Math Photo Essay
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Math Photo Essay

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Elizabeth Collins

Elizabeth Collins
EDT 318E Section A

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Math Photo Essay Math Photo Essay Presentation Transcript

  • Geometry of Miami University
  • Dear Students, You have been learning about geometry in math class! In geometry, you learn about shapes, lines, curves, 3-D and 2-D objects and much more! This photo essay is going to give you practice with geometry. Each page has a picture and each picture has three questions that go with it. You will read each question and use the picture to answer the questions. The pictures were taken at Miami University in Ohio and it is where I went to college! This book is divided into three grades: first, second and third. Please make sure you are answering the questions found with the grade you are in. I hope that you enjoy this book! Remember to have fun with it because math should be fun! Your Teacher, Miss Collins
  • Directions1. Press the space bar (the biggest button on your keyboard) until you get to your grade2. You will answer three questions about five different pictures3. To change pictures, press the space bar4. Write your answers to the questions in your math notebook5. Remember to ask your teacher for help if you do not understand a question or need help with a word6. Turn in your notebook to the teacher when you are done
  • First Grade
  • 1. This metal gate makes a shape that has been outlined for you in yellow. Name the shape2. How many sides does this shape have? How many corners does it have?3. Look around your classroom and try and find another one of these shapes. How is the shape you found the same and how is it different to the one in this picture?
  • 1. What 3-D object is this?2. How many “faces” does this object have? What shape are the “faces?”3. If you looked at this object from the other side, would it have the same number of faces?
  • 1. Look at the bike circled in yellow. Is it near or far from the bike circled in blue?2. The bikes in this picture are made of different shapes. What are some of those shapes? Where else have you seen those shapes?3. How would you find out how far away one bike is from another?
  • 1. This picture has lots of different shapes in it. Draw as many different shapes as you can and write down the name of the shapes2. What do you notice is the same about the shapes you drew? Different?3. On note cards, redraw all the shapes you saw. Now do a picture sort with the pictures. This is an open sort so you get to pick the categories
  • 1. The shape of a stop sign is called a octagon because it has 8 sides. How many corners does it have?2. Draw this shape on a piece of paper. With scissors, cut the shape apart and form new shapes3. Label your shapes. How do you know what shape you made?
  • Second Grade
  • 1. Is this shape symmetrical?2. How could you draw a line down the shape on this sign so it is NOT symmetrical?3. Draw another shape that is symmetrical. Why is your shape symmetrical?
  • Picture 11. Are picture 1 and picture 2 congruent or similar? Hint: Click and drag picture 1 onto picture 22. What does it mean if two shapes are congruent? What does it mean if two shapes are similar?3. If you wrote that the two pictures Picture 2 were congruent, then in your notebook, draw two shapes that are similar. BUT If you wrote that the two pictures were similar, then in your notebook, draw two shapes that are congruent
  • 1. What shape is this?2. If you cut this sign in half from left to right, what new shapes will you make?3. Is there another way to cut this shape to get the same shapes you got in question 2? Are there other shapes you can make?
  • 1. What 3-D shape is this garbage can?2. Can you think of other objects that are the same shape?3. Why are the objects that shape? In other words, what makes them that shape?
  • 1. This is a picture of “monkey brains,” and comes from a tree What 2-D shape does it look like A. Square B. Circle C. Triangle2. So, look at question 1 and how you answered. Based on your answer, what 3-D object do you think the “monkey brain” is?3. If you cut the monkey brain in half, what shape do you think the “face” is?
  • Third Grade
  • 1. Here’s a riddle: I am trying to find a blue building and I know that it’s map coordinate is C-2. What number is this building?2. Pick a building on this map. In your math notebook, write down the building number and then write down the coordinates of your building3. A map does not just show buildings. What other places could you find with this map?
  • 1. Using a protractor, measure this angle and write down the answer in your notebook2. What kind of angle is it? A. Right B. Obtuse C. Acute3. How do you know what kind of angle it is?
  • 1. What 3-D object is this?2. Describe this shape3. With cubes, make a model of this trash can.
  • 1. What does it mean if an object is symmetrical?2. Is this doorway symmetrical?3. If this doorway is symmetrical draw a picture of it and draw a line through the picture to show that it is symmetrical
  • 1. The “Right Turn Only” sign is what kind of shape?2. In your math notebook, write the following: a) The number and kind of angles b) The number of sides c) The number of vertices3. Look at what you wrote for question 2. Based on your answers, did you answer question 1 correctly? How do you know?
