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Konstantina is cutting paper to make a cover for her notebook. She wants the cover to have an area of 15 square units. Which is the best unit for her to use?

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I have never prepared a video  like Dan Meyer did. We went outside and measure the sports field, calculate the area ...

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with my students we have exaggerated the growth of rabbits that in nature takes place according to the succession of Fibonacci

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We have to reorganize the garden of the school, so there is a competition in school. each team of six eight students must come up with a project. Therefore they have to measure the land, make a sketch of the land, have to divide it into the parcel, each having a geometric shape and certain dimensions. So implies  math. I can hardly wait to see the final.

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In the classes I use a few films that deal with mathematics related to real life situations. I use it to start a concept.

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O “Isto é Matemática” pretende de uma forma simples e realista apresentar a forma como a Matemática nos rodeia em grande parte da nossa vida. A atual 12ª temporada conta com o financiamento e apoio institucional da Fundação para a Tecnologia e Ciência, pela Fundação Calouste Gulbenkien, NOVA - New S…

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It's supposed that the dough is the yellow triangle in the picture below.
We could also work with real dough and cakes, which would be pretty more funnier and tastier.
I use this problem to introduce fractions.

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For my lesson I thought about the practical applications of logarithms in calculating the Richter scale of an earthquake.

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There are many videos where you can see "parabola in real world", like the one below.The connection between maths and real world can be done also for many other topics. For example in case of maximum and minimum problems, in economic and financial fields.

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There are many videos where you can see "parabola in real world", like the one below.The connection between maths and real world can be done also for many other topics. For example in case of maximum and minimum problems, in economic and financial fields.

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Just a short attempt at a project sing iMovie. Figured I would see if I could create something to help my students understand where parabola exist. Again...first try so not the best.

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There are many videos where you can see "parabola in real world", like the one below.
The connection between maths and real world can be done also for many other topics. For example in case of maximum and minimum problems, in economic and financial fields

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I imagine a flipped classroom acttivity.
The "filed part" will be to check in students' actual everyday life a situation where introduce some kind of industrial automation we will develop with Arduino. I.e.: automatic traffic light, street lighting, level crossing, field irrigation in sports facility, etc.

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In the courtyard of the school, we measure the width and length of the football field by step, identify the time of the road from home to school.

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We count animals and toys to share them, count days in our calendar, count  pupils at school and pupils at home every day, ...

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In our Geometry lessons we studied the angles and learned how to construct them. We wondered how we could make a sundial. We made circles on pieces of cardboard and with the pointy end of a souvlaki stick or a pen we made a hole in the center of the circle. We then put the stick or a straw on the center of the circle and fastened them on box lids or water bottles. We went out to our yard and placed the circle on the ground at a point illuminated by the sun. Because it was almost 11 o’clock we wrote the number 11 on the shadow’s position, instead of 12 and tried to predict where the shadow would be after an hour, that is at 12 o’clock. With a marker we drew a line on the circle and wrote the number 11. Since we couldn’t leave our circle on the ground during the break, we made a mark at the point where we had put it in order to be able to find it. We discussed our mistakes and continued next week.

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Often I bring my students out of the classroom, outdoors, and I can carry out various activities that involve  various disciplines and among these also mathematics, I am convinced that any activity carried out in form of play is also more engaging for the pupils less interested.

An example of outdoor play to make direct comparisons and to check the capacity: form two teams and

the team that first fills a bottle of one liter with a glass wins.

the student understands how many deciles it contains a liter and how many glasses, a decilitre, must pour to fill the bottle.

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It is useful to examine real situations when studying the position of 2 straight, of a straight and  a plan, of 2 planes in space. Modern metal and glass constructions can be explored for this purpose.

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In Kindergarten we ask about pupils' favourite animal by marking on a big paper and count. We also measure with ribbons, we try to share candies etc

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In the textbooks of secondary school thare are many exercizes of scaling. I've proposed to my students to measure the dimensions of their classroom,
the desk, the school desks,.... and then scaling in their notebooks.

