Alix! Seeing as many of us were well removed from math, it was a lot harder than if you were with your regular students who are exposed to math on a daily basis. For this reason, I believe this lesson would work excellently in an actual classroom! Where a lot of math, is lecture, taking notes, and solving problems on the board, it is nice to take a little break break from that and have student have fun with math, and figure it out without you having to tell them first. The way that you designed your lesson made for it to better ingrained in the students, "learn by doing" to use a cliche.
You explained nicely and were very helpful throughout the lesson, the point is not exactly getting all of the figures correct but understanding the Pythagorean Theorem. Therefore, it's a quick, easy, and fun way to get students to learn the Pythagorean Theorem!
Hey there Alix! I can only imagine how hard it was to come up with a lesson plan for Math (since math teachers like to give the main idea early on), but you nailed it with this lesson! The Pythagorean Theorem was a smart choice for this style of teaching and allowed your students some hands-on experience, the type that you might not always get in math. And you were always available to help when we needed it, without giving us the answer.
Your lesson ran a little on the short side, so you might want to have extra activities ready for the students when they finish with the assignment. Overall, well done!
Like Cassie said, that was a tough room. High school geometry was a long time ago for me and I do not recall doing much with proofs, just formulas and numbers. With other lessons providing context I think the lesson would have had better results, so no worries there.
Indirect instruction is definitely tougher for math, so the paper shapes were a good way to get that exploration factor. You were also doing a good job of providing enough guidance to help, mostly Christian, progress through the lesson.
It is really hard to be critical because I really was a little lost at times. I wish I could be more helpful.
Alix, as an English-major-who-hates-math too, I actually learned something!! That was the best part of your lesson, is that it works (I am living proof) and it made sense. So, kudos. The hands-on exploration really helped me grasp the concepts of squares/squaring and what that scary word - Pythagorean Theorem - actually means. During the discussion you mentioned how we might use this theory in real life (the mountain example) so it placed what I just learned into context. You should definitely keep this lesson in your back pocket for future use!
Alix! Seeing as many of us were well removed from math, it was a lot harder than if you were with your regular students who are exposed to math on a daily basis. For this reason, I believe this lesson would work excellently in an actual classroom! Where a lot of math, is lecture, taking notes, and solving problems on the board, it is nice to take a little break break from that and have student have fun with math, and figure it out without you having to tell them first. The way that you designed your lesson made for it to better ingrained in the students, "learn by doing" to use a cliche.
ReplyDeleteYou explained nicely and were very helpful throughout the lesson, the point is not exactly getting all of the figures correct but understanding the Pythagorean Theorem. Therefore, it's a quick, easy, and fun way to get students to learn the Pythagorean Theorem!
Hey there Alix! I can only imagine how hard it was to come up with a lesson plan for Math (since math teachers like to give the main idea early on), but you nailed it with this lesson! The Pythagorean Theorem was a smart choice for this style of teaching and allowed your students some hands-on experience, the type that you might not always get in math. And you were always available to help when we needed it, without giving us the answer.
ReplyDeleteYour lesson ran a little on the short side, so you might want to have extra activities ready for the students when they finish with the assignment. Overall, well done!
Hi Alix.
ReplyDeleteLike Cassie said, that was a tough room. High school geometry was a long time ago for me and I do not recall doing much with proofs, just formulas and numbers. With other lessons providing context I think the lesson would have had better results, so no worries there.
Indirect instruction is definitely tougher for math, so the paper shapes were a good way to get that exploration factor. You were also doing a good job of providing enough guidance to help, mostly Christian, progress through the lesson.
It is really hard to be critical because I really was a little lost at times. I wish I could be more helpful.
Alix, as an English-major-who-hates-math too, I actually learned something!! That was the best part of your lesson, is that it works (I am living proof) and it made sense. So, kudos. The hands-on exploration really helped me grasp the concepts of squares/squaring and what that scary word - Pythagorean Theorem - actually means. During the discussion you mentioned how we might use this theory in real life (the mountain example) so it placed what I just learned into context. You should definitely keep this lesson in your back pocket for future use!
ReplyDelete