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# Maths in architecture

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### Maths in architecture

1. 1. Maths in Architecture<br />Michelle Arquilla<br />Tania Khalil<br />SinisaZlatanovic<br />
2. 2. 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<br />
3. 3. INTRODUCTION<br />How do we use Architecture to teach Maths?<br /> - 2D – 3D shapes- Angles in buildings- Area/perimeter- Distance<br />
4. 4. ACTIVITY (Stage One)<br /><ul><li>So we’ll organise four groups of 5-6 people.
5. 5. 2 Groups create buildings with 2D shapes.
6. 6. 1 group will measure the area of a 2D shape using concrete material to measure the area.
7. 7. 1 group will be looking 2D shapes in the classroom and outside. </li></li></ul><li>Lesson 1 (Space and Geometry)<br /><ul><li>Outcome: SG1.2: Manipulates, sorts, represents, describes and explores various 2D shapes
8. 8. WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols.</li></ul>Introduction.<br /><ul><li>Introduce architecture and talk about how it relates to 2D shapes
9. 9. Using smart board to outline shapes on various buildings. (Picture)</li></li></ul><li>Lesson 1 (continued)<br />Body<br /><ul><li>Students taken outside into playground, then paired up.
10. 10. Students are given a worksheet to complete.
11. 11. The worksheet will have different shapes on it in which the students will locate 2d shapes on school and around playground.
12. 12. They will be given approximately15 minutes to complete the task.</li></li></ul><li>Lesson 1 (continued)<br />Conclusion.<br /><ul><li>Students return to the class for discussion about 2D shapes they found.
13. 13. Teacher uses questioning for example “What different shapes did we find.”
14. 14. Students use their worksheets to answer teacher questions.</li></ul>Assessment <br />Worksheet. Teacher to mark worksheets at the end of the lesson. <br />
15. 15. Lesson 2<br /><ul><li>Outcome: SG1.2: Manipulates, sorts, represents, describes and explores various 2D shapes
16. 16. WMS1.3 Describes mathematical situations and methods using every day and some mathematical language, actions, materials, diagrams and symbols.</li></ul>Introduction.<br /><ul><li>Teacher revises lesson 1
17. 17. Teacher introduces task which is to create a building from 2D shapes.</li></li></ul><li>Lesson 2 (continued)<br />Body<br /><ul><li>Students go back to their desks to individually construct their own building</li></ul>CONCLUSION<br /><ul><li>Students come back to the floor and 3-4 individual students present and describe their buildings to the class
18. 18. Teacher ends the lesson with a discussion about the students buildings</li></ul>Assessment:<br /> Teacher observations during the lesson and completed buildings<br />
19. 19. Lesson 3<br /><ul><li>Outcome: MS1.2 Estimates, compares and records areas using informal units
20. 20. Working mathematically WMS1.2 Uses objects, diagrams, imagery and technology to explore mathematical problems</li></ul>Introduction.<br /><ul><li>Teacher revises lesson 2
21. 21. Teacher explains area using concrete materials
22. 22. Teacher shows how students can measure the area of their buildings.
23. 23. Teacher explains that students must estimate what the area of their building will be.</li></li></ul><li>Lesson 3 Cont’d<br />Body<br /><ul><li>Students go back to their desks and estimate the area of their buildings.
24. 24. Students then use concrete material to measure area of their buildings.</li></ul>CONCLUSION<br /><ul><li>Teacher asks students who got within 1-2 units of their estimation.
25. 25. Teacher then advises students that the buildings will be put up on the wall and called year 1 town.</li></li></ul><li>Teaching strategies<br /><ul><li>Constructivism
26. 26. Direct Instruction
27. 27. Games</li></li></ul><li>Resources <br /><ul><li>Worksheet ‘shapes in our school’
28. 28. 2-d shape cut outs
29. 29. A4 paper
30. 30. Glue sticks
31. 31. Blue-tack
32. 32. Counters/block/cubes
33. 33. Maths books
34. 34. Power point presentation </li></li></ul><li>Questions<br />How would you present the concept of 2-d shapes to a stage 1 class?<br />What would you do to change the concepts and activities to fit a stage 3 class?<br />Do you think that using opened ended questions , when discussing architecture, has better advantages then closed questions<br />