  • Summary This assignment asks you questions about geometry that a student in your grade needs to know.• First graders, all your questions were about different shapes and what makes them that shape and about “near” and “far.”• Second graders, all your questions were about different shapes, how shapes are the same or different and about what makes a 2-D or 3-D object• Third graders, all your questions were about symmetry, shape properties such as angles and faces, and finding places on a map• Make sure you answered all the questions for your grade. Then turn in your math notebook to your teacher. Good job!
  • Teacher Slides
  • First Grade GeometryPicture 1Benchmark C: Sort and compare 2-D figures and 3-D objects according to their characteristics and propertiesIndicator 1: Identify, compare and sort 2-D shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagonQuestion 1: KnowledgeQuestion 2: ComprehensionQuestion 3: EvaluationPicture 2Benchmark B: Describe solid objects: cube, rectangular prism, sphere, cylinder, cone and pyramid, and identify them in the environmentIndicator 3: Identify the shapes of the faces of 3-D objectsQuestion 1: KnowledgeQuestion 2: ComprehensionQuestion 3: AnalysisPicture 3Benchmark F Describe location using comparative (before, after), directional (above, below), and positional (first, last) wordsIndicator 4: Extend the use of location words to include distance (near, far, close to) and directional (left, right)Question 1: KnowledgeQuestion 2: AnalysisQuestion 3: Evaluation Picture 4Benchmark A Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environmentIndicator 1: Identify, compare and sort 2-D shapes; i.e., square, circle, ellipse, triangle, rectangle, rhombus, trapezoid, parallelogram, pentagon and hexagon.Question 1: KnowledgeQuestion 2: Evaluation
  • Picture 5 Benchmark A: Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment Indicator 2: Create new shapes by combining or cutting apart existing shapes Question 1: Knowledge Question 2: Application Question 3: Evaluation Second Grade Geometry Picture 6 Benchmark G: identify and draw figures with line symmetry Indicator 5: create and identify 2-d figures with line symmetry; e.g., what letter shapes, logos, polygons are symmetrical? Question 1: Knowledge Question 2: Evaluation Question 3: SynthesisPicture 7 Benchmark D: Identify, explain and model (superposition, copying) the concept of shapes being congruent and similar Indicator 4: Identify and determine whether 2-D shapes are congruent (same shape and size) or similar (same shape, different size) by copying or using superposition (lay one thing on top of another) Question 1: Knowledge Question 2: Comprehension Question 3: SynthesisPicture 8 Benchmark A: Describe and create plane figures: circle, rectangle, square, triangle, hexagon, trapezoid, parallelogram and rhombus, and identify them in the environment Indicator 2: Predict what new shapes will be formed by combining or cutting apart existing shapes Question 1: Knowledge Question 2: comprehension Question 3: Synthesis
  • Picture 9 Benchmark C: Sort and compare 2-D figures and 3-D objects according to their characteristics and properties Indicator 1: Identify, describe, compare and sort 3-D objects (i.e., cubes, spheres prisms, cones, cylinders and pyramids) according to the shape of the faces or the number of faces, edges or vertices Question 1: Knowledge Question 2: Comprehension Question 3: EvaluationPicture 10 Benchmark C: Sort and compare 2-D figures and 3-D objects according to their characteristics and properties Indicator 1: Identify, describe, compare and sort 3-D objects (i.e., cubes, spheres, prisms, cones, cylinders and pyramids) according to the shape of the faces or the number of faces, edges or vertices Question 1: Knowledge Question 2: Comprehension Question 3: Evaluation Third Grade GeometryPicture 11 Benchmark G: Find and name locations in coordinate systems Indicator 3: Find and name locations on a labeled grid or coordinate system; e.g., a map or graph Question 1: Comprehension Question 2: Application Question 3: AnalysisPicture 12 Benchmark D: Identify and draw right, obtuse, acute and straight angles Indicator 2: Identify and describe the relative size of angles with respect to right angles as follows Identify, classify, and draw right, acute, obtuse and straight angles Question 1: Application Question 2: Knowledge Question 3: Analysis
  • Picture 13Benchmark I: Describe, identify and model reflections, rotations and translations, using physical materialsIndicator 5: Build a 3-D model of objects composed of cubes; e.g., construct a model based on an illustration or actual objectQuestion 1: KnowledgeQuestion 2: SynthesisQuestion 3: ApplicationPicture 14Benchmark H: identify and describe line and rotational symmetry in 2-D shapes and designsIndicator 4: Draw lines of symmetry to verify symmetrical 2-D shapesQuestion 1: SynthesisQuestion 2: KnowledgeQuestion 3: ApplicationPicture 15Benchmark B: Describe and identify points, lines, and planes in the environmentIndicator 1: Analyze and describe properties of 2-D shapes and 3-D objects using terms such as vertex, edge, angle, side and faceQuestion 1: KnowledgeQuestion 2: ComprehensionQuestion 3: Evaluation