weekly
or for 6 classes
含まれるもの
6 ライブミーティング
3 授業時間宿題:
週あたり 1-2 時間. 週1~2回修了証書
含まれる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 - A2
米国の学年 4 - 6
𝗠𝗮𝗻𝘆 𝘀𝘁𝘂𝗱𝗲𝗻𝘁𝘀 𝗴𝗲𝘁 𝗳𝗿𝘂𝘀𝘁𝗿𝗮𝘁𝗲𝗱 𝘄𝗶𝘁𝗵 𝟯𝗗 𝘀𝗵𝗮𝗽𝗲𝘀 𝗯𝗲𝗰𝗮𝘂𝘀𝗲 𝗶𝘁 𝗳𝗲𝗲𝗹𝘀 𝘁𝗼𝗼 𝗵𝗮𝗿𝗱 – 𝘄𝗲 𝗯𝗿𝗲𝗮𝗸 𝗱𝗼𝘄𝗻 𝗴𝗲𝗼𝗺𝗲𝘁𝗿𝘆 𝗰𝗹𝗲𝗮𝗿𝗹𝘆 𝗮𝗻𝗱 𝘀𝘁𝗲𝗽 𝗯𝘆 𝘀𝘁𝗲𝗽! Geometry doesn’t have to feel like a puzzle you can’t solve. In this class, we take the mystery out of 3D shapes by breaking down the essentials in a way that just makes sense. Struggling with identifying edges, faces, and vertices? Feeling overwhelmed by volume and surface area? No more blank stares at confusing diagrams or getting lost in math jargon – we make it simple, practical, and easy to grasp. We start from the basics and build up, giving learners the confidence to tackle geometry without the usual frustration. With gentle step by step instructions, learners discover how to break down shapes, measure volume, and compare surface areas with clarity and confidence. Plus, they’ll get plenty of practice sorting shapes and counting their attributes in ways that feel more like solving a problem than memorizing a formula. 𝗚𝗲𝗼𝗺𝗲𝘁𝗿𝘆 𝗱𝗼𝗲𝘀𝗻’𝘁 𝗵𝗮𝘃𝗲 𝘁𝗼 𝗯𝗲 𝗶𝗻𝘁𝗶𝗺𝗶𝗱𝗮𝘁𝗶𝗻𝗴 – 𝗶𝘁 𝗷𝘂𝘀𝘁 𝗻𝗲𝗲𝗱𝘀 𝘁𝗵𝗲 𝗿𝗶𝗴𝗵𝘁 𝗮𝗽𝗽𝗿𝗼𝗮𝗰𝗵! ----- Our classrooms are guided by a Socratic teaching approach, fostering critical thinking and encouraging open dialogue among learners. By facilitating engaging discussions and posing thought-provoking questions, students are able to explore topics more deeply and gain a comprehensive understanding of the material. We incorporate a mix of traditional methods such as videos and limited PowerPoint presentations to accommodate various learning styles as well. In addition, we gamify our lessons, as much as possible, to make learning fun and interactive for students. By adding elements of games and competition, we are able to keep learners engaged and motivated to participate in their education. We also incorporate hands-on projects, wherever possible, to provide students with real-world application of their learning. Through these projects, students are able to apply their knowledge in practical ways and further enhance their understanding of the subject matter. By designing this type of diverse classroom environment, utilizing multiple teaching methods, we effectively address the diverse learning styles of our learners. _______ Please note we value mental health and want to prevent teacher burnout. With that said, we do take company wide breaks where there will not be any classes taught nor will we be answering emails. Please expect a delay in responses the following dates: 2024: August 19-August 25 (Summer Break) November 27-29 (Thanksgiving Break) December 23 - December 31 (Winter Break) 2025 January 1 - Jan 5 (Winter Break) March 17 - March 23 (Spring Break) April 19 - April 20 (Easter Break) August 25-31st (Summer Break) If you are enrolled, you will not be charged! We will be returning all emails the day or two after we return. In addition, teachers may need time off outside of these breaks as emergencies do happen. We always try our best to give ample notice when we can. You will never be charged for a day that we cancel classes. _______ Refund Policy: We strictly adhere to Outschool's refund/reschedule policy for all of our classes. This means that once a class has been paid for, there will be no deviation from Outschool's guidelines. We do not offer refunds or rescheduling outside of what Outschool allows. Camera Policy: All students are required to keep their camera turned on during the entire class. The only exception is those that have been verified by Outschool and have the verification badge. Contact info: In compliance with Outschool's policies, we do not accept friend or contact requests from current or former families on any social networking site (Facebook, LinkedIn, etc.). We also do not provide or ask for any personal information such as email address or phone numbers. We appreciate your understanding and cooperation with these policies.
学習到達目標
Learners will identify and describe key attributes of 3D shapes, including edges, faces, and vertices, and distinguish them from 2D shapes.
Learners will develop an understanding of volume and surface area by breaking down concepts into clear, manageable steps and practicing with real-world examples.
