Helping
students connect with non-linguistic representations of the sometimes
abstract concepts in math is my goal. I would like to use digital photos
as a way for students to summarize what they have learned, identify
similarities and differences, and generate and test hypothesis about
right triangles. With today's electronic devices that so many students
have, I want to have them do a cooperative project where they use photos
and information about the photo or video to create story problems for
math. Using technology like cameras, cell phones, smart phones, and
tablets with photography capabilities, I can help students connect the
technology they already own with real world contexts and hopefully will
be generalizable to later learning.
Right Triangle Real World Applications
Objective:
Students
will use photos of real world applications of right triangles to
determine lengths of the legs or hypotenuse or the angle measure of the
incline or decline. Create digital images that connect mathematics with
real life.
Introduction:
Students
have been introduced to the Pythagorean theorem and fundamental
trigonometric identities of sine, cosine, and tangent. This lesson will
allow students to connect their knowledge of the Pythagorean theorem and
trigonometry in order to find find unknowns involving right triangles.
Real life applications of right triangles are used in construction,
manufacturing, quilt design, home improvements, land surveying, and
other areas.
Standards Used:
http://www.iste.org/docs/pdfs/nets-s-standards.pdf?sfvrsn=2
NETS-S: 1a, b, c; 2a, b, d; 3a, b, c, d; 4a, b, c, d; 5b, c
Materials:
Digital camera, presentation software, clinometer, trundle wheel or measuring tape
Activity:
Students
will create a project that contains 20 real life photos of right
triangles. Students will use a clinometer and trundle wheel or measuring
tape to measure the triangle leg lengths and/or angle of inclination or
declination. Students will create story problems that use the photos
and real world information. Students will create triangle overlays on
the real life pictures. Students will create worked examples to
accompany their initial picture and overlay. These story problems and
photos will be used by other students to understand the Pythagorean
theorem and sine, cosine, and tangent. Students will create a
presentation using Prezi or another presentation software package to
show their photos to the class. Students will share their presentations
on the class website so that students in other schools can make use of
them.
Practice:
Students
will work through a presentation of another group in the classroom.
They will compare their worked answers with the creators worked
examples.
Assessment:
Students
will critique the presentation using the attached rubric. Students will
make adjustments to their presentations based on classmates critiques.
The teacher will critique the presentation after final edits are
completed.
Rubric:
https://docs.google.com/spreadsheet/ccc?key=0Avkkz2Vwt_UrdFZqNmxob29XaE12U2VGZnRRM19pcEE&usp=sharing
Resources:
How to make a clinometer:
http://www.wikihow.com/Make-a-Clinometer
Outdoor learning idea:
http://numberloving.com/2012/03/05/outdoor-learning-the-first-instalment/
Pages about triangle applications:
http://jwilson.coe.uga.edu/emt668/emat6680.folders/brooks/6690stuff/righttriangle/Applicationpp.html
http://jwilson.coe.uga.edu/emt668/emat6680.folders/brooks/6690stuff/righttriangle/FinalReview.html
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