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During a lesson about organizing data and information we made a survey about student’s favorite fruit. They made the survey outside the classroom by asking other students of the school and their family. The outcomes were presented at the whole classroom with diagrams and graphics. They really enjoyed taking action in order to solve a problem!

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With my 9 years old pupils after having built a paper meter and after having measured the classroom and the furniture in the classroom, we built several decameters with a rope and we measured the distance from the primary school garden to the secondary school garden.

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In the lesson about recurrent strings, we can choose the string of Fibonacci numbers by determining the ratio between two consecutive numbers and then studying his applications in nature.

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Example of activity (7-8 years): The favourite ice-cream. Children make a statistical survey, they interview the classmates in the other classes to know their favourite flavours, then they build a histogram on PC and they publish the results of survey on the class blog.

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I am a Head of the club for Extracurricular work "One and a half percent". We work on many projects including maths - The tillings and tesselations, The dialogues between maths and art,

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To my pupils I have proposed the topic of fractions using structured material in the form of a game: Learning Resources - Pizzas: game to learn the concept of fractions [imported from UK]. They have enjoyed and learned with ease and immediacy.

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I am gonna develop and experiment for the little students:

we put seeds and we want to calculate how many days it will become the plant seed. It will be interesting for them, to see that it will be a different process for each of them...

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with the metric wheel we measured the length of the courtyard of the school, gym, aisles and we scaled the lengths on a sheet~

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I asked my students to calculate the price of a journey using train or plane and to choose the less expensive.

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Teaching 7 years old pupils makes you be image making and realistic.
Children of this age need to see , to touch , to fee Maths.l have to make Maths touchable , nice smelling , tasty lets says , in other words..REAL
I .teach meassuring by making birthday invitations for my pupils.
We also meassure our hights during the school year , compare them , make predictiond about the future, design and solve problems.
We are daily involved with Maths. We live with them and we ENJOY it

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I used soccer goalposts to teach the Pythagorean theorem in space and buildings and pavements to teach geometric transformations , the buildings to show geometric transformations

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In my 12th grade level class I have to teach goniometric functions, so I can introduce them by Eratosthenes Experiment.

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pythagorean theorem

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ROMANIA
Gardens and  schoolyards are good places  to  apply  Maths  contents.

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Last year I implemented an educational project named ”Save Humpty Dumpty”. Students had to create a pack for a raw egg. First they had to make the sketch of the pack on paper. The pack had to weigh under 500 grams, and it had to be made from recycled materials. The raw egg , put in its pack had to be thrown from the second store of our school. So they had to create a light, rezistent pack in order to protect the raw egg. The project was a success.

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In 5th grade my students have to study reduction scales. I can give them a picture, takes from google map, of our street and ask them to find the scale by measuring the real distance from two visible points.

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I did some experiments in the garden of the school with my 8 years old students. We observed leaves falling down from the trees and discussed about the time they need to touch the ground. We repeated the experiments inside the class, using simple or crushed sheets of parer.

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one simple textbook problem in Geometry is to find the height of the building using the parallels....it is easy to deal with...unfortunately i do not have a photo of my students so i am putting one that i found on the web.

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Being in a rural school, I can go out with the kids outside, measure the school garden with the help of roulette, determine what is its surface and how many trees can be planted in the spring.

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We use maths to buy pizza at school once a week. Then we make a graphic and we compare it with the graphics other classes.

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With the new students, we will organize an activity in the courtyard of the school.
We will measure all objects in the shape of the circle. Length and diameter. Through the calculations we will show the Pi number

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An example of activity: students need to learn the difference between length and area. Thus, with the help of the meter or roulette, each group of students has to measure all the sides of the classes. Then you have to make the perimeter, which is actually a length, then you have to calculate the area of each class.

