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Digital Photography "When students take the pictures and actively use them for purposeful knowledge, you have a dynamic combination for engagement and active learning." (McAnear, 2004, p.4)

Digital Photgraphy and Math

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Page 1: Digital Photgraphy and Math

Digital Photography

"When students take the pictures and actively use them for purposeful knowledge, you have a dynamic combination for

engagement and active learning." (McAnear, 2004, p.4)

Page 2: Digital Photgraphy and Math

2 Great Reasons1. The possibilities are only limited by

your creativity.

2. Students find it incredibly motivating.

Page 3: Digital Photgraphy and Math

Framework• In the May, 2004 issue of Learning

and Leading with Technology, Glen Bull and Ann Thompson provide readers with a four-step framework for the use of digital images across all content areas.

Page 4: Digital Photgraphy and Math

Step 1: Acquire• Where does one find digital images to

use in the classroom?

• The NCTM theme standard Connections states that students should be able to connect mathematical concepts to the outside world.

• Digital cameras can get students out of the classroom and into their environment to capture real-world examples of mathematical concepts.

Page 5: Digital Photgraphy and Math

Acquire--Example• Most common example is having

students find geometric concepts around the school grounds

• Students can easily find examples of parallel lines (sidewalk cracks, power lines), right angles (bricks on a wall), shapes, geometric solids, and on and on.

Page 6: Digital Photgraphy and Math

Step 2 Analyze• Use of images can involve many

kinds of analysis on the part of the student. Our goal is to get them to see mathematical concepts in real-world images.

• One of the best ways is to use a photo as the basis for a writing prompt and have students solve the problem.

Page 7: Digital Photgraphy and Math

Analyze--Example• What would the word HOT look like after

being rotated 180°?• What would it look like after being rotated

270°?• What would it look like after being

reflected across a vertical line just to its right?

• What would it look like after being reflected across a horizontal line below it?

Page 8: Digital Photgraphy and Math

Step 3: Create• Educational activities often involve

products. Many technologies make it easy to incorporate digital images.

• Students can make slide shows, blogs, posters, class books, art projects, etc.

Page 9: Digital Photgraphy and Math

Step 4• Products are not always meant to be

read only by a teacher, but also to be communicated to a larger audience.

Page 10: Digital Photgraphy and Math

Example 1: Multiplication• If there are nine small squares in one

tile, how many squares will there be in 5 tiles?

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Example 2: Subtraction• How many MORE black and white

fish are there than orange fish?

Page 12: Digital Photgraphy and Math

Example 3: Measurement• Measure and photograph each

student during the first and last week of school.

• Compare data.

Page 13: Digital Photgraphy and Math

Example 4: Fractions• What fraction of the candy canes are

NOT red?

Page 14: Digital Photgraphy and Math

Discussion• Gather with the other people in the

class who teach at your same grade-level.

• Brainstorm ideas for using digital photos in each of NCTM’s content standards.

• Make sure and tie each activity to your core curriculum.

Page 15: Digital Photgraphy and Math

Think About It…• What math questions could you bring

out about this photo?

Page 16: Digital Photgraphy and Math

Other Ideas for Using Photos• Illustrate steps in a process

• Photograph favorite foods and then graph

• Permutations

• Identify patterns in nature

• Illustrated dictionaries of math terms

Page 17: Digital Photgraphy and Math

NCTM Content Standards• Number & Operations

• Algebra (think patterns & functions)

• Geometry

• Measurement

• Data Analysis & Probability

Page 18: Digital Photgraphy and Math

Your Assignment• Take a digital photo that can be tied

to your math core.

• Remember the steps:

1. Acquire the photo.

2. Analyze the photo for its math connections.

3. Create the product.

4. Communicate (by turning it in to me!)

Page 19: Digital Photgraphy and Math

Example Assignment:

Page 20: Digital Photgraphy and Math

Wait!!! I don’t have a digital camera!!!

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Never fear, there’s an alternative.

Page 22: Digital Photgraphy and Math

Alternative Assignment• Create another technology lesson

plan using the form you did this morning.