Orthographic/Isometric Math Project

**NOTE** I use this for my Grade 8s

Having students work with their hands and connect their learning to the RELEVANT world around them is a firm belief of mine. This project is one that not only forces my students to develop their math skills (measuring, scale, parallel lines, angle measures), but it also forces them to work on life skills such as fine motor, being detail oriented, and using specific tools (calipers, measuring tapes, and those pesky math kits). Furthermore, time management skills and digital literacy are incorporated into this project.

I used a two week time period for my students with a minimum of about an hour each day to work on this IN CLASS. 1 week per part...there are two parts. I used about 2-3 weeks worth of time before assigning this project to teach the skills the students will have to apply into this project.

Those lessons were:

1. what are orthographic drawings? why are they used? where are they used and by who.
2. how to properly label measurements on an orthographic drawing
   1. reminder of paralell and perpendicular lines
   2. proper measuring with a ruler review
3. what are isometric drawings? why are they used?
   1. how to use the 30/60/90 (scalene) triangle in a math kit
   2. how to use Isometric Grid paper (my students needed more practice/teaching than I though on this)
4. what are calipers? how are they used? (YouTube was great)
5. what is scale and how/why they are used in engineering drawings?
6. How to use Tinkercad - 3D Design and/or Codeblocks
   1. YT Tutorials are GREAT for both and encourage students to search for their own tutorials as they struggle to encourage growth mindsets and problem solving instead of prescribing them with videos
   2. There are a bunch of Codeblock lessons on Instructables...use one of them as a "practice" to give the students the necessary skills needed to create their own Codeblock creations.
   3. I use the "Starter" Lessons under the "Learn" tab for new students to 3D Design on Tinkercad...they are MUSTS for anyone new to the software.

To explicitly teach the above topics, I had the students create their own fun model using 10-20 Snap Cubes. My criteria for them was that they had to make it 3D, meaning it must have at least 2 cubes of depth in all directions. They then had to use this creation for each steps of the lessons above. You could obviously just make one so that everyone uses the same sample model, which would make your life easier, but it is engaging for the kids to make their own...just make sure they lean on the side of simple as this is a development of skills task.

Supplies

• Snap Cubes
• math kits
• internet and projecting capabilities
• photo taking devices for students
• grid paper and isometric grid/dot paper
• Tinkercad is best used with a laptop and mouse

Step 1: Project Document

Document For Students

Click on the link above and make a copy.

There are a bunch of hyper links to help as well as a list of items that the students must submit.

Please adapt for your classroom, but it is what worked for my students.

Step 2: Choosing/Making Models

The key to this project is choosing the models!

I suggest that creating a Snap-Cube model is Part 1 of the project for a few reasons:

1. It is a familiar entry point for the students because their practice/learning was done with snap cubes already
   1. it might just be the comfortability that some students need to feel they can be successful
2. Snap cubes are a cheap and readily accessible math manipulative
3. Snap cubes are congruent geometric shapes...that variable of congruency is key!
4. Students can use 1:1 scale because the shape CAN fit on a standard piece of paper

For part 2, make sure that you choose something geometric, the more "curved" (organic) lines/shapes in teh model, the more difficult. I also make sure to choose something that has to be REDUCED or ENLARGED to fit properly on a standard piece of paper, which is where scale comes into play. In part 2, I also encourage having more than one option for the students (1 more difficlut than the other). I am up front with the students about the different levels of difficulities as well....some really like to challenge themselves and taht is a great anecdotal for reporting on Learning Skills!

Another great option for part 2 is to have the students build something first! Use cardboard, or other upcycled material to have the students build something. Then they have ownership of their models! You could then create a Gallery Walk upon completion for sharing their projects with other students!

Step 3: Tinkercad

This is a BIG part of this project! Our students need to explore 3D Rendering....CAD is part of our world and has SO MUCH math involved that it is too rich and relevant learning opportunity for our students.

Couple of things:

1. I get my students to use 3D Design AND Codblocks to create 1 snap cube. By FORCING them to try both, they obviously get the experiences and practice of skills necessary for the project ahead, but then get to choose their own pathway for creating in part one of the task.
2. I give ample time for learning 3D Design and Codeblocks....the students need to have a POSITIVE experience with Tinkercad, especially if it is their first experience. I suggest using the "Starter" and "Lessons" options under the LEARN tab on Tinkercad for 3D Design and I suggest the following Instructables as learning experiences first (for Codeblocks):
   1. Link 1
   2. Link 2
   3. Link 3

In the pictures, you can see the Code (student created) used to create a single snap cube. Also, all the pictures are Student created!

Step 4: Sharing Student Work

I made sure that the work my students created was shared publicly. For me, I posted the work on bulletin boards outside my classroom. I made my own little cardboard shelf that housed the Snap-Cube Dog that the students used for Part 1 of the task.

The amount of students from other grades that stop and take in the work is astonishing. Such a rich learning experience for other students, but also a lesson in Personal Pride for my students (I force them to ALWAYS write their name on the FRONT of their work) as they take ownership of what they create. NO hiding!

**NOTE** As of writing this, my students have not completed part two....thus student work is only being shown for Part 1.