Summative Math Project

Steven Carson
March 02, 2016
A Review of Math Manipulatives
Hands-on Equations Lab
Two-Sided Counters
Algebra Tiles
Fraction Dice
Giant Tangram Floor Tiles

2-6
2
3
4
5
6

Being Creative in Assessing and Planning Math Annotated

Bibliography
7-12
Math Teachers Encouraged to Assess Creatively
If they build itSchools find engineering is a natural fit for
boosting kids interest in math and science
Greg Tang: Making Math Count
Why Go Robo?
Exploring World Cultures in Math Class
Understanding the relationships between interest in online
math games and academic performance

7-8
8
9
10
11
12

STEM Lesson

13-18

Areas of Interest

19-27

Ethnomathematics
Using art enrichment in math

19-22
23-27

Technology Pieces (see attachments on website)

Manipulatives
Hands-on Equations Math Lab

Students often mistake the equal sign as something that means equal, instead of
considering that one side of the sign should be the same or equal to the other side,
regardless of the age of the student. When math is elevated to complex algebraic
equations, it can become even more complicated for students to consider the correct
meaning of the equal sign. This manipulative is an advanced version of the pan balance
scale, commonly used in primary school to begin exploring the equal sign. The teacher
will introduce students to an algebraic equation and will use both game pieces and
weighted number cubes to recreate the equation; if both sides are not equal, the balance
will tilt. If a variable is introduced, students can use the manipulatives to find the piece
that equalizes the balance. This would be a great addition to an upper primary to grade 12
classroom, and it would help students explore the meaning of the equal sign, which will
help make algebra less intimidating!

Two-Sided Counters

Counters a valuable math manipulative for any grade level. Counters are easy to
use and user friendly; theres very little explanation or instructions needed because
students recognize them and understand their purpose. They can be used in the early
grades for learning simple addition and subtraction computation and can be used in
higher grades to model algebraic thinking. With their 2 color sides, they can also be used
to learn patterns and probability. Understanding groups of ten is important and counters
can be used as an enhancement to ten frames and Base Ten. They are a tangible and
visual way to help students visualize groups. I support the use of two-sided counters in
any grade level because of their simple and important purpose in helping students think in
groups, patterns, and algebraically.

Algebra Tiles

The large squares represent x2, the long strips represent x and the small squares
represent 1. The red sides represent the negative. The tiles allow students to visualize
algebraic equations regardless of whether the student is in primary, middle, or high
school. Many students find the introduction of letters in math very challenging and
intimidating, and subsequently, this geometric representation helps students visualize a
problem or equation that appears complicated. Students who benefit from visual aids and
are successful in geometry will find the use of algebra tiles extremely beneficial, and the
use of it within the classroom with be similar to giving students manipulatives to learn
how to count. Do we write the 1, 2, 3, 4, 5 when we learn to count, or do we do that
and give students objects to count? This will help students with concepts such as
polynomials and factoring, and also to understand how negatives and positives can cancel
each other out. Algebra tiles are a must-have for my classroom and will help students
visualize and develop concrete understanding of algebraic equations.

Fraction Dice

As an NCTM standards supported math manipulative, fraction dice can help

students learn about fractions through practice and games. Fractions are foundational to
students success in later years in math, and this can be used in warm up games to
continue to instill the concept of fractions, and maintain its relevance in the principles of
math. Students could work in pairs to play a version of the card game war, where they
each roll and try to produce the biggest fraction, or students could each roll and add their
fractions together. Through experience, students love getting to use dice in math class,
and fraction dice would simply heighten the complexity of learning that occurs with the
use of dice, and uses something students love! I believe this is an important manipulative
to have in the classroom because are easy to use, and can help students be interactive
during lessons.

Giant Tangram Floor Tiles

Spatial relationships are both important and challenging for students to learn and are
commonly an overlooked skill that students must learn to be successful. The tangram
floor tiles, approved as an NCTM Standard manipulative, serve as an opportunity to have
a large manipulative in the classroom as a reference guide for students, just as we do with
number lines and hundred charts. Tangrams use shapes in the form of puzzle to create
larger squares, rectangles, and triangles. Just as students will often choose to play with
blocks or Lego, they can also build and explore those same skills with tangram floor tiles.
Students could also use the shapes to learn about things such as area and perimeter by
using both an equation and different measurement units (i.e. how many Lego pieces
cover the surface of the triangle). Students would have the opportunity to get up, get
involved, and explore. They can also be used as models for transformations, eventually
helping students do mental rotations of shapes, which is a valuable skill in sectors such as
chemistry and engineering. Students can also learn vocabulary of shapes and
manipulating shapes through play-based learning. Even in grade 11, these could be used
to help students explore more complex geometric relationships.

