The students will get practice of plotting points with given co–ordinates.2. The students will develop a geometrical intuition for reflection symmetry.3. The students will get an idea of developing symmetrical designs Learning outcome (black pen): Content in blue colour pen. Write at least two sentences

Each week (starting in Week 3) a group of two to four students will present the material from supplementary readings that were assigned for the previous week. The aims of the presentations are to: 1) summarise and highlight important content from the readings, and 2) encourage discussion of the material in tutorials. Students will be assessed on the quality of the presentations and the facilitation of the ensuing discussion. Students will receive a marking rubric during the first tutorial, which outlines the specific criteria upon which they will be evaluated. The presentation roster will be scheduled in the first week of tutorials. Students’ presentation slides may be uploaded on Moodle.

Direction: Read and answer the following questions in three or more sentences. Write the questions and your answers in a clean bond paper.  1. How do you think understanding symmetrical and asymmetrical shapes can help you become a better mover in sports or activities like dancing or gymnastics?

activities that will get students to write.

Explain with concrete examples how you would use the four instructional strategies listed belowto promote learners' understanding in the course/programme you are pursuing (indicate theprogramme in your write up): (20 marks)a. Picture promptb. Think-ink-pair-sharec. Sneezed. Roll and explain

A second-grade class has created a pictograph of what type of shoe each person is wearing. What is the next visual representation students can make from the information given?Aa circle graphBa bar graphCa line graphDa stem-and-leaf plot