Maths - Real Life Geometry

How do you go from 'colour the triangles blue and the squares red' to using geometry in design, manufacturing, physics, engineering, and architecture? This term Rua have been deepening their knowledge of geometry. 

Before starting, all students could distinguish a circle from a square from a triangle. They could also find examples of different shapes in the environment.

But when we looked closer at individual shapes there were gaps in their knowledge. Most students didn't recognise some types of triangles. They thought they were 'too skinny' or they were 'upside down' or only 'half a triangle' which meant they weren't 'real triangles'. Other shapes with crooked sides were recognised as being triangles.




After looking at what makes a triangle - three straight sides and three angles - students tested out their knowledge. Working with a buddy, they looked at pictures and explained whether the shape was or was not a triangle. I was impressed how well some students explained their thinking.

We also made some tasty triangles out of marshmallows and skewers. This gave us another opportunity to look at how even skinny triangles and upside down triangles are still triangles. Can you spot the odd man out?






What's it all for?
Triangles are key shapes in building and engineering because they are so strong. In class we compared the strength of squares and triangles. The students discovered you can squash a square but it is much more difficult to squash a triangle. They were then challenged to build bridges using cardboard, straws and masking tape. Instead of copying pictures of real bridges, the students used their new knowledge and imaginations.


Bridges from Leeanne Arnold on Vimeo.

Drains are for Rain Inquiry - Part 4

It's time to put our learning into practise and make a difference. Are you free this Thursday 9-10.30am or Friday 1.30-3.00pm?  We need a few good volunteers to help supervise as we spray paint signs around the stormwater drains in the school?

We were inspired by this article in an old School Journal. The children in the article spray-painted signs around the storm-water drains to remind people not to put rubbish, oil, chemicals and other pollutants down the drain as they go to the sea.

We had lots of great ideas about how we could paint our own designs around our storm-water drains. The children were really inspired and showed great problem solving skills. They talked about how we needed paint that wouldn't dissolve into the drains when it rains. They also thought we would need to cover the drains while we sprayed to protect the waterways, and we would have to be careful there were no cars around when we painted. 

The colour of the paint used was also a big topic of discussion. Various options were suggested; blue to represent the sea, yellow because Samuel told us it "is the colour most noticed by the eye", green "because it is like seaweed and nature" and orange because it is also easily noticed. The students took turns to argue for their favourite. 

Then we voted for our choice - just like in a real election. The winners were blue and green.

Finally we put together a proposal and sent it to Ms T-J. Ryan and Trilby took photos of the stormwater drains and plotted where they are on a map of the school. Stella and Fletcher designed some great stencils. And Ella made a passionate audio-visual argument using the Book Creator app.



Listen to Ella's important message about looking after our drains