Why Math Artistry?
Because:While solving mathematical (left brain) problems, students are also illustrating ideas and illustrating strategies (right brain) . Hence their whole brain is involved. Here are some examples:
STUDENT INSTRUCTIONS
- Redraw a face of your own on this design using your own colors.
- Transfer the image to the graph paper but double the size.
Make one more image on plain paper without using the graph paper.
Explain how you did this: ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
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COLLAGE
- Color and cut out the images you want to use.
- Pick 5 or more of the 27 designs and continue them your own way. They can go straight across or curve around or ?
Frame it and place your graph alongside your design.
THEN GRAPH THESE (see below)
triangle
hexagon
diagonal lines
dots
diamonds
crosses
horizontal lines
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CONTINUE THE PATTERN
Make this pattern continue. Can it be described mathematically in more than one way? See below for mathematical sentence possibilities
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BALANCING A TINY PERSON ON A CUP
This project starts like this picture above using popsicle sticks that are glued together. Then, using all types of clay, glue, foam balls, and a can to stand on, he or she gets ready to perform.
They can swing forward and backwards without falling but the clay weight has to be balanced. Then, once we get it all together, they are ready. Rehearsals are announced and the show goes on!
Now let’s explore…Objects behave as though their mass (the stuff they’re made of) is concentrated at a point. This point is called the “center of gravity”. Where do you think these performers on a can have their center of gravity? Does the kind of clay make a difference in where the CG is?
A simple object like a ball has its center of gravity (CG) high at its center.
Why does this Center of Gravity even matter? Well, one example of this is: if you want to fly an aircraft safely, having a balanced load is important and knowing where the CG is helps you control it.
Another example has to do with rocketry. For best results, you align the motor up so it pushes exactly through the CG for a straight flight.
In the auto industry, the lower the CG is, the more stable the car or truck is. This explains why SUVs have more rollover issues than cars. They are higher off the road so their CG is higher. Race cars always have a very low CG. Some racing organizations limit the allowable location of the CG to keep things fair.
Depending on what you are trying to do, your requirement for accuracy will vary. For example, if you want to stack books on a table, you only need to know the CG within a few inches. BUT if you want your model airplane to fly straight, you need to know its venter of gravity within a fraction of an inch. Below is a list of examples with typical accuracy requirements.
- human: 2 inches (5 cm)
- golf ball: 0.05 inch (1.25 mm)
- rocket: 0.01 inch (0.25 mm)
- spacecraft: 0.04 inch (1mm)
The world in which our children face is threatened we are told so the better they are at solving problems, the better chance they have to survive and thrive.