weekly
or for 20 classes
幾何学：特別な学習者のための合同と証明
6 人が学習を完了しました
年齢 12 歳-15 歳
ライブグループコース
平均評価:
5.0
レビュー数:(332 レビュー)
Popular
オンラインライブ授業
週に5回、 4 週間
2 人-6 人 1クラスあたりの学習者
50 分
含まれるもの
20 ライブミーティング
16 時間 40 分 授業時間課題
週1時間. We will end the unit with a mastery assessment.プロジェクト
Students will complete a modeling project in which they create a mathematical model to understand and propose a solution to a real world problem.進捗レポート
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 - B2+
米国の学年 8 - 10
Intermediate レベル向け
This is the second course in a year-long sequence which covers standards and ideas in Geometry. 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. The curriculum is problem-based this means instead of lectures or videos students work together as a small group to solve problems to discover principles and strategies with teacher guidance, as necessary. Therefore, we will spend approximately 90% of each class period working on problems and discussing them as a group. The use of discussion and problem-solving leads to generalized mathematics or proofs and students will construct their own models or proofs of real-world scenarios in project based assignments. This process prepares students well who may seek advanced mathematics in high-school or beyond. In this unit, we will focus on the relationships between congruent parts of figures and congruent figures themselves. We will utilize transformations as tools for reasoning and making generalizations. Through these transformations, we will prove three theorems about triangle congruence: Side-Angle-Side (SAS), Angle-Side-Angle (ASA), and Side-Side-Side (SSS). As we establish these theorems, we will apply them to demonstrate properties of quadrilaterals, isosceles triangles, and other shapes. Finally, we will employ our skills to conjecture and investigate congruences and properties of quadrilaterals.
学習到達目標
CCSS.Math.Content.HSG.CO.B.6: Students will be able to use geometric descriptions of rigid motions to transform figures and predict the effects on these figures, and determine if two figures are congruent by analyzing their transformations.CCSS.Math.Content.HSG.CO.B.7: Students will be able to demonstrate that two triangles are congruent if and only if corresponding pairs of sides and corresponding pairs of angles are congruent, using the definition of congruence in terms of rigid motions.シラバス
カリキュラム
Teacher-Created カリキュラムに準拠標準
Common Core State Standards (CCSS) に準拠20 レッスン
4 週間以上レッスン 1:
Readiness Assessment
We will complete a quick readiness check to introduce unit topics and allow for increased individualization with catered support and enrichment activities throughout the unit 50 分のオンラインライブレッスン
レッスン 2:
Congruent Parts, Part 1
We will explore congruent figures and corresponding parts and use them to make conjectures about quadrilaterals based on transforming triangles. 50 分のオンラインライブレッスン
レッスン 3:
Congruent Parts, Part 2
We will continue to work with corresponding parts and explore using this to disprove congruence between figures. We will also begin our work on establishing congruence shortcuts for triangles. 50 分のオンラインライブレッスン
レッスン 4:
Congruent Triangles, Part 1
We will work on proofing triangle congruence using transformations based on work in unit one and use this to write proofs. 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
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. Students will also need to use a compass.
受講の前提条件
Learners should have completed Algebra 1.
受講に必要なもの
Learners will need a way to write/draw to solve problems. This class is best taken using a computer and mouse, but learners might benefit from having a secondary touch screen device in order to be able to screen share math work. Learners will need a teacher provided printable workbook, a compass, straight edge, and tracing paper.
指導言語
英語 (レベル: B2+)
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
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.
先生について
教師の専門知識と資格
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.
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