TRANSFORMING STUDENTS' LEARNING THROUGH GROUP PROJECT

MATH PROJECT: 
REAL-LIFE TRANSFORMATIONS

Transformations are very present in our surrounding and they have been part of our daily lives ever since. From simple objects such as mirrors and toys to skyscrapers and cars, the four basic transformations are very evident. They function to make our lives easier and more convenient. Their uses are truly relevant as they add efficiency in our work and lifestyle. Not only that, they are also used in many fields as a form of art and design, so that objects possess more beauty and personality. Likewise, regularity in objects can be easily be checked by applying the ideas of transformations. Many of the things we enjoy nowadays are products of transformation concepts such as the developments in science and technology, architecture, communications, and transportation.

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To provide opportunities for my students to identify occurrences of mathematics (specifically transformations) in real life situations, I asked my Grade 10 classes to look around and identify cases of reflections, rotations, translations and enlargements, snap some evidences and display them in any artistic way possible. They were given an entire week's sessions to produce and share what they have learned in this project. 

SUBMITTED FINISH PRODUCTS

*Display Board with 3D effect*

*ScrapBook*

*Display Board + QR Scannable Video*

*PopBox*

*MATH VLOG*

MATH VLOG PROJECT ON TRANSFORMATIONS IN REAL LIFE 2

GRADE 10 Math Project : TRANSFORMATIONS IN REAL WORLD VLOG

MATHEMATICS VERSUS SCIENCE: THE LONGEST WAR

I was sorting through all my files and found this piece written  in 2014  when I didn't know about Blogger yet. I was very amazed myself having read what I wrote almost 5 years ago.

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MATHEMATICS VS. SCIENCE: 

The Longest War 

By: Euclid, 25 March 2014

I

 was very challenged, inspired at the same time, to write this article when a student, during the school’s Friday assembly, explicitly said onstage that Science is far better than Mathematics and that the latter is so much boring than the former.

I certainly disagree. I was like slapped in the face left and right. I was the only Math teacher who seated in the 3^rdrow while the rest were in the 6^thor so. Funny though, students kept on looking at me, every time she says something against math. The worst thing is, just before the students were called onstage to do a presentation regarding their Cambridge Visit experiences, I announced to the entire assembly that we will be celebrating Mathematics Week the week after. 

Comparing Math and Science is like comparing the male and the female species. Certainly incomparable! You cannot actually say that being a man is better than being a woman simply because you’re a man. That would be being gender-biased. A woman wouldn’t exactly feel how it is to be a man. So do men. They wouldn’t understand women most of the time because they don’t or wouldn’t really know what and how it is to be like them.

The two subject areas are well not meant to be compared and be separated from each other.  They are to work for and with each other. Since history, Math has been doing the work it knew possible for what Science has achieved so far. In the same way, Science has done its part. To mention a point, chemistry classes has to compute for atomic masses or for some electron’s sake during the study of atoms. Similarly, in every math class, the scientific method is also used. So, there is no way that they are to be differentiated from each other.

I personally say that it is absolutely unfair to say such comment. Now, being a Mathematics teacher for more than a decade, it is my daily dose of challenge how to make my Mathematics class the best class ever. 

I am encouraging all Mathematics teachers to give a full blast Math class, every time you have one. Let us do our part in lifting ourselves and the subject to higher grounds. It is high time to rise up and make every way possible to let all students make the most of their time while they are in our classes. We should make them want for more of our sessions… that they don’t have to fear making classworks or homeworks or even taking tests.  

We must therefore put this war to an end because there is No War after all. 

It is simply a misunderstanding of some sort. 

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Let me know about your thoughts on this article. 

MATH GAME: A-MATH-ING RACE

AMATHING RACE
GRADE: 7 to 12
Patterned after the famous tv show AMAZING RACE. Four (4) house teams race to the finish line by doing math tasks at each post, get the next clue and conquer other houses. Although this activity really requires much preparation:

• questions/tasks per post
• place for each post
• the items/tools/materials needed to do the tasks
• people to oversee the tasks done in each post (if necessary)

MATH PROJECT: STAINED GLASS WINDOW

PROJECT: STAINED GLASS WINDOW

A Creative Application of Graphing of Straight Lines

A Glass Stained WindowProject

TOPIC RELATED: GRAPHS OF LINEAR FUNCTIONS

GRADES: 7th - 8th

A colorful and interesting way to end to our Graphing Straight Lines chapter is a project that requires students to choose at least 12 equations of straight lines, give 3 pairs of coordinates and plot them to create an exciting mixture of intersecting lines that will produce sections. Each section will then be coloured to achieve a stained-glass window effect.

To make your own Stained-Glass window in your class, follow the steps below:

STEP 1: 
     Choose at least 3 equations from each group. 
     The first group of lines are vertical lines while the second group of lines 
     are horizontal lines. The third and fourth group of lines are inclined lines 
     as they already have gradient values, either inclined upwards or 
    downwards to the right.


STEP 2:
    Write 3 ordered pairs for each chosen.
    Complete the table of values by assigning a value of x and then solve for 
    the corresponding value of y. 

    Although only 2 ordered pairs are needed to form/draw a straight line, 
    it is advisable to have a third pair to make it more accurate.


STEP 3:
   Locate the 3 ordered pairs for each line and connect them to form 
   the straight line. Do the same to the rest of the lines. 


STEP 4:
   Colour each section as planned to have the broken/stained glass effect.
   [I recommend to use darker marker in making the straight lines.]

Here are some of the projects submitted by my students using different colouring media.

     Coloured Pencils - most common media, but when carefully handled and combined with good colours, will gave an outstanding finish. 

 
     Coloured pens also gave great results, but Extra care must be given when using this medium as the strokes will affect the design.

Water-based paints when used as media also give this magnificent effects.

When all given 30 equations of lines are graphed, the sections made by the intersecting lines become smaller and can become more colourful and stunning stained-window effect, especially if planned very well. An ordinary colouring material may be used.

What are your thoughts about this project?

ANSWER KEY: WORKSHEET 5D VECTORS IN 2 DIMENSIONS

ANSWER KEY  EXERCISE 5D
VECTORS IN 2 DIMENSIONS