Math In My Town eTwinning Project
There is an opinion that it is the mathematics lesson at school that students have the most difficulties. But do students know that they cannot do their activities in their daily lives in the town where they live without mathematics? With our project; our students will strengthen the bond between life and school according to the principles of vitality and transfer Decency in their lessons. Students will learn how they use the information in school in everyday life.
There is an opinion that it is the mathematics lesson at school that students have the most difficulties. But do students know that they cannot do their activities in their daily lives in the town where they live without mathematics? With our project; our students will strengthen the bond between life and school according to the principles of Decency and transfer in their lessons. Students will learn how to use the information in school in everyday life.
Objectives:
1- Students develop a positive attitude towards mathematics
2-According to the transfer principle of the subjects learned in mathematics courses; Students will discover what they have learned in their lives.
3- Students will put forward products related to different areas of mathematics subjects.
1- Students develop a positive attitude towards mathematics
2-According to the transfer principle of the subjects learned in mathematics lessons; Students will discover what they have learned in their lives.
3- Students will put forward products related to different areas of mathematics subjects.
Business Plan:
December:
Self-promotion of partner schools.
Online meetings of teachers about project plans
January- February:
Completion of pre-project surveys
Designing and selecting project logos
March :
Mathematics in shopping - Money
April:
Mathematics in Daily Life: hour - calendar
May:
Mathematics in art - Cubism
June:
End of project surveys
Designing the project abstract
Completion of the project magazine
Project closure
There is an opinion that it is the mathematics lesson at school that students have the most difficulties. But do students know that they cannot do their activities in their daily lives in the town where they live without mathematics? With our project; our students will strengthen the bond between life and school according to the principles of Decency and transfer in their lessons. Students will learn how to use the information in school in everyday life.
Objectives:
1- Students develop a positive attitude towards mathematics
2-According to the transfer principle of the subjects learned in mathematics courses; Students will discover what they have learned in their lives.
3- Students will put forward products related to different areas of mathematics subjects.
1- Students develop a positive attitude towards mathematics
2-According to the transfer principle of the subjects learned in mathematics lessons; Students will discover what they have learned in their lives.
3- Students will put forward products related to different areas of mathematics subjects.
Business Plan:
December:
Self-promotion of partner schools.
Online meetings of teachers about project plans
January- February:
Completion of pre-project surveys
Designing and selecting project logos
March :
Mathematics in shopping - Money
April:
Mathematics in Daily Life: hour - calendar
May:
Mathematics in art - Cubism
June:
End of project surveys
Designing the project abstract
Completion of the project magazine
Project closure
Curriculum Entegration
Math In My Town eTwinning Project Curriculum Integration
January - February: Introductions, Logo design, Pre-project survey
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.10. He uses art elements when creating his visual art work.
March: Mathematics in shopping - Money
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Life Information
HB.1.2.7. Decipher the difference between wants and needs.
Mathematics
M.1.1.2.2. It performs the addition process with natural numbers whose sums are up to 20 (including 20).
M.1.1.3.2. it performs subtraction with natural numbers up to 20 (including 20).
M.1.3.2.1. He/She knows our money.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
April : Mathematics in Daily Life: hour - calendar
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
Life Information
HB.1.2.6. He/She plans what he can do during the day.
HB.1.6.7. He/She researches the seasons and their characteristics.
HB.1.6.8. Comprehends the changes that occur in nature according to the seasons.
Mathematics
M.1.3.3.1. He/She reads full and half hours.
M.1.3.3.2. Indicates the day, week and month on the calendar.
M.1.3.3.3. Makes rankings by referencing specific events and situations
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He/She reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He/She uses art elements when creating his visual art work.
May : Mathematics in art - Cubism
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
Mathematics
M.1.2.1.1. It names geometric shapes by classifying them according to the number of vertices and edges.
M.1.2.1.2. Classifies simple objects used in daily life according to their properties and associates them with geometric shapes.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He/She reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He uses art elements when creating his visual art work.
June: End-of-project products, End-of-project evaluations
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
January - February: Introductions, Logo design, Pre-project survey
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He reflects his feelings and thoughts to the study of visual art.
