CLIL 4 MATHS in Secondary Education CyL: 3rd year

Compartido por Francisca Arpa

IRRATIONAL NUMBERS 3º ESO

To introduce irrational numbers I’ll begin with this video

https://www.youtube.com/watch?v=q_wstDWjnKQ

After watching the video I’ll ask them some questions about it

In pairs, students will classify numbers as rational or irrational fminutes using this worksheet as example.

Each student will choose a number and ask the other student if the number is rational or irrational, the answer must be similar to the example.

At the end of the activity they must elaborate their own worksheet with the numbers they have chosen

Group work

This activity is meant to reinforce definitions and fluency in describing irrational numbers and rational numbers.

The class will be organize in groups of 4 students and one by one, each student in the group is going to take one of these cards and talk about the chosen card:

Tell what an irrational number is in your own words.

Provide two examples that show that the statement is false. Lydia said that all square roots are irrational numbers.

Do the expressions

and

have the same value? Explain your thinking.

Provide two examples that show that the statement is false. Explain your thinking.

Zoe said that an irrational number can be expressed as a terminating decimal.

PROJECT

Students, in groups of 4 people, will chose one of the famous irrational number : π (pi), e ( Euler’s number) , φ ( golden ratio). They will have a week to look for information about it and make a presentation or a poster. In plenary, they will show their presentation or poster.

Unit/ Topic: Tessellations using transformations Click here.

Focus on: C for Cognition, C for Culture

Teacher: Javier Pérez
Attachment: Excel file

Learning outcomes

Objectives

-Identify transformations in nature, art and design.

-Identify the main elements of each transformation.

-Take photographs of each transformation and prepare a report for the class.

-Use the email and send the document.

-Show the project and use suitable vocabulary.

5. C for Culture		Tessellations How mathematics are discovered Women in maths Open problems
6. Activities		See page 5
7. Tasks		Read the article http://goo.gl/Wdb1E1
8. Cross-curricular tasks		Gender equality Search for examples of amateur women contributing to the science

10. Resources and materials

ACTIVITIES:

a) Write an expression used in the article for the word “tessellation”.

(b) Who discovered the first 5 types of pentagonal tessellations? When did this happen?

(d) When was discovered the last pentagonal tessellation?

(e) Why pentagonal tessellations are interesting?

12. Assessment:

criteria and instruments

Four aspects will be graded for each picture:

The picture itself, if it fits the transformation (max. 0’75)
The oral explanation (max 0’75)
The originality (max 0’25)
The quality (max 0’25)

Rubric: Next Page & Attached file

RUBRIC:

PICTURE

0’75	0’5	0’25	0
The photograph represents the transformation and its elements.	The photograph represents the transformation but the elements are not clear.	The photograph represents partially the transformation.	The photograph does not represent the transformation.

EXPLANATION

0’75	0’5	0’25	0
The vocabulary is accurate, the voice is clear and the pronunciation is good.	The vocabulary is accurate, the voice is clear but the pronunciation can be improved.	The vocabulary is accurate, but the voice is not clear and the pronunciation is not good.	The vocabulary is not accurate, and voice and pronunciation must be improved.

ORIGINALITY

0’25	0’1	0
The photograph is taken by the student and there are not similar ones in the class.	The photograph is taken by the student but there are similar ones in the class.	The photograph is not taken by the student.

QUALITY

0’25	0’1	0
The photograph is clear and the elements of the transformation are easily identified.	The photograph is slightly blurry and some elements of the transformation cannot be easily identified.	The photograph is blurry or distorted.

An Excel file is provided to collect the marks.

Unit/ Topic: A Fibonacci reseach
Focus on: Cognition
Attachments:
1. Worksheet
1. Videos: The magic of Fibonacci numbers, by Walter Benjamin.TEd Talks
Teacher: Susana Abad