Students are to find pattern, numbers and shapes in the streets, building, parks, home, school etc. Students take pictures and identify the shapes or numbers and create an exhibition or montage in each school.
These are some of the Power Points made by the students.
SHAPES
SHAPES
NUMBERS
PATTERNS
This is the final montage of the best photos that the students took around school.
ACTIVITY EVALUATION (STUDENTS)
1. Please tick
the appropriate box for the activity
Very Interesting
|
Interesting
|
Ok
/Nothing Special
|
Really
Boring /Tiring
|
I
can’t decide
|
9 25%
|
20 55%
|
6 16%
|
1 0.03%
|
2. What did you
enjoy most during this project activity?
We enjoyed exploring parts of the building
we don’t usually go to.
Using cameras to take photos of shapes.
Making the montage
3. What did
you not like?
2 pupils did not enjoy having to make a
Power Point about their findings, otherwise ok.
1 pupil did not like walking around!
1 pupil did not like walking around!
4. What
changes would make it more interesting/effective?
Looking for more complicated shapes
Matching shapes or a competition e.g. first
to find 6 circles.
Looking for one shape but in different
sizes or colours
Making a video about finding them not just
taking photos.
Widen the search outside school
They preferred finding shapes and loved identifying 2d in 3d
They liked making their own patterns rather than finding patterns
They liked making their own patterns rather than finding patterns
Create our own pattern hunt quiz
Find them on our own
ACTIVITY 1: Maths
Around Us (STAFF)
1. Do you feel
the pupils engaged with the activity?
100% yes. Our pupils enjoy getting out of
the classroom and exploring.
2. Did you
enjoy the activity?
Yes
|
Ok /Nothing Special
|
No
|
100%
|
3.
What
changes would make it more interesting/effective?
Looking for more complex shapes
Competition around looking for specific
shapes/ patterns etc.
Photo a shape etc and pupils to go and find
those in a section of the building
1.
Would
you use this again when teaching maths?
Yes
|
Maybe
|
No
|
100%
|
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