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The activity "Matematica sana in corpore sano" was realized by the students after having studied mathematical and physical models in a gym.

https://drive.google.com/file/d/0B9zLiZ3ai7wsOXFqSEVfSUNSNFU/view?usp=sharing

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Starting from a news article that intrigues, reads it in class, analyzes it and discusses data provided in the text.
For example
Basta Sprechi!
I circa 60 milioni di italiani gettano nella spazzatura da 10 a 20 milioni di tonnellate di spazzatura di cibo all’anno, un po’ come se ognuno gettasse via due piatti di pasta al giorno. E’ quanto emerge dai dati Fao (Food and agricoltural organization, organismo delle Nazioni Unite) sugli sprechi alimentari. Complice la crisi, il fenomeno si è ridotto del 57%, ma c’è ancora tanta strada da fare: basti pensare che un quarto del cibo sprecato basterebbe per nutrire i 795 milioni di persone che soffrono la fame.
[Tratto dalla rivista “Oggi”del 2015]

1) Stimare il quantitativo di pasta contenuto nei 2 piatti citati nell’articolo. Commenta il risultato.
2) Se il cibo non andasse sprecato ma dato alle persone che soffrono la fame, una persona quanto cibo potrebbe ricevere al giorno?

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ONE OF MY FAVOURITE ACTIVITY IS TO MAKE GIM WITH MATH SO BEFORE WE GO OUT FOR PLAY OR IN THE LECTURE WE ORGANIZE A GAME ALL TOGETHER
FIRST THEY PLAN IT IN THEIR NOTEBOOK, AFTER THEY DECIDE MATERIALS,TIME AND ROLE ON THEIR PROJECT SKILL AND FINALLY THEY WRITE THE RULES.

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In my opinion, Young children are naturally astute mathematicians, learning vast amounts of information daily, as they explore the world and move in their bodies. Without needing flashcards or structured lessons, the young child learns the fundamentals of math concepts, with every sense impression, movement and action.

All young children delight in participating in concrete, everyday activities, all of which support math concept development. Those of the home or kindergarten environment are especially accessible at this age: setting the table, picking up toys and putting them away (ordering), sorting the onions from the potatoes (sets and classifying), sorting laundry...

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When in kindergarten we had the objective of our mathematical action measuring the surface, the question I was asking the children was if we had to order a carpet for a specific point in our class that we would be giving the measures to the merchant. Children usually delineate the perimeter of the area with large plastic bricks from their toys and then they use non-typical units to measure the surface.

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I did an experiment with my students some years ago, simulating a grocery store, containing several products (in plastic). The objective was to buy some products, some with discounts and others where there was a price increase. With this experience allowed students to simulate a real-life situation when they go shopping.

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For my year 1 class I try to use the school environment to give them real problems which will engage them. For addition/subtraction we talk about snack, other teacher's eating cakes etc. For shape topic we often go on shape walks to look for shapes in the real world which also acts as prompt for discussion about why certain shapes have been used and their properties.

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Students can realize the school's plan if they take a close look at it, its buildings, its layout. They can also make improvements in the number of cabinets, classrooms, and can make a school plan from their perspective.

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I use social networks when I explain matrices to my older students. I ask them if they know how facebook finds out the people they tell us we can know. I teach them that starting from a matrix with ones and zeroes, depending on whether people are friends or not on facebook, we can find out. The square of that matrix gives us people related through a friend.
I also show them that the square of the matrix containing the relationship between different airports -1 if there is flight between them and 0 otherwise- gives us the flights between those airports with one stop.
It surprises them.

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I proposed few easy “experiments” to my previous alumns about real world: I asked them for example to find geometric shapes in their town/village and to write down a short list of them...also I asked for a research about different types of pyramid we can find all over in the world and to study their shapes and dimensions (that is, the height). I was kind of surprised because the majority did the job and they even looked very curious about that.

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To calculate areas of geometric figures I usually use Google earth. Selecting the residential area or region where we live, we can make measurements and using the scale factor, get na approximation to the área of the figure (cultivation terrain, school area…) that we intend.

Students like this activitie because sometimes, they have the opportunity afterwards to go to the county and check their results.

