners that

you have torn off, is called a right-angle
template. You can use it to check if an angle
is a right angle or not.

Click on the video icon to watch the video on angles.

LEARNER ACTIVITY:
Work with two narrow strips of paper or cardboard.
(a) Put the strips on top of each other. Hold one end of the bottom strip down with one finger.

(b) Move your finger so that the upper strip turns to form an angle between the two strips, as
shown below.

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2D SHAPES AND TRANSFORMATIONS
(c) Move your finger a bit more so that a right angle is formed between the two strips.

The two diagrams in 1(b) show angles smaller than a right angle.

An angle smaller than a right angle

is called an acute angle.

d. Turn the upper strip so that an angle bigger than a right angle is formed between the two
strips, as shown below.

The angles in the two diagrams are called

obtuse angles. An obtuse angle is bigger
than a right angle but smaller than a
straight angle.

e. Continue to turn the upper strip until the two strips are in a straight line, as shown on the
right.

The angle indicated by the

arrow is called a straight angle.

f. Put the two strips on top of each other as shown in Diagram A below.
Turn one strip as shown in Diagram B.

The angle through which you turned the

strip is called a reflex angle.

g. Continue to turn the strip as shown in Diagrams C, D, E and F.

A full turn like this is called a revolution.

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2D SHAPES AND TRANSFORMATIONS
HOMEWORK:
Complete the following exercise in your Mathematics Exercise Book. Try to find the
solution first then compare against the memorandum.

Name the following angles:

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2D SHAPES AND TRANSFORMATIONS
 DAY 2

PARALLELOGRAMS AND RECTANGLES

LESSON DEVELOPMENT: Today you will discover the similarities and differences between
parallelograms and rectangles.

CLASSWORK: Complete the following exercise in your Mathematics Exercise Book. Try to find
the solution first then compare against the memorandum.

1. (a) Trace this figure, then cut it out accurately along the edges.

(b) Mark the vertices A, B, C and D.

(c) Put your cut-out figure on top of the above figure, so that vertex A of your cutout is at
vertex C on the above figure.
(d) What do you notice about the angles at vertices A and C?
(e) What do you notice about the angles at vertices B and D?
(f) What do you notice about the length of the line from A to B, and the length of the line from
D to C?
(g) What do you notice about the length of the line from A to D, and the length of the line
from B to C?

REMEMBER!
A quadrilateral with equal opposite angles and equal opposite
sides is called a parallelogram.

ACTIVITY 2:

2. (a) Draw a rectangle.

(b) Are the opposite angles equal?
(c) Are the opposite sides equal?
(d) Is your rectangle a parallelogram?
(e) What makes your rectangle different from the above parallelogram?

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2D SHAPES AND TRANSFORMATIONS
HOMEWORK:
Complete the following exercise in your Mathematics Exercise Book. Try to find the solution first
then compare against the memorandum.
The figures in group 1 are called parallelograms.
(a) What do you observe about the opposite sides of parallelograms?
(b) What do you observe about the angles of parallelograms?
Group 1

2. The figures in group 4 are called rectangles.

(a) What do you observe about the opposite sides of rectangles?
(b) What do you observe about the angles of rectangles?
(c) What do you observe about the adjacent sides of rectangles?
Group 4

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2D SHAPES AND TRANSFORMATIONS
 DAY 3

PROPERTIES OF 2D SHAPES
LESSON DEVELOPMENT
INTRODUCTION
ACTIVITY 1: Complete the following exercise in your Mathematics Exercise Book.
Try to find the solution first then compare against the memorandum.

(a) For each figure below, state whether it has

straight sides only, straight and curved sides, or
curved sides only.
(b) What is the number of straight sides in each
figure?
(c) What is the number of curved sides in each
figure?
(d) How many reflex angles are inside Figure F?
(e) How many reflex angles are inside Figure G?
(f) How many right angles are inside Figure G?

CLASSWORK (POLYGONS)
REMEMBER!

Polygons are named according to their number of sides:

• A polygon with 8 sides is called an octagon.
• A polygon with 7 sides is called a heptagon.
• A polygon with 6 sides is called a hexagon.
• A polygon with 5 sides is called a pentagon.
• A polygon with 4 sides is called a quadrilateral.
• A polygon with 3 sides is called a triangle.

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2D SHAPES AND TRANSFORMATIONS
 LEARNER ACTIVITY
ACTIVITY 2:
1. Put a clean sheet of paper on top of the diagram below, and trace the hexagon.
Shift your sheet of paper to trace more copies of the hexagon. Trace six copies of the
hexagon altogether, as shown on the right.

2. Draw lines inside two of your hexagons, as shown below.

3. (a) Make the sides of one quadrilateral darker in your Figure 2(a), and in your Figure
2(b).
(b) Shade both triangles in your Figure 2(a), and shade a pentagon in your Figure 2(b).