Being Creative in Assessing and Planning Math Annotated

Bibliography
Students are commonly afraid of math because there is a perception that it is
material that doesnt extend beyond the classroom. Highlighting practical connections,
making math seem less intimidating, and assessing students in a variety of ways to
appeals to all learners, will help elevate the success of students. This research explores
creative ways to assess and teach math in effort to increase engagement, passion, and
success. This research influence my practice by reminding me that just as we do with
other subjects, it is important to show students why we are learning and make it an
enjoyable ad authentic learning opportunity.
Cavanagh, S. (2006). Math Teachers Encouraged to Assess Creatively. Education Week,
25, 36. Retrieved from
http://web.b.ebscohost.com.proxy.hil.unb.ca/ehost/detail/detail?sid=6fb0328b3131-4783-bbe4ff25fcaade69%40sessionmgr115&vid=1&hid=116&bdata=JnNpdGU9ZWhvc3Qtb
Gl2ZSZzY29wZT1zaXRl#AN=21497951&db=aph
It almost goes without saying that formative assessment is a critical component to
the success of a classroom. Mathematics is a compounding subject, where, if one concept
is missed or not fully understood, later concepts become increasingly challenging to
understand. Therefore, as math teachers, it is extremely important to gain insight to the
progress of students before a summative assessment, when that topic/concept/unit is
typically finished. A formative assessment almost acts as a fishnet for students, so that
they can be caught before falling too far behind. The article by Cavanagh suggests that
part of being a successful NCTM standard mathematics teacher is formative assessment.
Cavanagh goes on to say that it is important for teachers to use formative assessment as a
litmus test for the success of their classroom and take critical looks at their teaching
practices when students are struggling. Sue Tatman Caballero, a math teacher, suggest
formative assessment in authentic formats that dont make students nervous, a common
problem and contributor to low summative assessment scores. Caballero discusses using
math games as an opportunity to evaluate understanding by observing students put math
to application.
The article is valid in suggesting that it is important for teachers of any subject to
use formative assessment as a tool to diagnose and tackle student challenges. Teachers
have to be flexible and self-evaluators to make successful adjustments in the classroom to
tackle problems faced by students. How often do math teachers, especially in primary
levels, use math games as a part of making math fun and less intimidating? The article
rightfully points out that math games can offer the opportunity for teachers to formatively
assess their students. I find it particularly interesting to consider games a means of
formative assessment because it is a relatively easy and stress-free format for both the
teacher and student, alleviating anxiety. This form of formative assessment not only helps
the teacher evaluate the progress of their students, but also helps to generate a

collaborative, enjoyable, and hands-on mathematics classroom, which will only propel
success.
Christian Science Monitor. (2000). If they build itSchools find engineering is a natural
fit for boosting kids interest in math and science. Canadian Periodicals Index
Quarterly. 15. Retrieved from
http://go.galegroup.com.proxy.hil.unb.ca/ps/retrieve.do?sort=DASORT&docType=Article&tabID=T004&prodId=CPI&searchId=R4&resultLis
tType=RESULT_LIST&searchType=BasicSearchForm&contentSegment=&cu
rrentPosition=1&searchResultsType=SingleTab&inPS=true&userGroupName
=fred46430&docId=GALE%7CA62704847&contentSet=GALE%7CA627048
47
Unquestionably, teachers grapple with the struggle of how to engage young
minds. Much of classroom time is spent reengaging and refocusing students, especially in
mathematics. Therefore, the more hands-on math can be made, the more likely students
are to feel engaged and focused. The Christian Science Monitor argues that engineering is
a key and simple implementation into the classroom to engage students and have them
interacting with what they are learning, whether it be literacy or math. The model
presented is based on dont watch it build it, and the teacher studied in the article
finds every opportunity to have students put what theyre learning to practice; if they read
The Lorax, students create a truffula, while in math, they may build a motorized duck.
The idea behind incorporating engineering into the classroom is that students are engaged
in practical application of learned concepts in subjects as math, and by applying
knowledge, they elevate each others knowledge and understanding by engaging in
higher-order thinking. The author goes on to highlight that as students spend more time in
the school system, they become disconnected from math, and by incorporating things
such as engineering, students are invested in what they are learning, and also helps to
narrow the gender gap with respect to interest in math and science.
I agree with the articles message that engineering can be a great opportunity to
have students put to practice what they are learning. Students become restless and
unfocused relatively quickly with copious amounts of lecturing, board work, and
worksheets, and therefore, incorporating authentic hands-on opportunities help them to
understand why theyre learning what they are and develop applicable skills for the
future. This type of structure helps the teacher share the responsibility of learning because
students are able to collaborate with their peers and the teacher, which ultimately
provides the teacher with opportunity to conference and offer one-on-one assistance. I
also appreciate the point made by the author about there being a dwindling interest in
students over time with math, as its complexity increases and seems increasingly useless;
why tell students it is useful when you can show them how it is?

