My first and secons tasks are in the attached file.
Dear Maddi, it is OK.
Now you can think about what of this you could include in math teaching and how.
E.g. photos of the tiles put on the notice board in the classroom and want for pupils / children:
a) to find even more decor
b) to find out where the photograph of the paving was taken in the vicinity of the school,
c) to crate a new decor (model)
In the case of bridges, it is possible to discuss the dependence of the number of arches on the number of bridge piers in 7-year-old pupils.
This work is a good exercise - preparation for the final work.
Now you can think about what of this you could include in math teaching and how.
E.g. photos of the tiles put on the notice board in the classroom and want for pupils / children:
a) to find even more decor
b) to find out where the photograph of the paving was taken in the vicinity of the school,
c) to crate a new decor (model)
In the case of bridges, it is possible to discuss the dependence of the number of arches on the number of bridge piers in 7-year-old pupils.
This work is a good exercise - preparation for the final work.
Notice:
one of your photos (Charles square) shows not the tiles as a carpet, but the tiles informing the blind person of the way
one of your photos (Charles square) shows not the tiles as a carpet, but the tiles informing the blind person of the way