Strategy+2+-+Drawing+and+Artwork

Strategy 2 - Drawing and Artwork

During our EMTL sessions, we talked often about the importance of "representations" in math thinking. This chapter reminded me of many of those dialogues. To me, "representation" is illustration, and this chapter spoke to that by providing examples that could easily become part of any math classroom.

I like the idea of asking students to draw meaning of vocab words, and I always ask my students to sketch a picture of what they're being asked to do in a math word problem. I also liked the idea of asking students to draw a mathematical sentence, ex: "draw 3 + 2 = 5". (/kis)

Lynn I don't know how students could do math without drawing a visual, or using one if it is provided. Of course, that is how I learn best, so I figure everyone else does too :) The Gallon Man or the Gallon House is a perfect example of how students can use a familiar drawing to associate with or refer back to when needed.

Transformations I gave each student a black, construction paper shape (one of the polygons we learned!) We practiced translations, reflections, and rotations with the shape on a sheet of drawing paper. Then the students were given the opportunity to choose one of the transformations to make into a picture. They could draw more shapes, as long as they used slides, flips, or turns. The original shape was glued on, as well. Next year I am going to require a picture with each transformation! (3 pictures) Janice