中学校の数学と論理を解き明かす: 面積、表面積、幾何学
この問題ベースの数学コホートは、創造的思考者、芸術家、問題解決者を対象としており、才能のある生徒に適した加速したペースで数学への自信とスキルを身につけ、深い基礎理解を構築します。
Malikai Bass M.A
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5.0
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含まれるもの
15 ライブミーティング
12 時間 30 分 授業時間宿題：
週1時間. Each lesson will include a variety of practice problems that will be covered in class. Students will have access to any unfinished problems after class that they are welcome to complete for additional practice as needed but this is not required or expected.テスト
Students will receive a written progress report at the end of the class. One numerical assessment grades can be provided if requested.評価
Grades will be provided upon request but play no role in the class. Instead students will receive regular verbal feedback on their work and written feedback throughout the course.この文章は自動翻訳されています
このクラスで学べること
英語レベル - 不明
米国の学年 6 - 7
Welcome to Figure It Out Math. Math for the kid who always needs to know why and for learners who hate doing things “just because”. This math class is designed for gestalt processors and big-picture thinkers with easter eggs hidden along the way for detail-oriented problem-solvers. This is math for the doodlers and the diagrammers where we harness the pencil as the mightiest tool in math to build deep foundational understanding through problem sovling that becomes a launch pad for deep dives and acceleration to reach our highest goals. 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 just two school years and prepares students very well for honors and advanced Algebra curriculums. Rather than lecture, this class spends all our time working on problems independently, small group, and whole group and discussing our results and process. The use of discussion and problem-solving leads to generalized mathematics or proofs. This process prepares students well who may seek advanced mathematics in high school or beyond. Students have access to a “mini-textbook” consisting of a summary and carefully selected practice problem for each day’s lesson in order to support students with retention and review. Please see the syllabus for a detailed breakdown of each lesson’s guiding question and objectives.
学習到達目標
Explain
how to find areas by composing and decomposing shapes (Lesson 3)
strategies used to find areas of parallelograms. (Lesson 4)
strategies used to find areas of triangles (Lesson 7)
how to determine the area of a triangle using its base and height (Lesson 8)
strategies to find surface area of polyhedra (Lesson 11)
Compare
geometric patterns and shapes (Lesson 1)
strategies for finding areas of shapes (Lesson 3)
strategies for finding area of polygons (Lesson 9)
the characteristics of prisms and pyramids (Lesson 11)
Describe
observations about decomposition of parallelograms (Lesson 6)
the features of polyhedra and their nets (Lesson 11)
the relationships among the features of the tent and the amount of fabric required (Lesson 13)
シラバス
5 ユニット
15 レッスン
3 週間以上ユニット 1: Area
レッスン 1:
Readiness Assessment
We will begin with a readiness assessment that covers basic skills and gives a preview of course material to allow for individualization including review materials, tutoring suggestions, and enrichment based on the results of each individual learner. 50 分のオンラインライブレッスン
レッスン 2:
What is Area?
We will explore tiling the plane as a way to formalize our conceptions about area and interrogate any misconceptions by the end of the lesson students will be able to construct and explain a formal mathematical definition of area as well as find the area of squares and rectangles. 50 分のオンラインライブレッスン
レッスン 3:
What Does Decomposing a Shape Mean?
In this lesson we will expand our understanding of area by decomposing and rearranging shapes to reason about their area beginning with an understanding of the relationships of right triangles and squares using virtual tangrams. By the end of the lesson, students will be able to explain how to find the area of a composite shape by decomposing it and rearranging their parts, explain the process, and explain what it means for two figures to have the same area. 50 分のオンラインライブレッスン
レッスン 4:
How Can We Find the Area?
In this lesson, we will solidify our strategies for finding area including decomposing, rearranging, drawing a larger shape and subtracting negative space, considering it as a shape with a missing piece, and compare which strategies are most efficient depending on the problem we are trying to solve. By the end of the lesson, students will be able to confidently find the area of rectilinear shapes. 50 分のオンラインライブレッスン
その他の情報
学習ニーズ
This class is designed by an AUDHD/Dyspraxic Educator
- slides and fonts designed to support dyslexia and visual processing
- ability to type and use virtual drawing tools
- communication aids including chat
- ND Affirming classroom
保護者へのお知らせ
This class uses the Nearpod learning platform to allow for real-time feedback and sharing of work as well as an accessible learning space with digital tools to support the sucess of all learners. Learners will click a link in chat and simply enter their first name or intiial.
受講の前提条件
Students should have good content mastery over elementary math standards. Students should have proficiency (with or without aid) of keyboard and mouse or touch screen devices.
受講に必要なもの
Geometry Toolkit: Tracing Paper Graph Paper Colored Pencils Scissors Index Cards Ruler Tape Teacher Created Notebook
指導言語
英語
外部リソース
このクラスでは、Outschool内のクラスルームに加えて、以下を使用します。
使用する教材
This courses uses strategies and resources from the Illustrative Mathematics Accelerated Course for grades sixth to eight which is licenses under an attribution creative commons license.
参加しました April, 2021
5.0
329レビュー
Popular
教師の専門知識と資格
I am an AUDHD educator who has been working with neurodiverse learners for over 13 years specializing in working with 2E, PDA learners, and Gestalt thinking.
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.
レビュー
ライブグループコース
$240
15 クラス分週に5回、 3 週間
50 分
8 人がクラスを受けました
オンラインライブ授業
年齢: 10-13
クラス人数： 3 人-6 人