G.1.1.10. He uses art elements when creating his visual art work.
March: Mathematics in shopping - Money
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
7) Taking initiative and entrepreneurship: Refers to the ability of an individual to turn their thoughts into action. In addition to creativity, innovation and risk-taking, it also includes the ability to plan and manage projects in order to achieve goals.
Life Information
HB.1.2.7. Decipher the difference between wants and needs.
Mathematics
M.1.1.2.2. It performs the addition process with natural numbers whose sums are up to 20 (including 20).
M.1.1.3.2. it performs subtraction with natural numbers up to 20 (including 20).
M.1.3.2.1. He/She knows our money.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
April : Mathematics in Daily Life: hour - calendar
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
Life Information
HB.1.2.6. He/She plans what he can do during the day.
HB.1.6.7. He/She researches the seasons and their characteristics.
HB.1.6.8. Comprehends the changes that occur in nature according to the seasons.
Mathematics
M.1.3.3.1. He/She reads full and half hours.
M.1.3.3.2. Indicates the day, week and month on the calendar.
M.1.3.3.3. Makes rankings by referencing specific events and situations
Turkish
T.1.3.6. He reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He/She reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He/She uses art elements when creating his visual art work.
May : Mathematics in art - Cubism
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
3-) Mathematical competence and basic competencies in science/technology: Mathematical competence is the development and application of mathematical thinking style to solve a number of problems encountered in daily life. Emphasis is placed on process, activity and knowledge built on a solid arithmetic skill. Mathematical competence includes the ability and willingness to use mathematical modes of thinking (logical and spatial thinking) and presentation (formulas, models, fictions, graphs and tables) to different degrees.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
5) Learning to learn: It is the competence of an individual to pursue learning and insist on it so that he can organize his own learning action individually or in a group, including effective time and information management. This competence includes the individual's awareness of learning needs and processes by recognizing the existing opportunities and the ability to cope with difficulties for a successful learning action. Gaining new knowledge and skills means seeking and benefiting from guidance support as well as processing and adapting it to oneself. Learning to learn activates learners in the direction of relying on previous learning and life experiences for the use and application of knowledge and skills in various contexts, such as home, workplace, educational and training environment.
Mathematics
M.1.2.1.1. It names geometric shapes by classifying them according to the number of vertices and edges.
M.1.2.1.2. Classifies simple objects used in daily life according to their properties and associates them with geometric shapes.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
Visual Arts
G.1.1.1. It refers to the application steps when creating visual art works.
G.1.1.3. He/She reflects his feelings and thoughts to the study of visual art.
G.1.1.5. Organizes shapes on a two-dimensional surface.
G.1.1.9. Creates three-dimensional work.
G.1.1.10. He uses art elements when creating his visual art work.
June: End-of-project products, End-of-project evaluations
1) Communication in the mother tongue: Expressing and interpreting concepts, thoughts, opinions, feelings and facts both verbally and in writing (listening, speaking, reading and writing); interacting linguistically in an appropriate and creative way in all kinds of social and cultural contexts, such as education and training, workplace, home and entertainment.
4) Digital competence: Covers the safe and critical use of information communication technologies for work, daily life and communication. This competence is supported by access to information and the use of computers for the evaluation, storage, production, presentation and exchange of information, as well as basic skills such as participation in public networks and communication via the Internet.
Turkish
T.1.3.6. He/She reads with attention to punctuation marks.
T.1.3.12. Applies reading strategies.
T.1.3.13. Answers questions about visuals.
T.1.3.19. Comprehends the meanings of shapes, symbols and signs.
T.1.2.4. Implements speech strategies.
T.1.4.5. He/She writes meaningful and canonical sentences.
T.1.4.8. He/She uses capital letters and punctuation marks appropriately.
T.1.4.9. He/She supports his writings with visual elements.
T.1.4.10. He/She reviews what he writes.
Parents Permission
First Teachers Webinar
Math In My Town eTwinning Project teachers participated in the project's introduction and planning webinar on December 21, 2022. Zeynep Öztoprak, a teacher of Şehit Erkan Kendirci İlkokulu from Turkey, attended the webinar organized. The teachers participating in the project determined their activities according to the opportunities in their schools.
