A-Maze-ing maths projects!

Throughout these past few weeks, the ‘Rulers’ maths workshop have been learning about measurement and geometry through a maths project that supported the students to apply their new knowledge through the ‘wonderful world’ of coding and design.

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Initially, students were given a student-friendly version of the measurement and geometry Victorian curriculum and asked to highlight their strengths. Student then had a conference, were given feedback and agreed upon goals for their next step in their learning: fullsizeoutput_4e69fullsizeoutput_4e68

After learning about protractors, angles, perimeter, area and related concepts, students were then initially challenged to create their own maze design, using the following parameters:

  • include the perimeter and area measurements (to scale where possible)
  • include at least two right angles, two obtuse angles and two acute angles
  • all angles should be labelled
  • use a ruler and protractor when designing your maze
  • include the total distance a Sphero robot would travel to navigate the maze

Students worked firstly independently and then collaboratively to:

a) design and construct the three dimensional maze, and

b) program a Sphero robot to navigate the maze.

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Halfway through the ‘designing and refining’ phase, students were expected to give feedback to the peers – looking at strengths of their design and areas to work on. For example:

Dear Group 3,

The strengths of your diagram are:

  • the border is neatly drawn and to scale and
  • you have a clear start and finish. 

Have you thought about:

  • making the inside diagram neater and also
  • put all the measurements down on the diagram.

Regards,

Group 7

The project had to demonstrate an understanding of design, how to make refinements, how to communicate effectively, and of course, presentation. As well as peer feedback, students received ongoing teacher feedback as well as a final assessment matrix at the end:

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Building commences!

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Programming:

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Groups also submitted evidence of their understanding of measurement, area, perimeter and angles through a written reflection and included their coding:

 

As well as design and technology outcomes, other learning outcomes from this maths inquiry project included collaborative group work, measuring and comparing angles using degrees, constructing angles using a protractor and calculating the perimeter and area of rectangles using familiar metric units.

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