Middle School Math, Logic, and Problem Solving: Similar Shapes, Scale, and Slope
In this five week pre-algebra and middle school math course, learners will identify similar shapes, create scale drawings, and connect existing geometry knowledge to the concept of slope through problem-centered exploration.
147 total reviews for this teacher
5x per week
over 5 weeks
learners per class
per learner - per class
How does a “Multi-Day” course work?
Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries
How Outschool Works
Available TimesPacific Time
Don't see a time that works for you?
This is the second course in year two of a series of middle school mathematics courses. These courses are taught in small-groups to provide individual instruction and social-learning opportunities aligned with a social constructionist or situated cognition view of learning. This series is based on an accelerated math curriculum that covers three years of content, aligned to Common Core Math Standards, over the course of two school years. It is perfect for students preparing to begin Algebra...
Students will understand and use the terms " scaled copy", "to scale", "scale factor", "scale drawing", and "scale". Students will recognize when two pictures or plane figures are not scale copies of each other. Students will use tables to reason about measurements in scaled copies. Students will make, interpret, and reason with scale drawings. Students will understand dilation and recognize center and scale in this context. Students will understand how dilation impacts different polygons including line and angle measures. Students will understand similarity of plan figures using rigid transformations and dilations. They will use the properties of similarity to make, prove, and disprove claims. They will learn the terms "slope" and "slope triangle". They will use similarity to prove they can sue any two distinct points on a straight line to determine the slope.
Professional Experience: I have been a math tutor for over 12 years and have worked with students from ages 5-25 in small group and academic settings including serving as a primary teacher for home educated learners. I have received training and tutoring certification/awards from nationally recognized organizations. I was a group supplemental instruction leader for math at the collegiate level for four years at ETSU including working with dual enrolled and accelerated learners. I have taught and tutored math up to a graduate level in algebra, geometry, probability, and quantitative reasoning. Academic Experience: Constructivism and Mathematics, Science, and Technology Education This graduate level online course for educators used practical examples and empirical research to connect the educational philosophy of constructivism to best practices in STEM education and demonstrated online teaching strategies for this endeavor. It highlighted the power of solving problems through building and applying understandings rather than rote processes which influences the problem-centered curriculum This class also addressed common misconceptions or alternative schemas students develop for math and science prior to instruction and provided ideas for experiments and explorations to adjust these conceptions. Math 1410 Numbers, Concepts, and Algebra for Math Teachers This in-person semester long coursed prepared students to teach common core mathematics to students in grades kindergarten through eight including early access to algebra. It included practical teaching experience, ensuring the personal math conceptual fluency of each educator, and demonstrating expertise on the Praxis math exam for educators. Math 1420: Logic, Problems, and Geometry for Math Teachers This in-person semester long course prepared teacher candidates to teach common core mathematics to students in grades kindergarten through eighth including advanced ideas of logic, problem solving, and geometry using a constructivist lens.
There is no homework for this class. It is all completed in class.
Learners will need a ruler, pencil, and notebook. Learners may benefit from having a whiteboard and marker to provide additional, flexible, problem-solving space.
Students will receive weekly written progress reports.
4 hours 10 minutes per week in class, and no time outside of class.
Students will need to use Nearpod. They will need to click a link and enter their first name or initial. No other identifying information will be collected.
The scope and sequence of this course is based on the open source Illustrative Mathematics curriculum and has been adapted for 2e, neurodiverse, and home-based learners. Illustrated Mathematics is licensed under a creative commons attribution license: https://creativecommons.org/licenses/by/4.0/ Pedagological Resources: Gravemeijer, K. (2020). A socio-constructivist elaboration of realistic mathematics education. In National reflections on the Netherlands didactics of mathematics (pp. 217-233). Springer, Cham. Vintere, A. (2018). A constructivist approach to the teaching of mathematics to boost competences needed for sustainable development. Rural Sustainability Research, 39(334), 1-7. Briscoe, L., & Van Kesteren, J. (2018). THE ART OF MATH. Gazette-Ontario Association for Mathematics, 57(2), 21-24.
Education as Unique as Your Learner
🇺🇸Lives in the United States
147 total reviews
119 completed classes
I am an autistic adult with a masters degree in museum and museum evaluation focusing on applying science to museums and museums as a place of informal learning for neurodiverse learners. In my undergraduate education, I elementary education,...