Ashley Tam's EDCP 342 Blog

For our math art project we recreated Stephen M. Campbell's Prime Numbers and Cylinders. The sky of the original and ours was sectioned in to a grid of repeating shapes and was then coloured based on prime numbers. Each prime number was assigned a colour and any subsequent number which was a factor of this prime number was coloured with the same colour. So if a number was composed of two prime numbers then it was coloured a blend of the two prime colours. I remember when I first glanced over this piece of art it didn't mean much to me and that is why I quickly skipped over it. It appeared boring and nothing out of the ordinary, but when Brianna brought the idea to our attention and actually explained its purpose, my eyes were truly opened. One glance and the art piece looks simply abstract and somewhat pretty, but nothing more. However, once you understand the math involved behind the scenes, the project becomes much deeper and complex than it once appeared. This project honest...

Grade: 8/9 Course: Mini Math (math 8 honours - synthesis of grade 8 and grade 9) Unit: Surface area and volume or Grade: 11 Course: Pre-calculus Unit: Graphing inequalities and systems of equations

When reading the evaluations, the two comments most mentioned were about the volume of our teacher voices and also the amount of activities/length of the lesson. I think there were many things I would have changed about my own portion of the lesson, but I also think as a group we could have coordinated activities better to avoid length issues. As a group we tried to pack in too many things and might have been better off only having one activity rather than three, we had to cut out one activity because we didn't have enough time, but this could also be a good thing, we left that activity at the end because it was an optional challenge if we had extra time. This provided an optional filler activity in case needed. However, overall, I think the issue was each group member wanted to do an activity to relate to each part of the lesson, but what I've learned is that sometimes less is more. It might have been more effective to have only one activity which could have connected...

EDCP 342 Microteaching Lesson Plan Course: Apprenticeship and Workplace 11 Subject: Geometry Date: Wednesday November 1, 2017 Duration: 15 minutes Lesson Overview Students will learn about the different views of 3-D objects: side view, top view and front view. Students will translate the various views into 2-D nets, which can represent 3-D objects. Students will be able to transform these 2-D nets into physical 3-D objects, which distinguish different faces. Students will explore more complicated 3-D objects and their different views. Class Profile 7-9 adults who could speak English at university academic level. Big Idea(s) Modeling and drawing 3-D objects and their views. Curriculum Competencies and Content Draw a 2-D representation of a given 3-D object. Draw, using isometric dot paper, a given 3-D object. Draw to scale top, front and side views of a given 3-D object. Construct a model of a 3-D object, given the top, front ...