This week learners can play with angles with both grand projects and smaller art projects. There are 360 degrees in a circle or 2pi radians. Learners can draw a circle and then mark every 20 degrees (or every 30 or any factor of 360).
Once the circle and tick marks are made, learners can start connecting points by skipping a set amount (skip every 5 marks). The key here is to be consistent – make sure they skip the same number of marks with each line. The lengths of the lines should be the same, so they can use that to check each line. I like to use circular protractors, but it’s not necessary.
After creating a star, or mix of polygons, learners can color them in, create a template for sewing applique, laser cut, combine them into a mobile, and more.
I love to incorporate drawing skills into math education. This week I encourage learners to start seeing birds (or other animals/people) as shapes. Heads are circles, torsos are ellipses, beaks are triangles, wings are long ellipses…
Sketching is a skill. A skill is something that you can master in time (think growth mindset). This week I challenge learners to start a daily doodle routine. Just doodle something (anything) for 1-2 minutes a day.
Here is an example of the activity. I will use a hummingbird as guidance, but please feel free to pick any object/bird/animal. I tried to do this as a quick sketch example:
Some of the concepts and discussions around sketching can include proportions, ratios, what shapes fit best, etc. I encourage learners to research and dive deeper into sketching skills and drills. I truly believe that art and spatial awareness can be beautifully integrated into learning math.
Additional activity: For high school students in Algebra 2 or higher, they can use Geogebra to sketch the shapes for an animal. How do you plot a circle? an ellipse? triangles? etc. Desmos can be used at a precalculus and calculus level.
KMUZ’s Steven Slemenda interviewed our family in a two part series for a wonderful program called Poetry on the Air. Thanks to KMUZ and Steve Slemenda for sharing. This show is in the archives on their website, and with permission I am posting it here. My children were appreciative of the experience for the interview. It was such a wonderful exercise for them to reflect on. We are grateful for a way for voices to be heard in our Salem Community.
Start with a compass or protractor and create a circle with evenly spaced points around it. Students can figure out how many degrees need to be between points (example: if you want 10 points, then there are 36 degrees between each point, for 9 points : 40 degrees, etc.)
Draw your circle and points on a board
Place pins or nails in your board
Wrap string in various patterns and see what emerges.
Students can study remainders (mod functions), multiplication, and sequences.
Star patterns, secondary polyhedra, and cardioids may emerge.
If you don’t have wood and nails, then this can be done on paper with a pencil and ruler or sewing with string on paper.
Encourage students to look at other shapes, axese, or lines and create works of art. (boards can be painted, multiple colors and thicknesses of string can be used, and students can contemplate 3-dimensional approaches for this art (like with dowels).
One of my hobbies is to take completely non-math related games and modify them for classes. I don’t know what to call this game, it is probably a variation of “psychiatrist” or something, but here is how it goes:
In a group of at least 4 players, ask one player to leave the room and go out of earshot.
Tell this person that when they come back they can ask as many questions as they would like to figure out the rule.
Next, the remaining group creates a rule that answers must follow.
This can be a logical rule
truth then lie then truth
always tell the truth
This can be a number of words rule
always answer in two words,
anwer in one, then two, then three words
This can be a sequence rule
include the next number of the fibonacci sequence in your answer (A1- I had one good fish, A2 – One reason I don’t like questions, A3 – Two of a kind, A4 – I really only like tricycles in threes, etc.)
This can be a sound pattern rule (like syllables, rhymes, etc)
Or whatever crazy rule your class/group comes up with.
once the rule is guessed or the player gives up, play again!