(This picture was retrieved from the site: http://popejoypresents.com/2009-2010/ballet-folklorico-de-mexico)

A possible math problem students can solve, using this picture, is to find the angle and arc measurement created by the folkloric dancers’ arm, dress, and leg. This problem would align to:

CCSS.MATH.CONTENT.7.G.A.1
Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale and

CCSS.MATH.CONTENT.HSG.C.B.5
Derive using similarity the fact that the length of the arc intercepted by an angle is proportional to the radius, and define the radian measure of the angle as the constant of proportionality; derive the formula for the area of a sector

First, students can lay the picture on graph paper, plot points on the hand, armpit area, and foot of about three of the folkloric dancers and then use a compass to sketch an approximate arc from the hand to the foot (it should be an arc along the hem of the dress).

Once students have three separate sketches of arcs, they can calculate the length of the legs of the arc and the area of the arc. Then, students can discuss with each other what their answers mean and how their findings helped them reach the standards for this problem.

Using a picture to solve a mathematical problem will spark students’ interest because they will be intrigued by the picture and their answers will actually relate to a setting that makes their findings realistic. Slowly, teachers can find better ways to spark students’ interest by applying the math concepts they are learning to more realistic situations, gradually. In other words, a teacher may start off with a word problem one day, then progress to using a picture problem, and then have students solve a problem they can physically create and manipulate. Each of those situation becomes more realistic and intriguing to students.