Week 3 Teaching Algebra

In my Algebra class this week we worked on connecting the web of quadratics. The web is the graph, table, equation, product(binomial), x and y-intercepts, and vertex. This week we looked at using an equation to make a table to draw a parabola. Then we took a graph and made a table. Students were asked to identify the pattern in the tables and the x and y intercepts. This was a very interesting week for teaching math. Student understood that the equation made a parabola and the shape of the parabola. The biggest issue I saw this week was the concept of making a table from an equation and seeing the pattern in the table. Students had a hard time with the table when it came down to plugging in the x terms to find the y. There were confused on how I found that x was zero then one and so on. I focused on the idea that x is zero at the y-intercept. They agreed. So I said if x is zero then plug it in for x. When they found what y was then I plotted the point on the graph. This seemed to get the students grasping the concept that you just plug numbers in for x and solve to find points on the parabola. I feel using the y-intercept is the best way to get this point across because it relates to linear equations and students seem to see this point on a graph better and its consistent.

At first when my students were looking at the tables they did not see the pattern. In a parabola once you get the vertex the y points repeat. After a few times of looking at tables and hammering home the point of symmetry to my students they seemed to get the idea that one side is the same as the other. Hence the pattern in the table and the line of symmetry.

Week 2 Teaching Algebra

In my second week of teaching quadratics we focuses on finding the product and sum from an equation. In week 1 the book gave us a box filled out and the students had to find the greatest common factor to determine the product and sum. Students were taught to take the x squared component and the single digit and plug it into the box. From their they took the multiple of the two numbers and used that as their product in the diamond problem. The sum in the diamond problem came from the x component in the equation. From here the students seemed to get the diamond problems because they had seen them before. When they found the factors in the diamond problem they plug it into the original box which allowed them to find the greatest common factor like they did last week. Some of the biggest issues I saw with my students were once them plugged in the x squared and the single digit into the box they got lost. Some started adding the 2 numbers. Others multiple and put it in the diamond problem but could not figure out were the sum of the diamond problem was. I came to the conclusion that this was a 7 step process of which had no meaning to my students. How I over came this was designing a way to set up the problem on their paper. They had to write it like I did on the board. This with set up with arrows showed where each part of the diamond and box came from. I also used different colored markers on the white board so they could see where each piece was related. From there when I asked questions to my students I had them explain where each piece came from and why. This helped to reinforce the concept. Giving my students a chance coordinate the colors with the equation allowed them to see where things came from and allowed them and me to explain the reason for each.

Week 1 Teaching Algebra

Taking into account how students learn today I feel can be a great way to adapt your teaching to your students. Well this week was as good as any to take a step back and look at what my students were getting out of math class. Since becoming a math teacher I have found out that change not detla (change in) is a common theme. I had my lessons lined out for the week and then I found out that my students needed to take a work sample and a district assessment. I had planned on starting quadratics on Monday but not any more. So I postponed the new unit to get the assessments out of the way. On Wednesday I was able to start the new unit but I don't think my students were. Back to back days of testing and now new material. Understanding this I made sure to take it slow Wednesday and Thursday and have a review day Friday. Well what would you know that a snow day came on Thursday. What a messed up week. Once again change. On Friday I broke down how to factor quadratics for the second time in 3 days. This style of math is taught so differently now, quadratics and factoring that is. They teach the students about the product (multiplication answer) and sum (addition answer). From there they give students a box with four areas and ask them to find the product and sum. They are supposed to find the greatest common factor of one of the columns then find the area to each box. It seams simple enough when worked out in front of you. Some of the things I noticed were my students were getting greatest common factor mixed up with least common multiple. I had to find three different ways to restate the question to get all the students on the same page. I think naturally students understand they cant combine an x squared with an x unless you multiple. They had not made the jump to dividing. Can't wait to see what next week brings.

Welcome to Geometry

Assignment #1

Do your work on a separate sheet of paper that you will turn in tomorrow. It will be due at the beginning of class. You must show your work.




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