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The Cathedral and John Connon School Mumbai MATH PROJECT – GRADES 2, 3 AND 4.

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Presentation on theme: "The Cathedral and John Connon School Mumbai MATH PROJECT – GRADES 2, 3 AND 4."— Presentation transcript:

1 The Cathedral and John Connon School Mumbai MATH PROJECT – GRADES 2, 3 AND 4

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3 Objectives Change our perspective of Mathematics and experience its expanse Establish the foundations of Arithmetic, Algebra and Geometry through hands-on activities. Understand four specific aspects of Mathematics: – To help us understand the purpose of all that exists in this world, be it natural or man-made things, or processes and activities. – Significance in developing our aesthetic sense – Contribution in the evolution of measurement from estimation to standard units. – Importance of arrangement and order and the development of the place value system Promote Mathematical thinking – Encourage observational, analytical, reasoning and deduction skills in children and inspire them to delve deeper for a clearer understanding of fundamental concepts. Provide opportunities for Mathematical exploration and thinking.

4 Math is everywhere ObjectiveUnderstanding goalStd. 2Std. 3Std. 4 Math helps us understand the purpose of all that exists in this world, be it natural or man- made things, or processes and activities. Math begins at birthLooking for evidence of Math in the Birth Certificate Math around us Math is at the heart of every activity Identify Mathematical shapes in our surroundings Discover Math in every activity they conduct in and outside school Research about and Interview a range of professionals to enquire about the use of Math in their profession Research about and interview a range of professionals to enquire about the use of Math in their profession Math makes natural and manmade objects purposeful Analyze mathematical properties of natural and manmade objects

5 Patterns ObjectivesUnderstanding goal Std. 2Std. 3Std. 4 Significance of Mathematics in developing our aesthetic sense Symmetry brings geometrical balance Identifying line of symmetry in 2D pictures Students make symmetrical forms using the body in gymnastics and dance Identifying line of symmetry in 2D pictures Students make symmetrical forms using the body in gymnastics and dance Identifying line of symmetry in 2D pictures Students make symmetrical forms using the body in gymnastics and dance Mathematics in reflection – With the protractor as a base and mirrors, the students constructed a model in which a match stick placed between the two mirrors reflected different polygons depending upon the angle between the mirrors Natural and man made patterns Analysing patterns in nature shown through videos Properties of shapes Constructing a ‘House of Shapes’ using 2D and 3D shapes and analyze the difference between 2D and 3D Constructing solids using modelling clay, toothpicks and straws and identifying properties of 3D solids to derive Euler’s formula: V +F = E + 2 Constructing cubes with modelling clay and toothpicks, ascertaining the weight the structure can take, then supporting the faces of the cube with diagonals (making triangles), then ascertaining the weight the new structure can take, concluding that triangles add strength to structures in architecture, e.g. bridges Study Pappus’s Honeycomb Conjecture, make hexagonal structures with paper and stand on them to test for strength. Fibonacci Sequence Students made a ‘Fibonacci train’ with Fibonacci numbers on each compartment Students wrote their own Fibonacci poem and made the Fibonacci spiral on graph paper Fractal PatternDrawing a fractal circleStudents created the Sierpinski Triangle using the programming language, ACS LOGO on the computer Analysing a fractal fern Students created the Sierpinski Triangle using the programming language, ACS LOGO on the computer PolygonsIdentifying simple polygons Using programming language ACS LOGO, the students created patterns with repeated polygons all connected at the centre, concluding that a circle is a polygon with infinite number of corners.

6 Measurement & Estimation ObjectivesUnderstanding goalStd. 2Std. 3Std. 4 Contribution of Math in the evolution of measurement from estimation to standard units Measurement began with using our bodies for estimation Measuring things around us using parts of the body Standard unit of measurement Measurement of length Measuring things using the unit for length – cm. Measuring things using the unit for length – cm Measuring a sari in metres Estimating length of an object and checking accuracy using measuring tape Measuring things using the unit for length – cm Measuring the length and breadth of the school corridor in metres Participate in a walkathon of 1 km and ascertain the distance covered. Observe the changes in the body after the walk in terms of pulse rate. Estimating length of an object and checking accuracy using measuring tape Measurement of weight Comparing the weight of one thing against the other on a weighing scale. Measuring using standard weights – g, kg, mg Estimating the weight of an object by holding it in the hand and then checking its accuracy by measuring using standard weights Comparing the weight of one thing against the other on a weighing scale. Measuring using standard weights – g, kg, mg Estimating the weight of an object by holding it in the hand and then checking its accuracy by measuring using standard weights Estimation of capacityEstimating capacity of a container in terms of another container Use of patterns in music. Patterns bring harmony. Counting beats in music and dance Numerical patternsRecognizing and generating repeating patterns using numbers between 0 and 99 Recognizing and generating repeating and growing patterns using numbers between 0 and 999 Recognizing and generating repeating, growing and shrinking patterns using numbers between

7 Place Value System ObjectivesUnderstanding goalStd. 2Std. 3Std. 4 Importance of arrangement and order in Maths and the development of the place value system Arranging quantities to the right place and determining the face and place value Grouping in tens using quantities between Grouping in tens using quantities between Grouping in tens using quantities between Concept of additionBundling using quantities between Bundling using quantities between Bundling using quantities between Concept of subtraction Unbundling using quantities between Unbundling using quantities between Unbundling using quantities between

8 Participation of Visiting Students from Grades 5 to 12 Hands on activities Magnetic game – Place the professions in the right category according to the area of Math used in their work given as columns Read, recognise, apply and generate numerical patterns in given pattern puzzle cards Solve the Fibonacci spiral puzzle by following the squares on the board Estimate length of given objects and check the accuracy using the tape Estimate the capacity of a container with respect to another container and then check by actually pouring the liquid. Make a solid with modelling clay, toothpick and straws and test Euler’s formula Discover the Fibonacci connection in a pineapple by counting the spirals Test the leaves of a real fern plant for self similarity property of fractals Estimate weight of the given objects and check the accuracy using the weighing scale With mirror and protractor base model, experiment by placing a match stick and altering the angle between the mirrors to understand the Mathematics in reflection Group the given objects and arrange them in the given place value trays Regroup objects given in two sets of place value trays for addition Regroup objects given in two sets of place value trays for subtraction Infinity mirror: Stand at a point between two mirrors to see infinite images of yourself to understand the magic of Mathematics in reflection.

9 Project Appreciated by Parents and Educators Alike Times of India Article :

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