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Let us experiment by realizing a "spider web" made with a wire check if we can find geometric figures or perpendicular lines and parallel?
And they can find and understand

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Last year we conducted with my class the Eratosthenes experiment in the school yard as part of our participation in an etwinning programme. The students observed their shadow at different times from morning till noon, they made measurements and they ended up calculatiing the circumference of the Earth.

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A classic problem of application of Pythagora´s theorem is to find the height you can have with a ladder leaning against the wall. I think we may take a ladder to the classroom and find out the same thing to find a height that we can´t reach witthout the ladder. It will be more real and students can see the direct application and the usefullness of the theorem.

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We use Basketball to teach fractions, proportions and per cent

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An activity outside the classroom that I did with my students consisted in determining inaccessible distances such as the height of the high school building or the height of large trees. Students used metric tapes and quadrants built by them to collect the necessary measurements; then applying trigonometry knowledge they determined the measure of those heights.

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Example of activity: the students have to measure with theirs fingers/ palms different objects or to measure the school yard with theirs feet and compare with the others peer"s measures.

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Our math department has actually talked a lot about Dan Meyer and used some of his problems (my sevens have had great discussions about his grocery store line up problem) I also love the comparison of cups and the algebra that can get mentioned in that. Our students are not using the level of maths that his do though and so we have to get as good as him and create our own situations that will get students questioning about something that they have the skillset or most of the skillset to answer. This was a challenge for us as a department last year one week and we each had to try and make a problem or find a problem like Dan Meyer’s that we could use in class. I managed to find a picture (and video) of a squirrel running across a race track with a racecar driving at it. So I used this with my sevens and they of course ask instantly if the squirrel gets run over. I make them work in groups to figure out what they would need to know to solve that and then we discuss what they have come up with (I usually get how fast a squirrel runs, the distance between them, what type of car it is, how fast it goes) We discuss that we don’t know any of these but that using the internet and our chromebooks they can research and make best estimates and then they work intently for a lesson trying to prove their point. Tip: make sure to tell them that yes there is a video and if they watch it before you show them then you won’t do activities like this again :)

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Save money in grocery shopping

Project-based learning can help make Maths more meaningful.
Every time it's possible I bring the real world in my classroom.
Save money in grocery shopping is a lab where student have to study the shops fliers and have to choose that where they save money.

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Maths being connected to reality plays a pivotal role for students to understand better the meanings of the maths. making also role playing theater with problems, students will be involved better and see the solution coming up naturally

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Every student like the real problem in the Maths class. Nowadays you can find a lot of problem like the situation from your life. I usually use logical problems at the begin the lesson. For example: How can you share 10 litters of water in two parts, five and five using two empty bucket, one of seven liters and one of four liter.

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In every beginning and ending of a school year all the students stay in the schoolyard into a square. How big the square should be to be sure all the students fit into this square? Whatinformation do we need?

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I really enjoyed the concept explored here, and curiously, I was already in hands with this concept (but in a very modest scale, only based on internet resources - one example: the site http://www.101qs.com/)
The leap point here, is the idea of pick out a problem (we have plenty of them in our text books) think over it, in what is the most important (like it is said in the video in the previous module, not giving all the information) and try to cath students interest by this new way of presenting math practice.

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Numerous math topics can be related to reality, both arithmetic and geometric problems, as well as questions related to physics in the real world. For example, to attract students attention when studying proportions, they can provide them with instruction for the preparation of a sweet or a freeze-dried minestrone. On the back of the box, it is written that in order to prepare that food you have to dissolve the powder (165 g) in a 1 liter of water. But we are alone at lunch and do not want to use the whole package. Then we decide to use only one part. How do I proceed? How many grams of powder I want to use? How many milliliters of water do I need to dissolve?

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I launch water rockets with my students and I let them invented methods how to measure the height of flights.

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I use the real-world problems in class when ever I can. Math has no meaning without real-world problems. My students are often assigned to find something in newspapers (data handling, percentages...) or to take a photo of something we are learning about. And sometimes I find something interesting for discussion myself (eg. Math mistakes in newspapers...).

