San Antonio
Institute of Texas Cultures
Group Members: Alison, Erik, Nathan, Fiona
While on our trip to the San Antonio Missions, we visited
the Institute of Texan Cultures. We were guided throughout the Institute by a
guide, and were given information on the Native Americans that lived in and around
the San Antonio area. A big part of Indians lives was hunting and gathering food.
The Indians used spears to hunt for food, dig, and carve other tools. The spear
displayed below is a significant part in the development of primitive Indian Societies.
Math Problem: What
is the volume of the spear if the spear is 42 inches long and the radius is
0.25 inches?
Solution:
To find the volume of the spear, you will take pi times the radius squared and
then you will times that by the height (42 inches).
Topic: : Pythagorean Theorem
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 putside 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 solutions and strategies to new problem situations;
- acquire confidence in using mathematics.
Group Members: Shawn, Anesa, Drew, and Jon
The 8th grade class of 2000 went to visit the missions.
During our visit, we went to see Mission Concepcion. While we were there we saw
the windows at the missions built by the people that first lived there. Back then
the people in the missions used the windows for three main reasons. One important
reason was for air ventilation. They also used the windows for light and a view
of the outside. Without the windows, the missions would be dark.
Math Problem: Find the area of
the glass part of the window if the length of the wood is 2.5 feet and the width
of the wood across the window if 2 feet? Understand that the window if 2 inches
shorter than the wood both in length and in height.
Solution:
Subtract two inches from both the lengtha nd the width. Then find the area
Topic: Basic Geometry
Grade Level: 5-8.
Standard 4: Explore problems and describe results using graphical, numerical,
physical, algebraic, and verbal mathematical models or representations
Group Members: Sade, Robert, Tina, Dominique
The Avery Tractor Engine and Thresher Company of Peoria,
Illinois, manufactured the 18 to 36 horsepower gasoline-powered tractor in the
early early 1900's. The Avery Tractor resembles an early steam tractor and it
was intended to be replaced. The Avery Company introduced the first combustion
tractor about 1913. They had developed a long line of six models of gasoline and
kerosine-powered tractors that very much varied in size from 8 to 5 horse power.
The company had to decide rather to choose an unorthodox engine design for that
period of time. A horizontal design opposed the cylinder arrangement of two cylinders
for the other smaller tractors and for the other larger ones. All the tractors
large and small had to be hand cranked and had very heavy transmission gears.
Math Problem: What is the diameter
of the circle and the circumference if the radius of the wheel is 69 inches?
Solution:
In order to find out the solution you would find the diameter by doubling
the radius. To find out the circumference look up the formula and plug in the
numbers.
Topic: 2-D Geometry
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--
- 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: Jessica, Blair, Tanya, Graham
A few weeks ago, my eighth grade class went to visit
Mission Concepcion. We learned that the church had a lot to do with mission life
and keeping the faith alive. The church was a well liked sanctuary in missions;
especially in times of trouble. It was the center of many religious activity such
as festivals and religious celebrations.
Math Problem: The priest wants to
put a glass top on the table to preserve the table cloth. If the table top is
3 foot by 8 ft. , how much glass should the glass cutter cut for the church?
Solution:
Step one- look in a math book and find the formula for the area of a rectangle
Step Two- apply the length and width to the formula to
find out how much the glass cutter should cut for the church.
Topic: 2-D geometry
Grade Level: Fifth grade-Eighth Grade
Standard 2: 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 mathematic 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 solutions
and strategies to new problem situations;
- acquire confidence
in using mathematics meaningfully.
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