A mini-project assignment during Thrive's Camp @ KrocStep 1: Learn about Kaleidoscope Math
Go to this website to learn about the math behind kaleidoscopes. Use this notes template (or use the printed version) and take notes about the math of a kaleidoscope. Step 2: Based on the information you took notes on, decide the number of times you want to draw & color the original design (assume a 2 mirror design). This will determine the angle of your original design and the n-pointed star. Complete this page (printed) of calculations to determine which template to use. Step 3: Using one of the templates (printed), sketch a 1st draft of your kaleidoscope design in the "original design" section. Then, reflect the design into the neighboring sections, using the points on the graph paper to help guide the reflected points. Continue to reflect the design to the remaining sections until all section have been completed. Share your completed template with at least 2 peers for feedback. Then share with the instructor before moving on to the next step. If you are using Template D, watch this video (sorry there is not sound) to get an idea of how to use the protractor to make the sections. Step 4: Using the feedback from peers and teacher, create a 2nd draft (use printed 2nd draft template) of your kaleidoscope design. Include color on this draft. Once again, ask at least 2 peers for feedback before sharing your 2nd draft with the instructor. Step 5: Using the feedback from peers and instructor, create your final kaleidoscope image product. Be sure to double check your reflected images before coloring your final piece. Show the final piece to the instructor. Step 6: Type a written description to help the viewer understand your design and the math behind the image. Be sure to include: - a brief description of the type of math involved in the kaleidoscope image (determining angles & reflection of points) - how you determined the number of images that are reflected in your piece - how a single part of your original image is reflected to a neighboring section (use coordinates on the graph paper to help describe the reflection) - the process you went through to get to the final product After you have typed the description, please edit for spelling / grammar / punctuation. Then ask the instructor to provide feedback. Use the feedback to make revisions for your final written description. Step 7: Share your typed written description with Mrs. Lloyd ([email protected]). Cut out your final product (circle) and paste in the center of the provided black cardstock. Ensure that all project process pieces and final product are in your project folder. I look forward to seeing the final kaleidoscope images and reading your written descriptions!!
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Note: Project information for both of these projects is available in the Math class in your student's Google Classroom. 9th Graders - Cafe Patternea Mathématique mini-projectOn Thursday this week, we started our mini-project, Cafe Patternea Mathematique. Students were tasked to come up with a group menu for a family style restaurant. Based on our study of patterns, students needed to show how the dish would grow for serving 1 person, 2 people, and 3 people. The focus was on using their creativity to brainstorm possible dishes then decide, as a group, which dishes would be on the menu. Next week we will do a critique where other groups will see if they can continue the pattern to serve 4 people and 5 people. Along with other pieces in their portfolio, students will then create T-Tables and Graphs to show how the pieces of the dish increase based on the number of people served. This is leading up to finally "cooking" the meal for a table of 6-12 people based on the portfolio from another group. Our hope is to have the final meals "served" for our Open House in a few weeks. 7th & 8th Graders - Beauty of Math in Nature min-projectOn Thursday (for 7th graders) and Friday (for 8th graders), we started our mini-project, Beauty of Math in Nature. Students were tasked with creating a google slide presentation that provided information on a specific topic and sample images of where to find that topic in nature. The topics included: symmetry, patterns, fractals, Fibonacci sequence, golden ratio, golden spiral, hexagonal constructions, and radial symmetry. After creating the slide show, students presented their topics to the class in a 2-3 minutes presentation.
Next week, students will be taking photographs (outside of school) of these topics in nature. On Thursday (7th graders) or Friday (8th graders), students will take the images and create a draft overlay that highlights how the math topic is seen in their image. For example, if they take a picture of a sunflower, they could create an overlay that shows how the Fibonacci sequence is seen in the seeds of the sunflower. Or if they take a picture of an orange that is cut in half, they could create an overlay that shows how radial symmetry is seen in the sections of the orange. Class will end with a critique session to help students narrow down their final picture / overlay choice. Then students will create their final overlay and (if necessary) retake their photograph to create their final product. In addition, students will be writing a brief description of how one of the topics is represented in the picture and overlay. Our hope is to have the final images prepared for our Open House in a few weeks. During the first week full week of classes, students participated in three activities to explore different math ideas. The focus of these activities was to work in groups, share ideas, and begin to look for patterns. These activities are based on the Week of Inspirational Math from Jo Boaler's youcubed website.
On Monday, we did the Four 4's activity. Using only four 4's and any operations (+, -, x, /), students were asked to find the numbers 1 to 20. By sharing their answers on the board, students found that some numbers were easier to solve for than others, and that there were multiple ways to solve for many of the numbers. On Tuesday, we worked on the Number Visuals activity. Using a visual way to represent the numbers 1 to 35, students looked for patterns in the visuals to help them see the multiples of each number. One key concept that came up was the representation of prime numbers in the visuals. On Wednesday (or Thursday for our 8th graders), we focused on the Pascal's Triangle activity. Using Pascal's triangle, student explored the idea of patterns that can be seen in this triangle. One key pattern is triangular numbers (numbers that can be represented in the shape of a triangle, so 3, 6, 10, ...). After exploring these math activities, students were then asked to complete a diagnostic assessment to determine their current math level. We will be using this information to begin week 2 at Thrive @ Kroc! |
AuthorKristine Lloyd is the Math Teacher at Thrive Public Schools at the Kroc Center in San Diego. ArchivesCategories |