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- 1. Maths in Architecture<br />Michelle Arquilla<br />Tania Khalil<br />SinisaZlatanovic<br />
- 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. INTRODUCTION<br />How do we use Architecture to teach Maths?<br /> - 2D – 3D shapes- Angles in buildings- Area/perimeter- Distance<br />
- 4. ACTIVITY (Stage One)<br /><ul><li>So we’ll organise four groups of 5-6 people.
- 5. 2 Groups create buildings with 2D shapes.
- 6. 1 group will measure the area of a 2D shape using concrete material to measure the area.
- 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. 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. 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. Students are given a worksheet to complete.
- 11. The worksheet will have different shapes on it in which the students will locate 2d shapes on school and around playground.
- 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. Teacher uses questioning for example “What different shapes did we find.”
- 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. Lesson 2<br /><ul><li>Outcome: SG1.2: Manipulates, sorts, represents, describes and explores various 2D shapes
- 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. 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. 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. Lesson 3<br /><ul><li>Outcome: MS1.2 Estimates, compares and records areas using informal units
- 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. Teacher explains area using concrete materials
- 22. Teacher shows how students can measure the area of their buildings.
- 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. 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. 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. Direct Instruction
- 27. Games</li></li></ul><li>Resources <br /><ul><li>Worksheet ‘shapes in our school’
- 28. 2-d shape cut outs
- 29. A4 paper
- 30. Glue sticks
- 31. Blue-tack
- 32. Counters/block/cubes
- 33. Maths books
- 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 />

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