シラバス
6 レッスン
6 週間以上レッスン 1:
Difference Between 2D and 3D Shapes
Learners will understand how 3D shapes differ from 2D shapes by identifying edges, faces, and vertices, and recognizing basic 3D shapes like cubes, rectangular prisms, pyramids, cylinders, cones, and spheres.
30 分のオンラインライブレッスン
レッスン 2:
Classification of 3D Shapes
Learners will classify prisms, pyramids, and curved shapes, and identify polyhedrons. They will practice sorting shapes by real-world examples to build a deeper understanding of 3D geometry.
30 分のオンラインライブレッスン
レッスン 3:
Faces, Edges, and Vertices
Learners will accurately count edges, faces, and vertices of different shapes and discover patterns in cubes, pyramids, and prisms. They will also gain a simple introduction to Euler’s Rule.
30 分のオンラインライブレッスン
レッスン 4:
Understanding Nets and Their Shapes
Learners will explore how 3D shapes unfold into 2D nets. They will practice matching nets to their corresponding shapes and understand how flat patterns form 3D objects.
30 分のオンラインライブレッスン
その他の情報
受講の前提条件
Basic understanding of 2D shapes (like squares, rectangles, and circles) and counting edges and corners. No prior knowledge of 3D geometry needed – we’ll build skills step by step!
外部リソース
学習者は、Outschoolが提供する基本ツール以外のアプリやウェブサイトを使用する必要はありません。
提供:
教師の専門知識と資格
8 先生は教員免許を持っています
オハイオ州 教員免許 数学で
ニュージャージー 教員免許 初等教育で
ニュージャージー 教員免許 初等教育で
ニュージャージー 教員免許 初等教育で
ジョージア 教員免許 初等教育で
オレゴン州 教員免許 特別教育で
ニュージャージー 教員免許 社会科・歴史で
カリフォルニア 教員免許 特別教育で
カリフォルニア 教員免許 英語/国語で
ニューヨーク州 教員免許 社会科・歴史で
ジョージア 教員免許 英語/国語で
メリーランド 教員免許 英語/国語で
ノースカロライナ州 教員免許
6 先生は大学院の学位を持っています
博士号 University of Albertaから 特別教育 へ
修士号 The Ohio State Universityから 動物科学 へ
修士号 Rutgers Universityから 教育 へ
修士号 Clarkson Universityから 教育 へ
修士号 University of Oklahomaから 国際関係 へ
博士号 Concordia University Chicagoから スポーツマネジメント へ
修士号 Towson Universityから 教育 へ
10 先生は学士号を取得しています
学士号 University of Floridaから 保健サービス/関連保健/健康科学 へ
学士号 The Ohio State Universityから 動物科学 へ
学士号 Long Island Universityから ジャーナリズム へ
学士号 Queens Collegeから 心理学 へ
学士号 University of California, Berkeleyから 外国語 へ
学士号 University of California, Berkeleyから スペイン語と文学 へ
学士号 SUNY Empire State Universityから 歴史 へ
学士号 North Carolina State Universityから 教育 へ
学士号 University of Marylandから 英語言語と文学 へ
学士号 Bowie State Universityから ジャーナリズム へ
学士号 SUNY Cortlandから 教育 へ
学士号 SUNY Cortlandから 教育 へ
Check out our teachers video profiles here:
https://www.canva.com/design/DAGbVl13Znw/TfxGX-w2arMDPvlWtgTaZQ/edit?utm_content=DAGbVl13Znw&utm_campaign=designshare&utm_medium=link2&utm_source=sharebutton
ALANA YEAGER
I have 20 years of experience teaching middle school math with 9 years of in-building experience and 11 years of experience teaching online.
In addition to teaching, I have years of experience developing, designing, and reviewing content for middle and high school math.
My mission is to help every learner gain confidence and skills in math. I make math accessible to all learners by breaking down complex ideas into smaller parts. I also encourage a growth mindset in a positive, safe learning environment. In addition, I relate the math concepts to the real world and math learning fun along the way.
DAVE TOLBERT:
Hello, my name is David Tolbert, and I am an English Teacher specializing in Writing and Literature. I also teach Math and Executive Functioning to learners of all ages. I have been teaching at the high school level since 2007, and my experience ranges from working with beginning readers and English Language Learners to Advanced Placement students wanting to push their understanding of Literary Criticism to the next level.
I have earned a Master’s Degree in Education and Leadership from Portland State University. I have also been trained in many different curriculums and strategies, including Positive Behavior Intervention and Support, AVID, Trauma-Informed Instruction, and many more.
I believe that every student has the ability to grow as a learner, and I always try to provide a safe and supportive learning environment. My mission as a teacher has always been to take big, intimidating tasks and break them down into simple concepts that make them more accessible to all kinds of learners. I also provide a non-judgemental space to ask questions and receive thoughtful and constructive feedback in order to improve students' performance on academic tasks and build confidence.
When not in the classroom, I enjoy spending time with my family and friends. The main goals in my life now are to be a supportive husband, father, and teacher. I love listening to and playing music, traveling, camping, and creative writing in my spare time.
I look forward to working with you and your students!
レビュー
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