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I think that it's a bit complex doing videos to explain topics.
I prefer propose real situation in class, something to solve with real objects.
For example using real money to buy something that we need for Christmas party at school. This is a complex and real task that involve a lot of fields. Children have to think, to organize, to count people that will participate, count quantity of food or drink or stuff that we need, buy these things...

Watching a video of a real situation can help to observe and think about something that we live in our everyday life.

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I would show my children (6-10 years old) videos about a real situation like in a supermarket, on a playground, in the school canteen, sunrise and sunset. The question will emerge by observing the scene and thinking what will happen. It will be selected only the necessary data to respond to the question.
In the end they will present the solution which will be verified by watching what happen

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Geometry is fascinating! It is everywhere and around us.
At home, at school and in the workplace.
In the universe, in nature, in the Human Body and Art.
In mathematics, physics, astronomy, Computers, in Biology and Sport.

It is deeply linked to the life of the man helping him to solve many of your everyday problems.
Through Geometry also we know and interact better with everything around us and develop our spatial vision and intelligence, thereby stimulating intuition and creativity.

How Galileo Galilei wrote it in “Il saggiatore” (1623) “ the universe — which stands continually open to our gaze, but it cannot be understood unless one first learns to comprehend the language in which it is written. It is written in the language of mathematics, and its characters are triangles, circles, and other geometric figures, without which it is humanly impossible to understand a single word of it; without these, one is wandering about in a dark labyrinth.".

Geometric shapes are found practically everywhere, although they often go unnoticed to the untrained eye. The purpose of having examples for geometric shapes is so that you can see how these figures are important in every day.

Here is a list of different geometric shapes, along with examples of where you can spot them in everyday life.
- Circle (pizza pie, cookies, wheels of a bike)
- Semicircle (half a cookie, half a pizza pie, and other incomplete circles)
- Square (a garage, square rubber, stamps, tiles on the floor)
- Triangle (a sandwich cut in half diagonally)
- Rectangle (apartment buildings, hopscotch board, certain cell phones)
- Pentagon (the designs found on soccer balls)
- Hexagon (ice crystals, some snowflakes)
- Octagon (stop sign, some umbrellas)
- Decagon (certain collectors coins)
- Trapezoid (the trusses of a bridge)
- Parallelogram (bags/purses, the structure of some bridges, wallets)
- Rhombus (baseball diamonds, some kites, certain crystals)
- Cylinder (cardboard inside a paper towel, a soda can)
- Prism (cardboard box, cameras, cereal box)
- Pyramid (an actual pyramid, roof of a house, some teabags)

Resolution of practical problems, for example,
1. The Source: measure the source of the city square and calculate its volume.
2. The height of the School: use equal triangles to calculate the height of a tall building in the city.
3. The Schoolyard: find the largest rectangular area with a certain perimeter or the smallest possible perimeter of a rectangle with a certain surface.

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Turkey

When teaching mathematics, we should give examples that are seen near the students. Why do you see these reasons in the students at the moment when you see the numbers of the fences in the circle? When we think of geometry, we can give examples of shapes in our surroundings. We are telling where money is being used in terms of money.

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The lesson that my students always love is about division. In the textbook there are always some math problems which ask the kids to divide cards, fruits, candies etc., so I always take with me a bag with baloons, stickers, candies or whatever can be used to intruige my students' interest and ask them to share the content of the bag in a fair way. I must admit that at first there are some coflicts concerning the way they are going to share the "goodies", but every single time the kids find a way to divide them fair and square. This way I introduce the way of thinking we need to solve a division problem for young learners!

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My students did it outside the classroom. It's in Croatian, but pictures say more than words :)

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1.Na Trgu Municipium Arba stoji božićna jelka. Učenici su od nje udaljeni 11.84m. Koliko je jelka visoka ako znamo da je učenici promatraju pod ku- tom od 36°...

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In the number π project, we have practically determined its approximate value. We used circular bowls, weighed them with the help of the rope and shared it with its diameter.

