San Antonio
Institute of Texas Cultures
Group Members: Giovannie, Abby, John, Heather
The Mission Concepcion was a mission of San Antonio. In the mission, religious
activity was the center of their day. The mission was where many people lived when
they first moved to San Antonio. It was considered a haven for many new comers.
Now, around Mission Concepcion there are a lot of sidewalks in which make it easier
for tourists to enjoy the scenic view.
Math Problem:
On our way to Mission Concepcion, we walked 170 paces and we
measured each pace to be 1.5 feet. How far did we walk in feet? How far did we walk
in inches? If there were four people in our group how many inches did all four people
walk together?
Solution:
In this question, you multiply 170 by 1.5. Then multiply that answer by 12 to
get inches. Then multiply that answer by 4 to get the total for our group.
Topic: Conversions
Grade Level: 5-8
Standard: #1 Mathematics as Problem Solving
The mathematics curriculum should include numerous and varied experiences with
problem solving as a method of inquiry and application so that students can :
- use problem solving approaches to investigate and understand mathematical
content;
- formulate problems with situations within and outside mathematics;
- develop and apply a variety of strategies to solve problems, with emphasis on
multistep and non-routine problems;
- generalize solutions and strategies to new problem situations;
- -acquire confidence in using mathematics meaningfully.
- verify and interpret results with respect to the original problem situation;
Group Members: Luke, Matt, Susana, and Marcus.
Mission San José was founded in 1720, and was named after Saint Joseph and the
Marques de San Miguel de Aguayo, the governor of the province of Coahuila and
Texas at the time. It was built on the banks of the San Antonio River several miles to
the south of the earlier established mission San Antonio de Valero (the Alamo). The
mission's founder was the famous father Antonio Margil De Jesus, a very prominent
Franciscan missionary in early Texas.
San Jose was also the largest of the missions in the area, and it became known as
"Queen of the Missions" because of its height/size, granary, and livestock forms. Over
the years, many Indian raids from Comanche and Apache Indians caused it to fall
into partial ruin, but in the 1930s the Conservation Committee has restored it.
Math Problem:
On the door, what is the hypotenuse of the right triangle on the
bottom left hand corner if the other sides measure 2 feet and 3 feet?
Solution:
You use the Pythagorean theorem.
Topic: Pythagorean Theorem
Grade Level: 7-8.
Standard 2: Mathematics as Communication.
The study of mathematics should include opportunities to communicate so that the
students can:
- model situations using oral, written, concrete, pictorial, graphical and algebraic
methods;
- reflect on and clarify their own thinking about mathematical ideas and
situations;
- develop common understandings of mathematical ideas, including the role of
definitions;
- use the skills of reading, listening, and viewing to interpret and evaluate
mathematical ideas, including the role of definitions;
- discuss mathematical ideas and make conjectures and convincing arguments;
- appreciate the value of mathematical notation and its role in the development
of mathematical ideas
Group Members: Cesar, Tim, William, Michael.
In San Antonio, every year in late April, "Fiesta" is celebrated. One of the parades that takes place is the Battle of Flowers. Over 5,000 people gather around downtown San Antonio. There are many events to pick from: such as floats, music, food, games and many more. Fiesta last for 10 days.
Math Problem:
Click on the map above to enlarge it, then print out our map. Assume that the distance from Jones St. to Brooklyn St. along the parade route is seven miles. Use that distance as a scale. Find the total distance of the parade route. If the people in the parade walk one mile in 45 min., how long will it take them to complete the parade ?
Solution:
Make your own scale from JONES ST. to BROOKLYN ST., and use it as 7 miles. Add how many miles are all together and multiply it by 45 min. Once you have it all together you will see how much time it will take to complete the hole route.
Topic: Scale
Grade Level: 5-8
Standard 1:Mathematics as Problem Solving
The mathematics curriculum should include numerous and varied experiences with problem solving as a method of inquiry and application so that students can--
- use problem- solving approaches to investigate and understand mathematical content;
- formulate problems from situations within and outside mathematics;
- develop and apply a variety of strategies to solve problems, with emphasis on multi-step and non-routine problems;
- verify and interpret results with respect to the original problem situation;
- generalize solution and strategies to new problem situations;
- acquire confidence in using mathematics meaningfully.
Group Members: Deidra, Zack, Amanda, Juanita
This well exists at Mission Concepcion. It served as the mission's center of religious activities. The well was used by Fransicans years ago. The well was built around the mid-1700's.
Math Problem:
Assuming the people at the Mission want to paint the outside of the well (not including the top). Find the surface area of the well to determine how much paint is going to be needed. The length is 6 feet long while the length and height are both 2 feet.
Solution:
Find the area of each face to be covered using the given information. Find the sum of your answers.
Topic: 3-d geometry/ surface area
Grade Level: 7th/8th grade
Standard 2: Mathematics as Problem Solving
The mathematics curriculum should include numerous and varied experiences with problem solving method of inquiry and application so that students can:
- Use problem solving approaches to investigate and understand mathematical content.
- Formulate problems from situations within and outside mathematics.
- Develop and apply a variety of strategies to solve problems, with emphasis on multi-step and non-routine problems.
- Generalize solution and strategies to new problem situation.
- Acquire confidence in using mathematics meaningfully.
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