Pierpont, Katherine. (2006). Greg Tang: Making Math Count. Teaching Pre K-8. 36(4).
46-48. Retrieved from
http://web.b.ebscohost.com.proxy.hil.unb.ca/ehost/detail/detail?sid=abb50af3
-b889-4bf7-9e274eff438c0ceb%40sessionmgr102&vid=0&hid=116&bdata=JnNpdGU9ZWhv
c3QtbGl2ZSZzY29wZT1zaXRl#AN=19204184&db=aph
Greg Tang is someone who has devoted his time to helping students learn that
math can be fun, interesting, and relevant. He has written a series of books that focus on
helping students recognize the value in what they are learning and not focus on the
tedious and often challenging nature of what they are learning. After noticing that instead
of adding, many students count, we saw the need to help teach strategies that made
students problem-solvers. He notes that it is important to help students of any age
recognize the relevance in what they are learning and find ways to connect the material to
practical situations students can relate to. He also believes that it is important to find the
opportunity to connect to other subjects to help engage the students who are timid or may
even have math anxiety. Having students laugh, play, and explore the concepts being
taught will enhance their success. Lastly, Tang believes that the most effective way to
teach problem-solving is to get kids to approach math visually.
I agree with Tang that math has to be approached from not just a computational
and numbers approach, but also a visually appealing and relevant area. It is simply good
practice to use: manipulatives, examples, diagrams, cross-curricular resources to help
students engage with and understand the material. Students should have access and
exposure to a wide-variety of manipulatives and those should be readily available to
every student, without the need to request them. I also agree with the authors perspective
that highlighting the practicality of the material and using real-life examples and
problems will enhance their success. Many students feel math is an endless list of
problems and equations that serve no purpose beyond a high school diploma, but in
actuality, much of what is learned is math is important to daily life. Helping students
recognize the value of what is being learned with increase their engagement and effort,
and subsequently their quality of learning success.

10

Cuthsall, Sandy. (2003). Why Go Robo?. Techniques: Connecting Education & Careers.
78(8). 34-39. Retrieved from
http://web.b.ebscohost.com.proxy.hil.unb.ca/ehost/detail/detail?sid=1d8847fd
-1835-4274-8768b7d05eb235f7%40sessionmgr111&vid=0&hid=116&bdata=JnNpdGU9ZWh
vc3QtbGl2ZSZzY29wZT1zaXRl#AN=11235571&db=aph.
The article discussed why the use of robotics is valuable in teaching students
about math and science. Students are given the tools and supplies to build robots and
incorporate principles of physics, computer science, engineering, and math. In doing so,
students gain a deeper understanding of the content they are learning and work in
collaboration with others. The article suggests that robotics can be incorporated as a
cross-curricular tool to help students put theory to practice, and/or be used as enrichment
opportunities for students through robotic-themed after-school clubs. Teachers who have
incorporated robotics into their classroom report that students have had improvements in
their logical thinking, mathematical and problem-solving skills, and their creativity.
Giving students the opportunity to use what they are learning is important and I
believe robotics could be a great way to do that. Students often complain that they are
bored in math and do not understand why they are learning something, but robotics gives
them an engaging activity to see how it is useful and how what they are learning can be
fun. I also believe that this kind of activity would help students develop employable
skillsets that would greatly help them in the future job market that is currently very
focused on technology and innovation. As I teacher, I strive ultimately, to help students
learn skills and garner knowledge that helps them succeed in the future. This also gives
students the opportunity to learn using higher-order thinking skills because they become
problem-solvers determined to recreate and troubleshoot. Ultimately, I believe that
robotics can offer authentic learning opportunities in the classroom that will help students
learn and put their knowledge to practice.

