Congruent Triangles

Screenshot 2017-12-13 at 8.45.06 AM

As Piaget highlighted, our brains make connections between new information and previous information (prior knowledge). I introduce the concept of congruent triangles by connecting it to prior knowledge of identical twins (photo above).

This connection is carried throughout the chapter. For example, to show triangles are congruent we look at parts of the triangle, just as we can look at shoe size, pants size and height of 2 people to determine if they are twins (see photo below).

Screenshot 2017-12-13 at 8.51.28 AM.png

Advertisements
Tagged , , ,

Function Notation for Algebra

Below is a video of a lesson I recorded on function notation using the Explain Everything app. The lesson starts by addressing the concept of function notation by connecting it to the use of the notation “Dr.” as in Dr. Nick of Simpson’s fame. The lesson builds on prior knowledge throughout with a focus on color coding and multiple representations.

This videos shows an instructional approach to teaching function notation and concepts in general and video lessons can be used for students who miss class or who need differentiation.

Tagged , , , , ,

Hands on Triangles for Boring Worksheet

 

Screenshot 2017-11-24 at 5.50.18 PM

A student came to me with a geometry worksheet, excerpt in photo above. Extemporaneously I created cut out sides of a triangle to help make the concept of lengths of sides of a triangle more concrete.

The concept is that the shorter 2 sides must be longer than the 3rd side or you cannot get a triangle. The worksheet is very abstract and very inaccessible. (Actually there is more to this topic but I am keeping it simple to allow lay people to focus on the instructional strategy and not the “mathy” stuff.)

Tagged , , , ,

Function Notation

Screenshot 2017-11-24 at 8.24.37 AM

Function notation is challenging for many students yet we teachers overlook the reasons for the challenges. For example, students see the parentheses and rely on the rule they were taught previously, y(5) is “y times 5”. Because this is overlooked by teachers we often skim over the concept of notation and delve into the steps. This document¬†is a means of presenting the concept and the use of function notation in a meaningful way. Feel free to use or revise and use the document as you wish.

Tagged , , ,

CTSPEDMATHDUDE Approach to Teaching Math

The purpose for having this website is to share my approach to teaching math. The approach is the use of special ed principles brought to bear on math. Specifically, I use a task analysis approach to break down a math topic into “bite-sized” pieces and to use a variety of instructional strategies and reinforcement to move the student through the individual tasks towards mastery of the math topic (including conceptual understanding).

Tagged , ,

– symbol: negative vs subtraction

The use of the “-” symbol is challenging for many students. They don’t understand the difference between the use of the symbol in -3 vs 5 – 3. To address this I use a real life example of multiple uses of the same symbol (1st 2 photos below) then break down the “-” symbol (photo below at bottom). I suggest this be introduced immediately prior to the introduction of negative numbers.

negative vs subtractionNegative vs Subtraction B

Tagged , , , , , ,

Functions Introduction Video Lesson

This video provides instruction to introduce the definition of and conceptual understanding behind algebraic functions.

Functions video

Functions

Tagged , , , ,

Relations Introduction Video Lesson

This video provides instruction to introduce the definition and conceptual meaning behind algebraic relations.

Relations Video

Relations

Tagged , , , , , ,

Elapsed Time Scaffolded

Elapsed time scaffolded

The photo above shows a scaffolded handout to break down elapsed time for a student. The problem is divided into 3 parts: time from 10:50 to 11:00, time from 3:15, time from 11:00 to 3:00 (see photo below). This is based on how we may compute elapsed time by focusing on minutes then on hours. Notice the 3 clocks (in photo above) with no hands which allows the student to engage the clocks by having to determine and show how many minutes passed, e.g. 10:50 to 11:00.

The final answer would be 4 hours and 25 minutes.

Elapsed Time Scaffolded and completed

Tagged , , , ,

AWESOME Online Graphing Calculator

Desmos graph pizza function

This can be a game changer for students with special needs who struggle with math. The Desmos graphic calculator allows students to interact with math equations through multiple representations. It is far superior to graphing calculators in terms of quality and ease of use and is free. The app for Smartphones is outstanding.

Here are features that make this calculator user-friendly and an outstanding instructional strategy.

  • Students can click on dots and the ordered pair will appear (see top photo below).
  • Students can change features of the equation and immediately see how the graph changes.
  • Students can collect data and create a graph and convert the data into “mathy” representations like equations (see top photo below).

Desmos regression price vs mileage of used cars

 

Desmos parabola

image

 

Tagged , , , ,
%d bloggers like this: