Maths from a different angle

GGSG Maths: From a Different Angle

Years 8-9

We made our own Kaleidoscopes with interchangeable ends

we constructed kaleidoscopes with 3-4 and even 5 mirrors inside this enabled us to experiment with different shapes and patterns

design and rotation experiments inside triangles, squares and pentagons

the end section of the kaleidoscope twists around, so designs can be rotated through axis of symmetry created by the edges of the mirrors. The ends are also made so the different designs can be inserted into the kaleidoscope

the guessing game

Each student started with a simple design, may be a line or two lines, then onto more complex shapes, stars or a cross and tried to predict the result when viewed in the kaleidoscope. The outcomes were also recorded

We went onto to study Indian folk designs a traditional art form passed on through generations, called Rangoli

The geometry we had explored, which included shape construction and their relationships within circles enabled us to see how these patterns are constructed. We decided pavement drawing with our own geometric patterns was our next move

individual design work

and some committed to extra homework, with impressive results

permissions granted to decorate the car park and outside through routes across the school! Instead of compass and ruler we have string, wooden battens for straight edges and........ umbrellas

Patterns were started all over the School umbrellas were handy as it did rain a little

We literally did take maths out of the classroom

Vehicles drove over our pastels and crushed them but the results were still impressive

Students showed pride in their work and really wanted to finish, even though supplies of pastels were running low. This was cleverly resolved by using the colour of the ground as an integral colour within the design

Some students worked individually, others teamed up together.

Others managed a couple of designs in the allotted time

Many were very colourful patterns, others contained symbols, motifs and even stories within the design. Titles became important and a way in for viewers to understand

My favourite quote from the days activities:

A student from another class walked past and looked hard at what we had done and said, ‘how come you get to do fun maths?’