11

Zaslavsky, Claudia. (2002). Exploring World Cultures in Math Class. Educational

leadership. 60(2). 66-70. Retrieved from
http://web.b.ebscohost.com.proxy.hil.unb.ca/ehost/detail/detail?sid=8292863
8-4783-4413-906db0ebb3eea79e%40sessionmgr102&vid=0&hid=116&bdata=JnNpdGU9ZWh
vc3QtbGl2ZSZzY29wZT1zaXRl#db=aph&AN=7536621
Zaslavsky introduces the idea of ethnomathematics. The author believes that math
can be taught in a crosscurricular approach that can teach students about math and
cultures simultaneously. Math can be traced back to some of the earliest civilizations and
history, and it is portrayed by Zaslavsky that this can be an opportunity for the teacher to
help bridge the differences between students and highlight cultural similarities. One
teacher discussed in the article taught her students about ancient Egyptian hieroglyphic
numerals and then students created their own number system. Another teacher explores
the Inca numeral system of quipu, where systems of knots are encoded in wool or cotton.
African history was another topic that was used an example of being able to help students
recognize how optimal engineering, physics, and mathematical concepts were being used
in more simplistic ways to create sturdy houses. Lastly, a final teacher that the author
spoke with used geometry to help students learn about Islamic culture.
I really like the idea of ethnomathematics. The author successfully introduces the
reader to four tremendous examples of teachers who are effectively bridging math and
culture and diversity. Particularly in todays world, it is important to give students
exposure to other cultures to build a common sense of understanding and respect. In New
Brunswick, Syrian refugees are joining classrooms each day, and finding opportunity, in
even, what may seem as a unique time such as a mathematics class, can help bridge the
differences between students by helping them understand one another and find a
commonality between what may seem like very different lives. I also believe that
students struggle with understanding the relevancy of what they are learning or enjoying
what they are learning, and a method to teaching math, such as ethnomathematics, would
help build connections that would engage and excite a variety of students.

12

Zhang, M. (2014). Understanding the relationships between interest in online math games
and academic performance. Journal of Computer Assisted Learning. 31(3).
254-267. Retrieved from
http://onlinelibrary.wiley.com.proxy.hil.unb.ca/doi/10.1111/jcal.12077/full.
Zhang argues that math games can be valuable to student learning if they are used
to target learning outcomes. The author proclaims that it is not enough to just have
students play games each day and assume academic performance will improve. The focus
of the article was on math games found on a popular website: coolmath-games.com. The
article studies how students will use time given by the teacher to play online math games.
It is found that students will spend the first few minutes using the Internet for learning,
but then soon use it for entertainment. There was tremendous volume of Internet
searching by students of a variety of ages and locations throughout the United States of
America, which indicates that there is an extraordinary demand for an opportunity to
learn math in fun and more dynamic ways. Zhang highlights the fact that students often
struggle with being engaged in class and need something to feel more involved and
interested in the material being taught.
There is extraordinary interest in using math games to help students learn and
enjoy math. Throughout my time in classrooms, nearly every math class featured some
portion of a math game. There was also a lot of available opportunity to use Internet and
app-based math games to help students learn and put into practice what they were
learning, such as Sum Dog. I feel that games can be a great opportunity to helps students
find math less tedious and aimless and be given the chance to have fun and learn at the
same time. I also agree with Zhang in that it is important to select games that are
structured around what is being learned in class to ensure it is effective and contributing
to their learning and understanding.

13

STEM Lesson
Name: Steven Carson
Time: 1 hour

Grade level: 7
Subject: Mathematics

Date:

Topic: Measurement and Radii

General NCTM Outcomes:

Understand measurable attributes of objects and the units, systems, and
processes of measurement
Specific NCTM Outcomes:
Use geometric models to solve problems in other areas of mathematics
Carry out simple unit conversions
NB Outcomes:
GCO: Shape and Space
SCO: Demonstrate an understanding of circles: describing the relationships among
radius, diameter, and circumference and construct circles with a given radius.
Objectives:
Students will continue to explore measurement and also use their current knowledge to
learn about measurements in a circle, particularly radius, and then apply this knowledge
to planetary orbits.
Assumptions:
Students will have had some exposure to measurement.
Materials:
8 balls
Toilet paper
Meter sticks
Trundle wheel
String
Tape
Circle/sphere manipulatives
Rulers
Styrofoam balls
Toothpicks
Styrofoam blocks
Tape
Paint and paint brushes and water
Deepening Knowledge
Engagement (20 minutes)

14

What the teacher will do

What the student will do

The teacher will introduce students to

Students will be divided into 8
the idea that planets can be measured
groups.
by the distance they are from the Sun.
Students will go into the hall.
The teacher will divide students up
Students will put their groups
into 8 groups (representing the
planet ball on the table and
number of recognized planets in
slowly roll it to unravel the toilet
space).
paper wrapped around it.
Each group will get a planet (a ball)
Students will measure the length
that has toilet paper wrapped around
of their toilet paper using a
it.
meter stick, a trundle wheel, and
We will go into the hall and there will
counting the number of toilet
be a piece of tape put along the
paper squares.
hallway to mark the starting point, the
Students will record their
Sun.
measurements on a sheet.
The teacher will have each group
stand at the tape and put the planet on
the tape.
They will then be instructed to gently
push it to unroll the toilet paper from
the ball (the ball will slowly move
further away from the tape.
Each group will get a sheet of paper
with 3 different things to do, and the
groups will work together to do these
3 things related to their planet.
- count the number of square pieces of
toilet paper that unrolled from their
planet.
- use a meter stick to measure the
distance, in meters, from the Sun
(tape) to the end, and they will
convert this value to mm, cm, and m.
- use a trundle wheel to record the
distance from the Sun to the planet.
Explanation (10 minutes)
What the teacher will do
What the student will do
The teacher will inform students that
Students will listen and
an orbit is a path that planets move
participate in the discussion, and
around with respect to the Sun.
watch a video.
The teacher will inform students that
the orbits for planets are circular, but
more specifically an ellipse.
The plants, among other things, make
up the solar system because there are

