Wong Boon Chong Kenny

QCM 520 Mathematics Assignment 1

Question 4 If A = {parallelogram}, B = {rectangles} and C = {squares}, simplify the following (a) A U B (b) B C (c) A C In addition, if D = {Trapezium}, E = {Rhombus} and F = {Kite}, use a Venn Diagram to representing all the sets, A, B, C, D and E. Respond to the following questions Firstly, it is important for students to list out the specific characteristics of the difference types of quadrilaterals before solving the questions. A = {parallelogram},

In a parallelogram, 1. The parallel sides are parallel by definition. 2. The opposite sides are congruent. 3. The opposite angles are congruent. 4. The diagonals bisect each other. 5. Any pair of consecutive angles are supplementary

B = {rectangles}

In a rectangle, 1. The parallel sides are parallel by definition. 2. The opposite sides are congruent. 3. The opposite angles are congruent. 4. The diagonals bisect each other. 5. Any pair of consecutive angles are supplementary 6. All angles are right angles. 7. The diagonals are congruent.

and C = {squares},

1. The parallel sides are parallel by definition. 2. The opposite sides are congruent. 3. The opposite angles are congruent. 4. The diagonals bisect each other. 5. Any pair of consecutive angles are supplementary 6. Two consecutive sides are congruent by definition. 7. All sides are congruent. 8. The diagonals bisect the angles. 9. The diagonals are perpendicular bisectors of each other. 10. The diagonals divide the rhombus into four congruent right triangles. 11. The diagonals form four isosceles right triangles.

Wong Boon Chong Kenny

QCM 520 Mathematics Assignment 1

Therefore
(a) A U B = {parallelogram} This is because rectangles are a subset of parallelogram. Hence the union is parallelogram (b) B C= {square} This is because squares are a subset of rectangles. Hence an intersection is square (c) A C ={square} This is because squares are a subset of parallelogram. Hence an intersection is square

In addition, if D = {Trapezium},

In a trapezium, 1. The legs are congruent by definition. 2. The bases are parallel by definition. 3. The lower base angles are congruent. 4. The upper base angles are congruent. 5. The diagonals are congruent. 6. Any lower base angle is supplementary to any upper base angle. E = {Rhombus}

In a rhombus, 1. The parallel sides are parallel by definition. 2. The opposite sides are congruent. 3. The opposite angles are congruent. 4. The diagonals bisect each other. 5. Any pair of consecutive angles are supplementary 6. Two consecutive sides are congruent by definition. 7. All sides are congruent. 8. The diagonals bisect the angles. 9. The diagonals are perpendicular bisectors of each other. 10. The diagonals divide the rhombus into four congruent right triangles. and F = {Kite},

In a kite, 1. Two disjoint pairs of consecutive sides are congruent by definition. 2. The diagonals are perpendicular. 3. One diagonal is the perpendicular bisector of the other. 4. One of the diagonals bisects a pair of opposite angles. 5. One pair of opposite angles are congruent.

Wong Boon Chong Kenny

QCM 520 Mathematics Assignment 1

Using a Venn Diagram to representing all the sets, A, B, C, D and E.

b) What problems solving processes does this problem lead to?

The student can understand the problem by reading the question. Next the student can devise a plan by listing down all the characteristics of the different shapes before answering the question.

c) Students might likely to get struck in areas of misconceptions. Firstly, students might not be able to list all the characteristics of the different shapes in complete. The missing characteristics might cause students to mistaken certain answers.

Wong Boon Chong Kenny

QCM 520 Mathematics Assignment 1

Certain essential questions to probe students will be focusing on number of parallel lines, types of angles length of sides

d) The solutions can be presented more clearly via visual representation on the white board to help kinesthetic learners better visualise and label the characteristics of the shapes. e) Teachers can help students learn beyond the content of this question by letting them try to more examples of shapes using intersection and union methods. Also instead of labelling, the teacher can test the students via the characteristics instead. Eg. What are the shapes with at least one pair of parallel lines?