Real Mathematicians with Real IssuesThis math curriculum offers choices in content, process and product allowing for individual differences and room for creative and individual expression. Options are given for tangible and real-life applications and issues to make the activity more exciting and meaningful.
Group Activities for Study of Great Mathematician Group tasks:
2. Make a PowerPoint/IT presentation on your findings. 3. Write a travel log as if you were visiting this mathematician. 4. Dramatize your findings. |
Mathematical Study Matrix:
Historical Mathematician: Pythagoras Mathematical Discovery: Geometric shapes can be broken down into whole numbers. Application Demonstrate the discovery using as many 2D figurate numbers as possible. Does this apply to 3D geometric shapes? Explain. Investigate how this theory applies to a2 + b2 = c2. Use manipulatives and/or illustrations to represent your findings. Analysis What happens as you increase each 2D and 3Dshape? What happens to the parts as you increase each shape? What are the relationships of these shapes to each other? What are the relationships of the whole numbers to the geometric shape? Are other factors affected such as volume, vertices and edges? Solve your results using a t-tables/graphs/charts or make a 3D presentation showing that increasing the shape proportionally increases the length and volume exponentially. Make various polyhedron shapes using clay. Design a clay sculpture by increasing each layer or shape proportionally. Or teach an audience your results using video. Synthesis Design 2D or 3D shapes in a creative, unique way. Can a2 + b2 = c2 be used in real life? E.g. measuring tall structures? Create 2D or 3D puzzles where the parts need to fit together to make a geometric shape. E.G. using golf balls use the 3D shapes to make a larger functional or artistic structure. Create a video showing how is used in real life. Evaluation Explain the reasons why people would represent whole numbers as geometric shapes. How are geometric shapes used in real life either functionally or artistically? Judge the quality or worth of this discovery by creating a checklist of geographical shapes in real life. Or write a poem/rap/song critiquing/defending the discovery. Ethics What is Pythagoras’ rationale for killing a colleague who exposed a flaw in his theory? Craft a position paper/speech (using first person)/press conference or dramatization that illustrates the conflict. Write or be the judge of a court scene about Pythagoras and the death of his colleague. Aesthetics Would you artistically represent the discovery? As particularly beautiful or ugly? Why? How would you artistically represent geometric shapes and their parts? Create a collage or any other artistic expression that will reflect the beauty “essence” of the innovation. E.G. photo essay, tetrahedron sculpture (kite), other “hedron” shapes or clothing design. Design or draw natural objects through geometric shapes. Examine how Escher uses shape and proportion in his drawings to create perspective. |
Mathematician Study Matrix:
Historical Mathematician: Archimedes Mathematical Discovery: Balance Application Apply the balance principle to various geometric shapes (irregular as well as regular) by finding their center of gravity. Use various mobiles to show the balance theory. Use manipulatives and/or illustrations to represent your findings and present your product to your classmates. Analysis Investigate and classify the parts of a mobile and how they are organized to make a balanced structure. Analyze what is involved with making a teeter-totter. Solve your results using t-tables/graphs/charts or make a 3D presentation of a model of a teeter-totter or mobile and label its components. Or teach an audience your results using video. Synthesis Take this math concept and design a way to use it in a new and creative way. In what way or instance can this innovation be used? How can it be applied to real life? Investigate and create balance by using unorthodox components such as shape or diet or lifestyle. How is balance represented in real life? In the universe? With the planets? In man-made objects? Create 2D or 3D unorthodox balances where the parts need to fit together to make a balance. Write a comic where a person’s lifestyle is not balanced. Perform a dance involving body balance. Evaluation Is balance a necessary part of life? Is it always beneficial? When is it not beneficial? How do ramps relate to balance? Create a checklist of criteria for judging the quality or worth of this discovery. Or write a poem/rap/song/speech critiquing/defending its use in society. Ethics Why did the Roman soldier kill Archimedes, a Greek citizen? Was this necessary? Archimedes designed many war arsenals. Was this valid? How did Archimedes solve the King’s problem of dishonest behavior of his goldsmith? Craft a position paper/newspaper article/speech (using first person)/press conference or dramatization that illustrates the conflict. Aesthetics How would you artistically represent the discovery? As particularly beautiful or ugly? Why? How can balance be depicted aesthetically? Create a collage or any other artistic expression that will reflect the beauty “essence” of the innovation. E.G. photo essay, drawing, sculpture or clothing design. Some understandings of Pythagoras and Archimedes are taken from the book Historical Connections in Mathematics Vol. 1 by AIMS Education Foundation |