15

things in space that all orbit around

one large thing, the Sun.
The students will watch the following
video:
http://www.bbc.co.uk/education/clips/
z6vfb9q
Elaboration (15 minutes):
What the teacher will do
What the student will do
The teacher will have groups record
Students will write their
their planet measurements on the
measurements on the board.
board.
Students will each get a
manipulative that is in the shape
The teacher will give each student a
circular manipulative.
of a circle or sphere.
The teacher will have each student
Students will put a sticker in the
take a sticker and put it in the center
center of the circle/sphere.
of the circle
Students will take a piece of
strength and tape it from the
The teacher will then have students
use string and tape it from the middle
center to the edge.
to the edge of the circle.
Students will use a ruler to
measure the length of the string.
The teacher will then have students
use a ruler and measure the length of
Students will participate in a
the string, and record it on a sheet of
discussion and learn about the
paper.
term radius.
The teacher will ask students for some
examples of the length.
The teacher will draw a circle on the
board and put a line from the middle
to the edge.
The teacher will tell students that this
represents the radius of the circle, and
that the radius of a circle depends on
the size of that circle.
The teacher will then tell students that
the length they measured in the hall,
from the planet, to the sun, is the
radius of the orbit, because orbits are
circular.
The teacher will show students an
example image of the orbits of planets
in space and draw the line from a
planet to the sun, highlight that its a
circular shape and the line is a radius.
Expansion (15 minutes)
What the teacher will do
What the student will do
The teacher will give students a table,
Students will create their own

16

based on the measurements made by

solar systems.
the students during the toilet paper
Students will use a Styrofoam
activity.
block and measure the distance
from the right side of the block
Students will be told that using this
table, they will create their own solar
to each distance on their table,
system.
and put a tick mark at that spot.
Students will have access to
Once students have made tick
Styrofoam balls and each student will
marks at each measurement
get a Styrofoam block.
from the right side of the block
that corresponds to where each
We will assume that the right side of
plant should go, students will
the block is the sun, and students will
use Styrofoam balls and
use a ruler to decide where each
toothpicks to put them on the
Styrofoam ball will go (i.e. if the first
block.
planet is 5 cms from the Sun, students
will measure 5 cms from the right side
Students will paint their planets.
of the block, and put the planet there).
Students will fill out a table to
record the measurements and
Students will use a pencil and mark
the spot and the distance from the sun
radii of their plants.
at each tick on the block.
Then, students can paint their planets
and by sticking toothpicks in the ball
and the block, put each planet in the
correct distance from the sun.
Students will be required to fill out a
table given to them that records each
planets measured distance from the
sun and the radius of each Styrofoam
ball they use.
Evaluation:
Students will pass in their solar systems and the teacher will evaluate their table and
whether they have accurately measured and recorded the radii.
References:
http://messyjofu.blogspot.ca/search?updated-max=2011-12-11T20:38:0008:00&max-results=7&start=63&by-date=false
New Brunswick Department of Education. (2010). Mathematics grade 7 curriculum. Retrieved
from http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/Math/MathGrad e7.pdf
National Council of Teachers of Mathematics. (2006). Principle and standards for school
mathematics.
Retrieved from http://www.nctm.org/Standards-and-Positions/Principles-andStandards/Number-and-Operations/

17

Notes:

Appendix
Toilet paper activity sheet:


How many squares of toilet paper?

How many meters using a meter stick?

What is the distance using the Trundle
wheel?


