Eyes Open 3 Unit 7 Video 7.2
Playing with Maths
A lot of students think Maths is difficult. It’s often a
“love” or a “hate” subject. But we use Maths all the time! To measure distance,
design art work, go shopping, and use a computer. But if we didn't study Maths
at school, we wouldn't be able to do any of those things. “Today we’re going to
play a game that’s going to give you a chance to practise adding fractions. And
you’ve used this model of the clock before. And this game is going to use the
model of the clock as well.” So, the students get into groups to play and to
learn fractions. “Yeah, one third! I finally get a one!” “Four tenths.” These
students are using art to learn Maths. In this way, they can see Maths in the
world around them – even on a quilt. The teacher gives the students two
questions to think about during the class. “The first is: how do artists use
geometry? And the second is: why do artists use geometry?” So, the students
describe the geometric shapes they see in the quilt. Then they find geometric
shapes in different pieces of art. Now it’s the students’ turn to be the
teacher. They write about what they’ve learned. And then they stand up and
teach their classmates. It’s a great way to make Maths interesting and fun
True/False
1. Many
students find Maths hard.
2. We
use Maths very seldom in our lives.
3. With
Maths we go shopping and use a computer.
4. Today
the students are going to play a game.
5. They
are going to practise drawing.
6. They
are going to use the model of the clock.
7. The
students have to get into pairs.
8. The
students are using art to learn history.
9. Now
they can see Maths everywhere around them.
10. The first teacher’s
question is about geometry.
11. The students have to
describe the flowers on the quilt.
12. After that they have
to find geometric shapes in different books.
13. Then the students have
to be the teachers.
14. They have to make new
Maths tasks for other students.
Answer
1. What
do the students think of Maths?
2. What
do we use Maths for?
3. What
is this game going to give them today?
4. What
model have they used before?
5. How
do they learn fractions?
6. What
else do they use to learn Maths?
7. How
many questions does the teacher give to the students?
8. What
do the students describe?
9. Where
do they find geometric shapes then?
10. What do they have to write?
Lexis
measure
distance
design
be able
chance
fractions
quilt
during
use
describe
shapes
a great way
|
measure
|
Can and may
|
|
distance
|
a small
proportion of something
|
|
design
|
form
|
|
be able
|
opportunity
|
|
chance
|
throughout
the period of time
|
|
fractions
|
A good
method of doing something;
|
|
quilt
|
To create a
detailed drawing before making it for real
|
|
during
|
The length
from one point to another
|
|
describe
|
Colourful
blanket
|
|
shapes
|
To find out
the size
|
|
a great way
|
Say how something
looks like
|
Playing with Maths
A lot of students …1………………… Maths is …2…………………. It’s often a
“love” or a “hate” …3…………………. But we use Maths all the …4…………………! To measure …5…………………,
design art work, go shopping, and …6………………… a computer. But if we didn't …7…………………
Maths at school, we wouldn't be …8………………… to do any of those things. “Today
we’re …9………………… to play a game that’s going to …10………………… you a chance to …11…………………
adding fractions. And you’ve …12………………… this model of the clock before. And this
game …13………………… going to use the model of the clock as …14………………….” So, the
students get into …15………………… to play and to …16………………… fractions. “Yeah, one
third! I …17………………… get a one!” “Four tenths.” These students are using …18…………………
to learn Maths. In this …19…………………, they can see Maths in the …20………………… around
them – …21………………… on a quilt. The teacher gives the students two questions to …22…………………
about during the class. “The first is: …23………………… do artists use geometry? And
the second is: …24………………… do artists use geometry?” So, the students …25…………………
the geometric shapes they see in the …26…………………. Then they find geometric
shapes in different …27………………… of art. Now it’s the students’ …28………………… to be
the teacher. They …29………………… about what they’ve learned. And then they stand up
and …30………………… their classmates. It’s a great …31………………… to make Maths
interesting …32………………… fun
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