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I have never taken my students out, but I am really into the idea to do so in the future. Unfortunately, there is no time to do that, but at the end of the year I will try it with my students.
The one thing I can come up with about observations is connected to probability. When I introduce the topic and teach them about "events" I asked them to observe the event around them and write dwon what events happened to them in the afternoon/evening. The next day we discussed their outcomes. Then we tried to figure out the probability of the events discussed.

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My students study Mathematics for finance. An example could be:The word Finance means how we use or manage our money. When we borrow money , we normally have to pay interest for that privilege. So i could ask my students outside of the classroom to make some observations about motorcycles' prices. I could ask them : To buy a new motorcycle, you have to borrow money., for example $5,000 at 6% simple interest for 10 months. How much interest will you pay and what is the future value?

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Example of activity (5th grade - perimeter of a geometric figure): Students will measure the dimensions of the sports ground in the school yard and will find out how many square feet of synthetic carpet are needed to cover it.

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Example of a simple activity:1. I asked the students to write the budget of the family and calculate how many percentages represent the money bills of the monthly income, respectively how many percentages represent they spend on clothes, food, fun.2 Consumer goods prices are increasing frequently. I asked the students to calculate the new prices, for example, the price of gasoline is 1,0654 euro how much will it cost the gasoline after an increase of 10%.

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Gözde, Turkey                        We measured the lenght of a pencil, dimensions of the class and the garden aqnd decide what kind of measurement units.

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Gözde, Turkey                        We measured the lenght of a pencil, dimensions of the class and the garden aqnd decide what kind of measurement units.

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This is an exercise about multiplication using the grid method from the 3rd grade (8 years old) textbook:

We can do the same activity in the corridor of the school. The following picture depicts the floor of a corridor in my school. What’s more, we can paint the floor, draw on it or draw lines and other shapes.

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Primary school, 8-9 years. Question for the class shared in 5 group: how many meters do you walk to come at school everyday? So how many kilometers?  Who has the longest trip?

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Last year i taught my students how to calculate the real cost of a loan, credit card, and other types of borrowing.  in order to achieve better results we went to a bank we talked with the manager who gave us usefull information and  explained to the students how a bank works. In the class we used :

Paper credit cards

pictures or photos of popular cars/motorcycles with prices (each with different interest rates and terms)

calculators (optional),

paper

pencil

and we made workteams, where each team had to calculate the cost of a buy of 1000 euros in one year. My students were all  surprised by the cost of purchases with interest added. This is something that i think they'll never forget!!!

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There is a church next door to the school yard. I ask the 9th year students to estimate the height of the steeple. I then ask them to work it out accurately and provide them with a range of tools- some will be useful and others are a distraction. The toolkit includes a clinometer, a ball of string, large tape measure, a yard rule, graph paper, a compass, a mirror. This lesson can incorporate measurement, scale drawing, trigonometry and similar triangles

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Last year my students (3th grade primary school)had to approach the Measure of Length. They built one-meter paper strip. To understand its submultiples they divided it into smaller parts obtaining decimeters, centimeters and millimeters.
To understand how its multiplies are long, they put in a row ten meters and they got a decameter; using that, they measured the hallway of their school. To comprehend how an hectometer and a kilometer are long, they had to move out of the school and they measured the road leading to the school and the length of the public garden.

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I would take my students out of the classroom and ask them to calculate angles using only their calculator, a hand meter and a spirit level. This way they can use the theory of trigonometric numbers.

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Here it is my little contribution. At the beginning of the first year of secondary school, when I work with my students about revising what they already know, I usually try to give them something new to think about, and a problem I usually ask them to solve is “There are 50 people at a party. If everyone shake hands with all the other people, how many handshakes there will be?”. First of all I ask them to find a solution for a smaller number of people, then I ask them to stand up and form a line; the first shake hands with all the other, write to the blackboard how many handshakes he gave and sits at his desk, then the second does the same and so on, till there are only two people and one last handshake.

In this way they can see that, in order to solve this problem, they need to find the sum of the first n positive integers.