Build a solar system activity sheet:

Planet
Distance from the Sun
(use your ruler to
measure)
(cms)
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

(mm)

(m)

Radii of the styrofoam

block you are using for
each planet (measure will
a ruler)
(cms)

18

Teachers guide to number of toilet paper squares to give to each planet

Planet
Mercury
Venus
Earth
Mars
Jupiter
Saturn
Uranus
Neptune

Squares of toilet paper

1
2
3
4
13
24
48
76

Adapted from: http://www.astrosociety.org/edu/family/materials/toiletpaper.pdf

19

A look into a topic of interest: Ethnomathematics and Math with art

enrichment
I have developed a true passion for finding ways to integrate different themes and
subjects in my math lessons, to help make math seem less intimidating, and more
interesting, practical, and relevant. Ethnomathematics has become something that
teachers are using to help teach diversity and cultural awareness in a math class.
I also discuss some ideas of different themes I can explore through math and I also have
several lesson plans that explore the concept of STEM, but with art enrichment as a
means to reaching students who may feel that math is something that doesnt suit their
interests or intelligence.
Ancient Egypt and Greece
It is proposed that ancient Egyptians were the first civilization to practice science and
math. Hieroglyphics are used not just for writing a language and representing, but there is
also a system for numbers.
The number system that is assumed to have been used is the following:
1 is a single stroke
10 is a drawing of a hobble for cattle
100 is a coil of rope
1000 is a lotus plant
10 000 is a finger
100 000 is a tadpole or frog
1 000 000 is a figure of a god with arms raised above his head

Hieroglyphs also represent fractions, but numerators of 1 represent all fractions other
than 2/3.

20

This would be a great tie-in to social studies and could be an opportunity to expose
students to other cultures and how mathematics transcends cultures and civilizations. This
would also add another visual aid to learning math for students who enjoy having visuals
as they practice and learn. You could also use art and the technique of designing
hieroglyphs to give students the opportunity to learn number representation.
The following could be a poster that you put up in the classroom as a guide:

The Ancient Greeks focused heavily on geometry and were the first to begin to explore
the concept of infinity. Particularly for older grades, tying in Ancient Greek civilization
would be a unique and interesting way for students to learn math, but also learn about the
history of math, something that is often overlooked. Pythagoras, a Greek mathematician,
ultimately created the Pythagorean Theorem, and exploring how he ultimately created the
Theorem would be an interesting way for students to get involved in building their own
connections and understanding the point of an arbitrary equation.
This is the Ancient Greeks representation of their number system, and would be a great
way to learn about numbers, just as I suggested for the Ancient Egyptians:

Mayan Civilization
The Ancient Greeks and Egyptians had very little concept of place value and so, the
Mayans were the first to introduce a number system that incorporated place value. They

21

were also the first to use a symbol to represent zero. Unlike our Base Ten number system,
theirs is in Base Twenty. The Base Twenty model arose from the fact that people counted
from their fingers and toes. Introducing Base Twenty would likely be very confusing for
most students; however, this would be a great enrichment learning opportunity for
students. Enrichment is often neglected and therefore, this would be a simple and very
interesting and self-directed learning opportunity for students. The students could also
use this information after learning the system and practicing problems in Mayan
numeracy to understand the very important and frequently discussed Mayan calendar.
The following represents their number system:

shell

pebble

stick

The following represents how the counting and subsequent representation would have
worked for numbers 1-40:

1 2 3 4 5

10 11 12 13 14 15 16 17 18 19

Numbers are also represented in a positional order instead of side by side; numbers are
stacked above one another.
References
http://discoveringegypt.com/egyptian-hieroglyphic-writing/egyptian-mathematicsnumbers-hieroglyphs/
http://www.storyofmathematics.com/egyptian.html
http://www.storyofmathematics.com/greek.html

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http://www.storyofmathematics.com/greek_pythagoras.html
http://mathcentral.uregina.ca/RR/database/RR.09.00/hubbard1/MayanNumerals.html
http://gwydir.demon.co.uk/jo/numbers/maya/
Another way to teach math is to use an overarching theme to the lessons. I have
experimented with using the theme of crime scene investigation (C.S.I.) to create a series
of math lessons that incorporate science, engineering, and technology, and provide
opportunity for art enrichment.
C.S.I. Themed Lessons
The crime scene:
One night, there was a car crash. The car crash was between an ice cream truck and a taco
truck, and when they crashed, the ice cream and tacos smashed together, and created a
new ice cream taco. This has been all over the news and has become a worldwide
sensation! Today, we are going to become crime scene investigators and return to the
scene of the crime, to figure out who deserves the credit for this invention!
Lesson Ideas
Going to use triangulation to find out where the crash occurred.
Create a structure out of Lego that could withstand impact and using a crash
simulator to determine how fast the trucks were going. Students will explore
sculpting and art with recycled materials.
Someone sees an M&M so were going to make a grid to figure out where it is,
because often times we communicate through grids.
Going to use chromatography to analyze M&Ms left behind at the crime scene
this will help us determine that the person is someone who works at an M&M
factory. This lesson will also touch on colour.
Discovering geometric shapes and using them to sketch faces. We will also have a
guest speaker who is a forensic sketch artist, and use Andy Warhol as an artist
example for creating a product.
We will do a fingerprint test to determine who it is, also a tie in to art because a
fingerprint is a texture so you can learn about that element of art.
Example Lessons:
Part 1: Triangulation
Name: Steven Carson
Time: 1 hour 35 minutes

