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Maths in architecture
 

Maths in architecture

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    Maths in architecture Maths in architecture Presentation Transcript

    • Maths in Architecture
      Michelle Arquilla
      Tania Khalil
      SinisaZlatanovic
    • overview- Introduction- Activity- Lesson 1 (2D Shapes in Buildings)- Lesson 2 (Making simple Buildings with 2D shapes)- Lesson 3 (Estimating Area)- Teaching Strategies- Resources- Questions
    • INTRODUCTION
      How do we use Architecture to teach Maths?
      - 2D – 3D shapes- Angles in buildings- Area/perimeter- Distance
    • ACTIVITY (Stage One)
      • So we’ll organise four groups of 5-6 people.
      • 2 Groups create buildings with 2D shapes.
      • 1 group will measure the area of a 2D shape using concrete material to measure the area.
      • 1 group will be looking 2D shapes in the classroom and outside.
    • Lesson 1 (Space and Geometry)
      • Outcome: SG1.2: Manipulates, sorts, represents, describes and explores various 2D shapes
      • WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols.
      Introduction.
      • Introduce architecture and talk about how it relates to 2D shapes
      • Using smart board to outline shapes on various buildings. (Picture)
    • Lesson 1 (continued)
      Body
      • Students taken outside into playground, then paired up.
      • Students are given a worksheet to complete.
      • The worksheet will have different shapes on it in which the students will locate 2d shapes on school and around playground.
      • They will be given approximately15 minutes to complete the task.
    • Lesson 1 (continued)
      Conclusion.
      • Students return to the class for discussion about 2D shapes they found.
      • Teacher uses questioning for example “What different shapes did we find.”
      • Students use their worksheets to answer teacher questions.
      Assessment
      Worksheet. Teacher to mark worksheets at the end of the lesson.
    • Lesson 2
      • Outcome: SG1.2: Manipulates, sorts, represents, describes and explores various 2D shapes
      • WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols.
      Introduction.
      • Teacher revises lesson 1
      • Teacher introduces task which is to create a building from 2D shapes.
    • Lesson 2 (continued)
      Body
      • Students go back to their desks to individually construct their own building
      CONCLUSION
      • Students come back to the floor and 3-4 individual students present and describe their buildings to the class
      • Teacher ends the lesson with a discussion about the students buildings
      Assessment:
      Teacher observations during the lesson and completed buildings
    • Lesson 3
      • Outcome: MS1.2 Estimates, compares and records areas using informal units
      • Working mathematically WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems
      Introduction.
      • Teacher revises lesson 2
      • Teacher explains area using concrete materials
      • Teacher shows how students can measure the area of their buildings.
      • Teacher explains that students must estimate what the area of their building will be.
    • Lesson 3 Cont’d
      Body
      • Students go back to their desks and estimate the area of their buildings.
      • Students then use concrete material to measure area of their buildings.
      CONCLUSION
      • Teacher asks students who got within 1-2 units of their estimation.
      • Teacher then advises students that the buildings will be put up on the wall and called year 1 town.
    • Teaching strategies
      • Constructivism
      • Direct Instruction
      • Games
    • Resources
      • Worksheet ‘shapes in our school’
      • 2-d shape cut outs
      • A4 paper
      • Glue sticks
      • Blue-tack
      • Counters/block/cubes
      • Maths books
      • Power point presentation
    • Questions
      How would you present the concept of 2-d shapes to a stage 1 class?
      What would you do to change the concepts and activities to fit a stage 3 class?
      Do you think that using opened ended questions , when discussing architecture, has better advantages then closed questions