Week 3 - Symmetry (Student Sample)

"Math in the Real World"

When I was looking to things that had symmetry that was easy. It was harder to find things that did not have symmetry. 

1. When I made my bed it has symmetry. I can cut it down the middle and it would be the same on both sides.  

2. This chair in my living room has symmetry.

3. My dog's food bowl has symmetry. 

4. This sign in my brother's room is not symmetric. 

5. The Georgia Bulldog's sign is not symmetric. 

6. My neighbor's house is not symmetric. 

"Math in the Real World" - Week 3: Symmetry

"Math in the Real Word"

Week 3

This Week's AKS:
Math
recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry (CCGPS) (4MA_E2012-49/MCC4.G.3)
Writing
use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting, with some guidance and support from adults (CCGPS) (4LA_D2012-27/ELACC4W6)
Language 
acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) (CCGPS) (4LA_F2012-43/ELACC4L6)

EQ:
How can I recognize a line of symmetry for two-dimensional figure as a line across the figure such that the figure can be folded along the line matching parts?
How can I use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others?
How can I acquire and use accurately grade-appropriate general academic and domain-specific vocabulary?

For this week's post, you will upload pictures of objects with and without symmetry. You can find these object around your house, the store, and as you ride down the road. When you create your post make sure you title the post "Week 3: Symmetry." As you are posting your pictures make sure you describe the object you are telling us that has symmetry or not (see examples below). You need to at least post 3 objects that have symmetry, and 3 objects that don't have symmetry, 6 total photos. 


Just like last week I want you to also commit on 2 other classmates' post (2 different classmates from last week). I want you to point out a two-dimensional figure in 2 different photos. Name the figure, and explain the characteristics of the figure.

The Keurig is not symmetric.

I am symmetrical. 

The lake house is symmetrical. 

The refrigerator doesn't have symmetry.

This cabinet doesn't have symmetry.  

This rug is symmetrical. 

Week 2: Two-dimensional Figures (Students Sample)

"Math in the Real World"

Once I started looking for shapes, I felt like everything was a rectangle or square. I was really hard for me to find a parallelogram. 

1. This picture in my living room makes a rectangle. I see 4 right angles. I see 2 pair of parallel sides. 

2. The rug in my kitchen is also a rectangle. I see 4 right angles. I see 2 pair of parallel sides. 

3. In my room my monogram makes a square. I see 4 right angle and equal sides. I see 2 pair of parallel sides. 

4. A picture frame is a square. I see 4 equal sides. I see 4 right angles. I see 2 pair of parallel sides. 

5. The bottom of my lamp is made of rhombuses. I see 4 equal sides. I see opposite parallel sides.  

6. The lamp shade on my mom's lamp is a trapezoid. I see 1 opposite side is parallel. 

7. In my brother's room, I thought the chevy symbol looked like a parallelogram without the top and bottom pieces. A parallelogram has 2 parallel sides.  

"Math in the Real World" - Week 2: Two-dimensional Figures

"Math in the Real World" 

Week 2

This week's AKS:
Math 

classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles (CCGPS) (4MA_E2012-47/MCC4.G.2)
Writing
use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting, with some guidance and support from adults (CCGPS) (4LA_D2012-27/ELACC4W6)
Language

acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) (CCGPS) (4LA_F2012-43/ELACC4L6)

EQ:
How do I classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines?
How do I use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others?
How do I acquire and use accurately grade-appropriate general academic and domain-specific vocabulary?

For this week's blog post, you will upload pictures of two-dimensional figures that you see around you. You can find these shapes in your house, at the store, or as you are riding in the car. When you create your post make sure you title the post "week 2: two-dimensional figures." As you are posting your pictures, make sure you label the characteristics of the shape in the photo, and also describe where the shape is in the photo (see examples below).  You need to at least post 2 squares, 2 rectangles, 1 rhombus, 1 trapezoid, 1 parallelogram = 7 total. If you find more than 1 rhombus, trapezoid, or parallelogram please post them. I know these will be difficult to find, so I am only requiring you to post 1 of each. 

This week I also want you to try out the process of leaving a commit on 2 of your classmates' blogs. I want you to pick out 2 pictures, and identify an angle in each photo. (See example in the commit section of this post.)     

(Use the chart from class to help you.)

See the examples below...

This cabinet is a rectangle. I can see 2 pair of parallel lines and 4 right angles.  

The green decorative container is a rectangle. I can see 2 pair of  parallel lines, and 4 right angles.

These picture frames are squares. I can see 4 right angles, 4 equal sides, 2 pair of parallel sides.

The back splash in the kitchen forms a square. I see 4 right angles, 4 equal sides, and 2 pair of parallel sides. 

The bottom of this soap bottle is a parallelogram. I can see 2 pair of parallel sides. 

The top of the stove is shaped like a trapezoid. I see 1 pair of parallel sides. 

The pattern on the container are made up of many rhombuses. I see 4 equal sides, and opposites are parallel. 

Week 1: Angles (Student Sample)

"Math in the Real World"

Once I started looking for angles I saw them everywhere! My big brother was getting annoyed by me pointing out the angles, but his music annoys me so payback.   