4. Draw lines as shown below inside two of your hexagons.

5. (a) Shade all the triangles inside your Figure 4(a).

(b) What kind of polygon is not shaded in your Figure 4(a)?
(c) Shade any three of the triangles in your Figure 4(b).

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2D SHAPES AND TRANSFORMATIONS
 6. Draw lines as shown below inside two of your hexagons.

a) There is a quadrilateral with three angles smaller than right angles in your Figure 6(a).
Shade this quadrilateral.
b) Darken the sides of the heptagon in your Figure 6(b).
c) Lightly shade an octagon in your Figure 6(b).
d) There is at least one pentagon inside your Figure 6(b) that has two right angles. Shade
one such pentagon dark.

HOMEWORK:
Complete the following exercise in your Mathematics Exercise Book. Try to find the solution first
then compare against the memorandum.

(a) Draw lines as shown here in the unshaded part of your drawing of Figure 6(a).
(b) Shade the small hexagon in the middle of the diagram.

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2D SHAPES AND TRANSFORMATIONS
 DAY 4

LESSON DEVELOPMENT: TRANSFORMATIONS

Distinguish between the following concepts:

• Translation
• Rotation
• Reflection
•
INTRODUCTION:
Class activity: Today you will learn about the three types of transformations.
Any relocation of a figure can be achieved by a combination of three types of movement,
called “transformations”:
• Translation: slide in a particular direction,
through a particular distance, without rotating.

• Rotation: rotating around a particular point outside

or on the figure, through a particular angle.

• Reflection: flipping it over (reflecting it), i.e. picking it up,

turning it over and putting it down again.

Reflection of a figure always produces symmetry. The axis of reflection (the broken line in the
above figure) is the line of symmetry.

If two identical figures lie on the same flat surface it is always possible to get one of the two
figures to fit exactly on top of the other figure by performing a
translation, rotation or reflection, or a translation and a reflection (a so-called “glide-
reflection”).

Translations, rotations and reflections do not change the shape or size of a figure. Other kinds
of transformations, for example enlargements, change the size

Click on the video icon to watch the video on transformations.

CLASS ACTIVITY 1: Complete the following exercise in your Mathematics

Exercise Book. Try to find the solution first then compare against the memorandum.

The diagrams below show the grey template on the black position. In each case state
whether the template should be rotated, reflected or translated to move it to fit on the
dotted position.

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2D SHAPES AND TRANSFORMATIONS
 (A) (B)

(C) (D)

(E) (F)

(G)
(H)

(I)
(J)

CLASS ACTIVITY 2: Complete the following exercise in your Mathematics Exercise Book. Try to
find the solution first then compare against the memorandum.

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2D SHAPES AND TRANSFORMATIONS
In the patterns below, a green template is shown on the first position. In each case state
whether the template should be rotated, reflected or translate to move it from one position to
the next.

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2D SHAPES AND TRANSFORMATIONS
HOMEWORK: Complete the following exercise in your Mathematics Exercise Book. Try to find
the solution first then compare against the memorandum.

DESCRIBE PATTERNS

The design with triangles on the above wall is often used in Ndebele art. There are many
rotations, reflections and translations in this design.
1. Which of these arrangements form
part of the above design, and which do not?

2. In each case below, state whether the grey triangle is a translation, rotation or reflection of
the black triangle.

The black triangle in position X can be

translated to fit in position in position Y.

3. How can the black triangle be moved from position X to fit in the following positions?

(a) A (b) B (c) C

(d) D (e) E (f) F

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2D SHAPES AND TRANSFORMATIONS
Pattern 1

Purple Green Purple Green Purple Green

Red Yellow Red Yellow Red Yellow

Pattern 2

Purple Red Yellow Purple Red Yellow

Red Yellow Purple Red Yellow Purple

4. In Pattern 1, each red triangle is a translation of any other red triangle.

Is this also true for Pattern 2?

5. Each of the parts A, B, C, D, E and F of Pattern 2 consists of two triangles.

(a) Is the red triangle in part A of Pattern 2 a translation, rotation or reflection

of the red triangle in part E?
(b) Which yellow triangles in Pattern 2 are rotations of the yellow
Triangle in part E?
(c) Are there any examples of reflection in Pattern 1 or Pattern 2?

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2D SHAPES AND TRANSFORMATIONS
 DAY 5

LESSON DEVELOPMENT: Symmetry in patterns

CLASS ACTIVITY: Complete the following exercise in your Mathematics Exercise Book. Try to find
the solution first then compare against the memorandum.

SYMMETRY IN PATTERNS:
Which of the following statements about the above diagram are true, and which are false?

(a) The hexagon B is a

A
1 1 rotation of hexagon A.