Grade level: 5
Subject: STEM with art enrichment

Date:

Topic: Triangles and its purpose

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NCTM Standards:
Recognize, name, build, draw, compare, and sort two- and three-dimensional
shapes.
Identify, compare, and analyze attributes of two- and three-dimensional shapes
and develop vocabulary to describe the attributes.
Make and use coordinate systems to specify locations and to describe paths.
Build and draw geometric shapes.
NB Outcomes:
Art
GCO 1: Students will explore, challenge, develop, and express ideas, using the skills,
language, techniques, and processes of the arts.
GCO 2: Students will be expected to create and/or present, independently and
collaboratively, expressive products in the arts for a range of audiences and purposes.
Math
GCO: Shapes and Space
SCO: Describe and provide examples of edges and faces of 3-D objects, and sides of 2D shapes
SCO: Perform a single transformation and draw and describe the image
SCO: Identify a single transformation
Objectives:
Students will explore the importance of the triangle and learn that triangles help to
determine distance. Students will also learn that triangles are used as an important shape
in engineering and is used for musical instruments.
Materials:
Smart Board
Pencils and erasers
Paper with right angle triangle
Problem sheet
String
Badges
White paper
Pencil crayons and markers
Deepening Knowledge
Engagement (5 minutes)
What the teacher will do
The teacher will read the Deductive Duck by Brian Rock to get students thinking
about mysteries.
The teacher will tell the students about what is going to happen: we have become
crime scene investigators and over the next 2 days, we will work to solve a
mystery.

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The teacher will tell the students about the mystery:

One night, there was a car crash. The car crash was between an ice cream truck
and a taco truck, and when they crashed, the ice cream and tacos smashed
together, and created a new ice cream taco. This has been all over the news and
has become a worldwide sensation! Today, we are going to become crime scene
investigators and return to the scene of the crime, to figure out who deserves the
credit for this invention!
The teacher will hand out a badge to each student.
Explanation (5 minutes)
What the teacher will do
The teacher will tell students that the first thing that we need to do is find out
where the accident took place.
The teacher will tell students that we do this by triangulation.
The teacher will show students this video:
https://www.youtube.com/watch?v=bV8hcC4vfLc
The teacher will tell students that crime scene investigators learn about distance
and where things are by creating triangles.
Elaboration (10 minutes):
What the teacher will do
The teacher will have 2 students volunteer for a quick activity.
The teacher will have a toy car at the top left corner of the room.
The teacher will have 1 student stand at the bottom left corner of the room and
the other student stand at the bottom right corner of the room.
The teacher will then take string and bring it from the bus to student 2, the bus to
student 1, and student 1 to student 2 (this will show a triangle)
The teacher will then tell students that we want to know how far away student 2
is from the bus, and we do that by using triangles, and we do that by using
triangles.
Expansion Part 1 (15 minutes)
What the teacher will do
The teacher will pass out a sheet a sheet of paper with the following problem,
and the students will draw out the problem by creating a right-angle triangle.
The problem is: The ice cream truck was drove 25 km south. The ice cream truck
then drove 10 km east. How far away was the ice cream truck from its starting
point before it crashed into the taco truck?
Expansion Part 2 (1 hour- more time as needed)
What the teacher will do
The teacher will tell students that the triangle has tremendous value in society
and is used for many reasons, such as engineering, and is even used in music!
The teacher will tell students that triangles are very strong.
Show the video: https://www.youtube.com/watch?v=oVOnRPefcno
Each student will get a blank sheet of white paper and they will create a
prismatic geometry creation.
An example will be shown on the Smart Board
(http://loveliberally.tumblr.com/post/13847013875/m-e-r-m-a-i-d-c-h-i-l-d

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sharpies)
The teacher will give the following instructions:
We will review what a prism looks like and how on one side, you see a triangle
and a rectangle on its side.
Students will start with one triangle and then draw other triangles, connecting
them to each other (each side of a triangle should touch another triangle, unless
they are at the edge of the paper).
In each triangle, you draw smaller and smaller triangles inside, making them
different colors with different patterns.
You can draw any size triangle with any angle you wish, along with any colors
and patterns.
Some triangles need at least one rectangle on a side of a triangle to make it look
3D.
Students will be given 3D prisms at their tables and Miras to help explore the
way a prism will look from different angles to incorporate into their image.
The triangles will be colored using pencil crayon or markers.
Evaluation
The sheet will be handed in and evaluated
Notes:
Part 5: Geometric Shapes and Drawing
Name: Steven Carson
Time: 40 minutes