1. The rail on my front porch is an obtuse angle. This angle is larger than 90 degrees.  

2. The stop sign is made up of obtuse angles. Obtuse angles are bigger than 90 degrees. 

3. The trailer makes an acute angle. Acute angles measures less than 90 degrees. 

4. The straight edge of the mantel is a straight angle. Straight angles measures 180 degrees.

5. The edge of the stairs make a straight angle. It measures 180 degrees. 

6. The ottoman edge make a right angle. The angle measures 90 degrees.

7. My ceiling in the living room is made of right angles. A right angle is 90  degrees. 

8. In my room the ceiling comes out and has an acute angle. The angle is less than 90 degrees. 

I really liked posting these pictures then doing a worksheet. I never knew how many angles were out there. I am excited to see the other people's blogs too. I want to see where they found angles. It is cool how you can just pull up someone's blog right up on your computer. I also like that we can comment on each others blogs. It is kinda like emailing or texting.  

"Math in the Real World" - Week 1: Angles

"Math in the Real World"

Week 1

This week's AKS:
Math 

recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement (CCGPS) (4MA_E2012-40/MCC4.MD.5)

Writing

use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting, with some guidance and support from adults (CCGPS) (4LA_D2012-27/ELACC4W6)

Language

acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) (CCGPS) (4LA_F2012-43/ELACC4L6)

EQ:
How do I recognize angles as geometric shapes that are formed wherever two rays share a common endpoint?
How do I use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others?
How do I acquire and use accurately grade-appropriate general academic and domain-specific vocabulary?

 For this week's blog post, you will upload pictures of different types of angles that you see around you. These angles can be found in your house, at the store, or as you are riding in the car. When you create your post make sure your title of the post includes 

"week 1: angles". As you are posting your pictures, remember to label them with the type of angle (acute, obtuse, right, or straight), explain the characteristics of the angles, and also describe where you see the angle in the picture (see examples below). You need to at least post pictures that show 2 acute angles, 2 obtuse angles, 2 right angles, and 2 straight angles, 8 photos total.  

At the end of your post, I would like you to reflect on the process of completing your first blog post. I would like to know what you liked, didn't like, etc. 

See the example below:

In the rim opening that resembles a triangle, I see an obtuse angle. It looks to be a little over 90 degrees.

The mantel is a straight angle. It is a 180 degree angle. 

Looking at this block, I see an acute angle formed on the left side. The angle is less than 90 degrees.

This step and railing form a triangle. I see an acute angle on the left side of the triangle. This angle is less than 90 degrees.

The top edge of the dresser is a straight angle. It measures 180 degrees. 

The edge of the wall where the wall and ceiling meet, you can see an obtuse angle. This angle is bigger than 90 degrees. 

In the design of my bedroom door you can see a right angle. A right angle measures 90 degrees.

In the middle of the frame, you can see a right angle. This angle is exactly 90 degrees.  

Blogging with Geometry

Geometry Unit

Everyone has been doing a fantastic job commenting on the class blog. For our geometry unit, everyone will create their own blogs. We will look for math in the real world as we make our way through the unit. You will post pictures on your personalized blogs of the different math concepts that we study such as angles, two-dimensional figures, and symmetry.

AKS's for this unit:

Math

recognize angles as geometric shapes that are formed wherever two rays share a common endpoint and understand concepts of angle measurement (CCGPS) (4MA_E2012-40/MCC4.MD.5)

classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence of angles of a specified size. Recognize right triangles as a category, and identify right triangles (CCGPS) (4MA_E2012-47/MCC4.G.2)

recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along the line into matching parts. Identify line-symmetric figures and draw lines of symmetry (CCGPS) (4MA_E2012-49/MCC4.G.3)

Writing
use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting, with some guidance and support from adults (CCGPS) (4LA_D2012-27/ELACC4W6)

Language
acquire and use accurately grade-appropriate general academic and domain-specific vocabulary, including words and phrases that signal precise actions, emotions, or states of being (e.g., quizzed, whined, stammered) and words and phrases basic to a particular topic (e.g., wildlife, conservation, and endangered when discussing animal preservation) (CCGPS) (4LA_F2012-43/ELACC4L6)

  

(For example, this house shows 2 obtuse angles, these angles are greater than 90 degrees.)

Next week, we are going the computer lab several days to create the blogs. Before we go to the lab, we will walk through the process of making a blog together in class. Start to think about a name for your blog.

5th Grade Field Trip

Today the 5th grade classes took a trip to the Civil War Museum in Kennesaw. It was amazing that the majority of my students had some type of phone. It kept them entertained for our hour ride to Kennesaw. We fit 7 classes on 4 buses.  

Once we were at the museum, the classes split up with different tour guides. Our first tour took us by a small creek, and the railroad.  

(Here are the students walking to the creek.)

(Shack by the railroad.)

(Trains kept coming through town. The kids seemed like they have never seen a train before. I believe we heard at least 4.)

(One of the tour guides demonstrated how the soldiers loaded and shot their weapons.)  

(Inside the museum another tour guide explained how trains were first used and made. How are some of the wooden pieces.)  

(We also watched a movie about the Southern train the General. The General was stolen by Union soldiers.) 

(They don't make sack lunches like they use too, no chips or cookies. They just through in apples, baby carrots, ranch, and PB & J sandwiches.) 

By the end of the tour, it was already 12:45. We had to wait until we got back to the school to eat lunch. I was so hungry, and so were the students. I had been hungry since 10:00 when we arrived at the museum. I guess my body is use to snack time:)