(b) The hexagons numbered

1and 2 are translations of
hexagon 3.
((c) The thick line C is a line of
symmetry of the whole
c B diagram.
(d) The hexagon 3 is a rotation
of hexagon A.
(e) The hexagon 3 is a
reflection of hexagon A.
(f) The thick black line is a line of
symmetry of the whole
diagram.
3
2 2

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2D SHAPES AND TRANSFORMATIONS
HOMEWORK:
Complete the following exercise in your Mathematics Exercise Book. Try to find the solution first
then compare against the memorandum.

1. Study the pattern. How many lines of symmetry are there?

a) Make a rough sketch of the placemat including only the basic design element(s) for
which this placemat has lines of symmetry. Show the lines of symmetry with broken lines
on your sketch.

(b) Try to see how the placemat maker used rotation in the design. Make sketches to
show this.
(c) Make a sketch to show how reflection is used in the design.

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2D SHAPES AND TRANSFORMATIONS
 MEMORANDUM
DAY 1
1. (a) Triangles: K
(b) Quadrilaterals: E
(c) Pentagons: D, L, H
(d) Hexagons: C, M
(e) Heptagons: G, I, J, A
(f) Octagons: B, F

HOMEWORK:

A = Acute Angle
B = Obtuse Angle
C = Rectangle
D = Reflex Angle
E = Straight Angle
F = Revolution
DAY 2
ACTIVITY 1:
a) Figures A, B and D
Figure B has four sides of equal length; the sheet of paper only has opposite sides
of equal length.
Figures A and D do not have four equal angles like the sheet of paper.
b) In Figure A, the top left angle is bigger than the top right angle. In Figures B and C,
the two angles are equal. In Figure D, the top right angle is bigger than the top left
angle.
c) In Figure A, the top right angle is smaller than the bottom right angle. In Figures B, C
and D the top and bottom right angles are equal.
ACTIVITY 2:
1. (a)–(c) Practical work
(d) The angles at A and C are equal.
(e) The angles at B and D are equal.
(f) The lengths are the same.
(g) The lengths are the same.
ACTIVITY 3:
2. (a) Learners may draw a rectangle or a square (a square is a special type of rectangle).
(b) Yes
(c) Yes
(d) Yes
(e) It has right angles. So, all angles are equal, not just the opposite ones..

HOMEWORK:
1. (a) They are equal and parallel.
(b) Opposite angles are equal.
2. (a) They are equal and parallel.
(b) All angles are right angles (90°).
(c) They are not equal, unless the rectangle is a square (a special type of rectangle).

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2D SHAPES AND TRANSFORMATIONS
 DAY 3
ACTIVITY 1:
1. a) Figure A – straight and curved
Figure B – curved
Figure C – curved
Figure D – straight and curved
Figure E – straight and curved
Figure F – straight
Figure G – straight
Figure H – straight and curved
(b) A: 2 B: 0 C: 0 D: 2 E: 2 F: 4 G: 12 H: 4
(c) A: 1 B: 4 C: 1 D: 2
(d) 1
(e) 4
(f) 8

ACTIVITY 2:
1. Learners own drawings of hexagons
2. (a)–(b) Learners own drawings
3. Learners own drawings. Some possibilities:

4. Learners own drawings

5. (a) Some of the triangles learners could color in:

5. Learners own drawings.

6. (a) One possibility is: (b) Two possibilities are:

(c) Three possibilities are: (d) Two possibilities are:

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HOMEWORK:

DAY 4

CLASS ACTIVITY 1:

(a) Translated to the right, then rotated

(b) Translated to the right, then rotated
(c) Translated to the right
(d) Translated downwards to the right
(e) Reflected
(f) Rotated
(g) Translated downwards to the right
(h) Rotated, then translated
(i) Reflected
(j) Rotated, then translated

CLASS ACTIVITY 2:

(a) Rotated (halfway) around a point between the first two figures, again, and again.
(b) Rotated (quarter of a revolution, through a right angle) around a point between
the first two figures, again, and again.
(c) Translated (slightly downwards) to the right, again, and again, along a straight line.
(d) Translated to the right, again, and again, along a straight line.

HOMEWORK
1. Arrangements (a) and (d) form part of the design, arrangements (b) and (d) do not.
2. (a) Reflection (b) Translation (c) Rotation (c) Reflection
3 (a) Reflected
(b) Reflected then translated
(c) Reflected
(d) Rotated
(e) Rotated
(f) Translated then reflected

4. No

5. (a) Rotation
(b) Parts C and F
(c) No

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2D SHAPES AND TRANSFORMATIONS
 DAY 5
CLASS ACTIVITY

(a) True
(b) True
(c) False
(d) True
(e) True
(f) True

HOMEWORK:

1. 4

2. Note that the sketches below are just examples of many different ways in which the
transformations in the design may be highlighted. Learners’ sketches may look quite
different.

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