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Maranao Craft and MathematicsPowerPoint Presentation

Maranao Craft and Mathematics

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### Maranao Craft and Mathematics

Subject Area: MathYear Level: Fourth Year High School

by :

Amelia T. Buan and

Fourth Year Students Batch 2003-2004

Unit Summary

This unit covers the topic on transformations in math. Geometiric transformation were discussed in graphing functions. In this unit, after students learned basic geometric transformation , they relate these to real life situations by filling out a journal and doing a research work on the geometric transformations used in Maranao crafts. Their work should also include famous Muslim mathematicians and their contributions to mathematics. This lesson is trying to connect mathematics to Maranao culture and historyto improve students appreciation on the local craft in Lanao del Norte specifically the Maranao Craft. The presentation of the students also includes their variation of the Maranao design they chose to present by applying the transformations they learned.

Unit Plan

Unit Plan Title:

MARANAO CRAFTS AND MATHEMATICS

Curriculum-Framing Questions

- How are Maranao designs created?

Essential Question

Unit Questions

- How does mathematics relate to craft?
- How do we make transformations in mathematics?
- Who are the famous Muslim mathematicians?
- How do Muslims use mathematics in their craft?
- What geometric transformation are found in Maranao crafts?
- How do we create designs using geometric transformation?

Multimedia Presentations

Landap and Mathematics

Malong and Mathematics

Design Using Arithmetic Sequence

Journals

Mathematics Arts Using Arithmetic Spiralsby Nova Xelina Guerrero

These designs were created using number patterns obtained from an arithmetic sequence

Procedure

1. Select an infinite arithmetic sequence

2. Get the number pattern of the sequence

3. Choose an Angle of turn of the sequence, which follows spiral movement.

4. Prepare a graphing paper

Plot the number pattern in a graphing paper

5. The cross-stitch set was used in constructing the different structures. The stitching process followed the procedure of plotting the number pattern in a graphing paper in procedure 4.

Infinite Arithmetic Progression with common difference of 1 and first term is 1, turning an angle of 45 degrees

Infinite Arithmetic Progression with common difference of 4 and first term is 1turning an angle of 90 degrees

Infinite Arithmetic Progression with common difference of 1 and first term is 1,turning an angle of 135 degrees

Infinite Arithmetic Progression with common difference of 2 and first term is 1,turning an angle of 45 degrees

Teacher Support Materials and first term is 1,turning an angle of 45 degrees

Graphing Calculator Activities

Vertical and Horizontal Translation

Exponential Function

Exponential and Logarithmic Function

Evaluation Tools

Analytic Rubric for Math Journals

Rubric for Multimedia Presentation

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