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a work in process by
Introduction
· Aim
· Rationale
· Audience
· Prerequisites
· Subject Matter
· Goals and Objectives
· Instructional Plan
· Materials
· Assessment and Evaluation
· Appendices
· Glossary
Introduction
This unit is designed to show students that math is not the ‘humdrum’ subject
that so many of them believe it to be. The goal of this unit is to engage students
in activities that will ‘pull them in’ to have a thirst for the
joy that can be discovered behind the mountains of objectives and standards
that mask a subject that is embedded in every facet of our lives.
Aim
The activities in this unit will demonstrate to students that math is more
than
numbers on a page. They will see that their lives would be drastically changed
if there were no math.
Rationale
The
National Council of Teachers of Mathematics addresses the need for children to
develop spatial sense and explore the effects of transforming, combining, subdividing
and changing geometric figures (1989). This statement is a result of research
which shows that there is a direct correlation between student math achievement
and the students' spatial abilities. Another reason is to demonstrate to the
student the
math
connection
to
the real work.
This is a math curriculum web designed for students in grades 6, 7, and 8.
Students must be able to read URLs or keywords, open a link, copy and paste, use e-mail, know how to bookmark sites and save information.
Subject-Matter
This unit integrates math with writing, reading science, and social
studies to demonstrate the seamless relationship between each subject.
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Goals and Objectives
9.A.3b Draw transformation images of figures, with and without the use of technology.
9.A.3b Draw transformation images of figures, with and without the use of technology.
Instructional Plan
In this curriculum web the students will:
1) review geometric terms, shapes
and properties
2) define vocabulary words through a variety of methods
drawings
power point
photographs
3) complete exploring angles table in cooperate
groups
4) complete graph showing patterns found in exploring angles
5) view tessellations tutorials
6) use paper squares to make tessellations following tutorials
7) use TESSELLMANIA to make computer generated tessellations
Materials
Students will need the following items to complete the activities in this webquest:
1) pattern blocks
2) pattern blocks
3) scissors
4) cellophane tape
5) 11x17 white construction paper
6) colored pencils, colored markers or crayons
7) TESSELLMANIA software
Assessment and Evaluation
Student learning will be assessed on the following points:
1) completion of exploring angle chart
2) completion of graph showing patterns discovered in chart
3) demonstrate knowledge of vocabulary words
4) completion 'Symmetry Challenge Game'
5) complete 'Symmetry Challenge Game'
6) complete 'Art of the Face' activity
7) completion of tessellations
8) ability to work in cooperate groups to complete activity
Illinois Learning Standards page
http://www.isbe.net/ils/
Chicago Academic Standards
http://intranet.cps.k12.il.us/Standards/CAS/cas.html
Program of Study
http://intranet.cps.k12.il.us/Standards/Programs_of_Study/programs_of_study.htmlThe
Chicago Public Schools Instructional Intranet site. The "Programs of
Study" (POS) section includes draft POS statements for Grades 6, 7,
and 8 that outline units and subjects to study for each grade level. The
POS are in pdf format and require Adobe Acrobat Reader to access. The CASE
(Chicago Academic Standards Examination) is based on the Programs of Study,
which is based on the Chicago Academic Standards.
The Math Forum
http://www.mathforum.com
The National Council of Teachers of Mathematics
http://www.nctm.org
Fun Math Lessons
http://math.rice.edu/~lanius/Lessons/
flip |
quadrilateral |
reflection |
rotation |
slide |
tessellate |
tessellation |
transformation |
triangle |
vertex |
Credits
Tessellation image: mathforum.org/alejandre/99.tessellations/
erick.html
Quotation: http:math.furman,edu/~mwoodard/ascquotb.html