At this point I’ve generally hooked their attention, and I tell them something about Gauss and the theorem he invented when he was a schoolchild.

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I like to create my own problems that are based on something in their environment. For example: Go to the yard and find out how many boards are on the left side of our educational path. Are there more or less on the right side. How many boards will be on the educational path altogether if we have to put 5 more for new birds spotted in the area?

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Ask the children to think about a path from a point to another, ask them how they think it could be long and then verify the real measure using a non conventional way of measure.

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Go outside and find some examples of Golden Ratio in nature or architecture... Not using internet, but really go outside and take pictures of these examples. And later, during ICT lessons, demonstrate that these pictures really show Golden Ratio.

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Students can go outside and try to find out length of some high object (for example tree, house, giraffe ... ).

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In each block that I give and according to the level we do some activity or investigation of some real situation close to them. I liked the video a lot, I have come up with some more activities. Thank you very much

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Discounts
If there’s anything that everybody love, it’s a good bargain. Promotional sales, discounts, coupons, points collection, fill the mailboxes. But are all favorable deals? And why don’t shopkeepers keep their prices lower all the time instead of having promotional sales every  week?
Starting from supermarket flyers,  my students use unit rates and percents to explore Math and the marketing strategies behind retail discounts.

Students improve their ablility to solve problems involving

percentages, including percent increase and decrease. It is important that they (consumers) can make an informed choice.

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I like the idea of going outside with my students and look at everything that surrounds them(trees, buildings etc.), and try to measure it! This shows how math is really used, and untangles them from the textbook.

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We make Eratosthenes experiment. In rate and proportion subject we make food recipes and adapt the recipes to larger or smaller amount. When we are learnin slope, we measure the horizontal and vertical length of stairs.

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When I teach the Thales' theorem we go out in the schoolyard and measure trees and even a school building like Thales maesured the pyramid.

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Romania
We all know how Pitagora helps us in math activities. We can provide the students different activities to work with the well known formyla. In the image below they can discover the meanung of pitagoreic triplets.

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Last years my student played math tabu...

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Karabağlar Yunus Emre Anadolu İmam Hatip Lisesi

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Karabağlar Yunus Emre Anadolu İmam Hatip Lisesi

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Karabağlar Yunus Emre Anadolu İmam Hatip Lisesi, İzmir, Turkey. 671 likes. Sayfamıza Bekliyoruz ...

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Few years ago my students did an activity about the golden section, in relation with arts.

Last year with a class, my students carried on an activity about the regular Platonic solids. They should find out how many they are, why they are only 5 and to prove it with the construction based on the characteristic of their plane unfolding, using paper and cardboards, working with the figure’s characteristics, in particular the relation to the angles’ amplitude.

An activity I did some years ago and that it was also awarded by Bastai Prat premium in 2014, was about the study of motion with a practical activity in the gym, using app on the smartphone and the software tracker for the analysis of the video of the motions of the students.

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The activity I described before with the clinometer worked in this direction: I asked the students to measure doors, windows, trees and walls around the school, to answer the question "How much is the highness of this?".  Some of them got the idea of measuring also things they could after check with a direct test, to control the correctness of the whole  process.
Here is a clinometer, from Wikipedia

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One idea is regarding areas formulas. Instead of learning the formula for different shapes, they can use paper shapes (triangle, polygon, etc) and cut them following a pattern to deduce their formula based in a rectangle. The basic idea is to cut them in a way that the triangle for example becomes a rectangle, then with the new shape they can deduce the formula of the area of a triangle (more complex) using as base the area of a rectangle (the easier one). Then they don't have to learn the formula, but they see how almost all shapes can be decomposed in simplier ones and then they can deduce the formula.

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România

Together with my students, I went out into the park and found out the volume of the pool and the surface and determined that they should be beautified and for this they would have to go to the store to find out what materials they needed.

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we study tassalation using different approach. We start asking wich kind of geometric figure is better to cover a Surface. we made different test . we have time to have a look in nature and we discover why hive are made on exagonal cells. we translate this discussion in a tridimensionale space.