Pre-project Surveys
Pre-project Parents Survey
Parents of 1-F grade students of Şehit Erkan Kendirci İlkokulu participated in the pre-project parent survey activities of Math In My Town eTwinning Project between December 15-16, 2022. The questionnaire was prepared and applied with the Google doc program. With the questionnaire; before the project, the opinions of all the parents participating in the project were taken on the subject.
Pre-Project Students Survey
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Şehit Erkan Kendirci İlkokulu 1-F grade students participated in the pre-project student survey activities of Math In My Town eTwinning Project between December 22-23, 2022. The questionnaire was prepared and applied with the Google doc program. Since the students were illiterate, the classroom teachers marked the answers by asking the students the questions verbally. With the questionnaire; before the project, the opinions of all students participating in the project were taken on the subject.
Logo Works
Class Logo Works
Students of Şehit Erkan Kendirici Primary School participated in the logo activities of our project on January 16-17, 2023.
Şehit Erkan Kendirci Primary School 1-F class students participated in the logo vote of the Math in My Town eTwinning Project between February 20-22, 2023.
Our Project Logo Survey Results
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Mathematics in shopping
1-F grade students of Şehit Erkan Kendirci Elementary School participated in 'Our Money' activities within the scope of Math In My Town eTwinning Project activities between 27th February- 03rd March 2023. Students watched animations about our money. They watched digital games about our money. Students have prepared a price brochure for the school canteen. Our students prepared a shopping list and went to the grocery store as a daily life practice. They calculated the purchases they made after shopping
Mathematics In Daily Life
Şehit Erkan Kendirci Primary School students of Class 1-F participated in the activities designed on 'Math in Daily Life' within the scope of 'Math In My Town' eTwinning Project activities between 03-04 April 2023. Students designed clocks from waste materials.
Şehit Erkan Kendirci Primary School students of Class 1-F participated in the activities designed on 'Math in Daily Life' within the scope of 'Math In My Town' eTwinning Project activities between 03-04 April 2023. Students worked in the analog clock in the Visnos program.
My Daily Activities
Common Product: Calender
Şehit Erkan Kendirci Primary School 1-F class students participated in the calendar joint product activities within the scope of 'Math In My Town' eTwinning Project activities on April 24, 2023. Students painted for the calendar leaf of February and March. Later they edited it on the canva portal.
Mathematics in art - Cubism
Common Product Picture
Şehit Erkan Kendirci Elementary School 1st-F grade On May 5, 2023, within the scope of Math In My Town eTwinning Project activities; the selected students completed the Cubism art joint product section.
Our Class Work
Within the scope of the Math In My Town eTwinning Project activities, students watched animations related to geometric shapes at Şehit Erkan Kendirci Elementary School 1-F class on May 3, 2023. Students created geometric shapes in the Geoboard web 2.0 tool.
Cubism Art Works
Within the scope of the Math In My Town eTwinning Project activities, Teacher Zeynep made a presentation about cubism to the 1st-fth grade of Şehit Erkan Kendirci Elementary School on May 4, 2023. Students participated in Cubism art painting activities.
End Of Project Surveys
Students Survey Work
Şehit Erkan Kendirci İlkokulu 1-F grade students participated in the pre-project student survey activities of Math In My Town eTwinning Project between May 22-23, 2022. The questionnaire was prepared and applied with the Google doc program. With the questionnaire; After the project, the opinions of all students participating in the project were taken on the subject
Parents Survey Works
Parents of 1-F grade students of Şehit Erkan Kendirci İlkokulu participated in theend of project parent survey activities of Math In My Town eTwinning Project between May 23-24, 2022. The questionnaire was prepared and applied with the Google doc program. With the questionnaire; before the project, the opinions of all the parents participating in the project were taken on the subject.
Students Certificates
Dissemination
Math In My Town eTwinning Project Magazine - ZEYNEP ÖZTOPRAK
Kastamonu Exhibition
We introduced our Earth Rangers eTwinning Project at the project exhibition organized by Kastamonu Provincial Directorate of National Education on May 9, 2023.
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