Grade level: 5
Subject: STEM with art enrichment

Date:

Topic: Geometry

Prior Knowledge:
Students will have been pre-exposed to names of 3D shapes and transformations
(translations, rotations, reflections).
NB Outcomes:
Art
GCO 1: Students will explore, challenge, develop, and express ideas, using the skills,
language, techniques, and processes of the arts.
GCO 2: Students will create and/or present, collaboratively and independently,
expressive products in the arts for a range of audiences and purposes.
GCO 3: Students will be expected to demonstrate critical awareness of and value for the
role of the arts in creating and reflecting culture.
Math
GCO: Shapes and Space
SCO: SS5: Describe and provide examples of edges and faces of 3-D objects, and sides
of 2-D shapes that are: parallel intersecting perpendicular vertical or horizontal.
SCO: SS7: Perform a single transformation (translation, rotation, or reflection) of a 2-D
shape (with and without technology) and draw and describe the image.

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Objectives:
Students will learn about the vocabulary of geometry to use shapes to draw a human
face.
Materials:
White paper
Pencils
Erasers
Overhead projector
Rulers
Reflection mirrors
Paint
Pencil crayons
Pastels
Markers
Deepening Knowledge
Engagement (10 minutes)
What the teacher will do
Students will go on a classroom scavenger hunt, looking for examples of
different shapes asked for by the teacher.
The teacher will ask students to identify shape names, midpoints, and number of
faces on the shape.
Explanation (5 minutes)
What the teacher will do
Students will be given a non-standard shape and a translation mirror
Students will be told to use the shape and mirror to perform a translation,
reflection, and a rotation.
Students will be given white paper to do this.
Elaboration (10 minutes):
What the teacher will do
We are going to use our knowledge of shapes and geometry to draw the face of
who we each believe to be the suspect we are looking for! The teacher will draw
on the overhead projector and students will be given white paper and a ruler.
First, we are going to draw a circle on our page.
Draw a horizontal line through the middle, and a vertical line through the middle,
and they should intersect at the midpoint of the circle. You have created a
perpendicular set of lines
Now you can stretch out the chin of the face by making the bottom of the circle a
little pointier.
Now you can draw the outline of 2 eyes using an oval. In the top left quadrant of
the circle, draw the first eye, and in the top right, draw the second eye.
Now you can add a smaller circle into each oval for a pupil.
You can then put a half oval above each eye for the eyebrow.
For the nose, you will do half of the nose in the bottom left quadrant. Then, take

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your mirror, and do a reflection on the bottom right quadrant.

You will extend the vertical line to the bottom of the face.
Draw half of the mouth in the bottom left quadrant and then use the mirror to do
a reflection in the bottom right.
Now look at the horizontal like and draw an ear on each side. The midpoint of
the ear should be touched by the horizontal line.
Now draw in hair on the outside of the circle.
Evaluation
Exit Slip: Draw 2 lines that are perpendicular and name 1 shape found in a face.
Notes:
Part 2:
Guest speaker (30 minutes) Bring in a guest speaker from the criminology department
to teach about sketching and doing mug shots from what they hear. These are some of the
things Im hoping to have them highlight:
Discuss how drawing is a part of their career.
Discuss how their work impacts society and how important it is.
Discuss what techniques they use when drawing.
Do some drawing activities that would be helpful to students improving their skill
and can be used to make their face sketch even better.
Before the guest speaker, students will be told that they are going to learn about how
important art is in society and that they will learn some techniques that they can apply to
their sketch.
Day 2
Elaboration (1 hour)
What does the teacher do
The teacher will show a painting done by Andy Warhol <
https://www.artsy.net/artwork/andy-warhol-marilyn-33>
Students will discuss the painting, sharing thoughts and feelings on it.
The teacher will ask students what colors they see in the painting. Are they
primary? Secondary? Etc.
The teacher will tell students that we are going to use our suspect sketches and
Andy Warhol as inspiration for something we are going to create.
Warhol uses color to evoke emotion, and thats what we are going to do.
You are going to draw a very thin pencil line down the middle of the page, and
across the middle of the page, making a + sign with the intersection in the middle
of the page, creating 4 quadrants. You can use anything you would like to make
the background of each quadrant a primary color, while each quadrant of the face
can have some secondary color in it. Because there are only 3 primary colors, 2 of
your quadrants can have the same color, but each quarter of the face must have a
different secondary color.
You will also, if you would like, use techniques taught by our guest to enhance
your sketch. Remember, your sketch can look like anyone, real, or imaginary.

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